Education, Language and Sociology Research最新文献_第9页

Leading Outside the Box: Principal Engagement in Entrepreneurial Mindset in Their Leadership 在框框之外领导:他们领导中的企业家心态的主要参与

Education, Language and Sociology Research Pub Date : 2021-02-27 DOI: 10.22158/ELSR.V2N1P119

L. Nadelson, Stacey D. Loyless

引用次数: 0

The Iraqi EFL Learners’ Ability to Use Speech Acts in MA and Ph.D. Theses Defense 伊拉克英语学习者在硕士和博士论文答辩中运用言语行为的能力

Education, Language and Sociology Research Pub Date : 2020-10-14 DOI: 10.22158/elsr.v1n2p41

Mohammed Jasim Betti, A. Hasan

{"title":"The Iraqi EFL Learners’ Ability to Use Speech Acts in MA and Ph.D. Theses Defense","authors":"Mohammed Jasim Betti, A. Hasan","doi":"10.22158/elsr.v1n2p41","DOIUrl":"https://doi.org/10.22158/elsr.v1n2p41","url":null,"abstract":"The present study investigates the Iraqi EFL (IEFL) learners’ ability to use Speech Acts (SAs) in MA and Ph.D. theses defense. It aims at analyzing utterances (Us) made by the MA and Ph.D. IEFL learners in terms of SAs, the class to which those SAs belong, the type of tone the learners use, and the errors committed by the learners and their types. It is hypothesized that the learners use the SA of stating more than the other types of SAs in their MA and Ph.D. defence, the learners use directives more than other SA categories, the EFL learners use the falling tone more than the other types of tones. The researchers record the defense of six IEFL learners: four MA and two Ph.D. during the Academic year 2019-2020. They put the recorded data into an orthographic form showing the tone type for each tone unit, and check each recorded utterance (U) for the SA used, the SA category to which the SA belongs, the type of tone used and if any, the types of errors the participants commit. The study concludes that the MA IEFL learners use more SAs than the Ph.D. ones, the most frequently used SA is the SA of asserting, the most frequently used category of SAs is the representative one, and the learners use the falling tone more than the other types of tones.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117033542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum 初任教师教育的跨界:支持城市实习的翻译

Education, Language and Sociology Research Pub Date : 2020-09-01 DOI: 10.36939/ir.202009221216

Jeannie Kerr, Katya Adamov Ferguson

引用次数: 3

Effectiveness of Learning Devices with Inquiry Learning Models to Increase Skills Creative Thinking Students 探究性学习模式下学习工具对提高学生创造性思维能力的有效性

Education, Language and Sociology Research Pub Date : 2020-06-05 DOI: 10.22158/elsr.v1n1p128

Syamsidah, Ratnawati, A. Muhiddin, M. Lullulangi

引用次数: 0

Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review 英语学习者——教师信念、专业发展和学生成绩的认知:一项文献综述

Education, Language and Sociology Research Pub Date : 2020-05-27 DOI: 10.22158/elsr.v1n1p101

S. Wright, Fernanda Vargas, Tonya Huber

{"title":"Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review","authors":"S. Wright, Fernanda Vargas, Tonya Huber","doi":"10.22158/elsr.v1n1p101","DOIUrl":"https://doi.org/10.22158/elsr.v1n1p101","url":null,"abstract":"Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114224547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Study on the Effectiveness of Automated Essay Marking in the Context of a Blended Learning Course Design 混合式学习课程设计中论文自动阅卷的有效性研究

Education, Language and Sociology Research Pub Date : 2020-04-24 DOI: 10.22158/elsr.v1n1p20

Wenhua Yu, T. Barker

{"title":"A Study on the Effectiveness of Automated Essay Marking in the Context of a Blended Learning Course Design","authors":"Wenhua Yu, T. Barker","doi":"10.22158/elsr.v1n1p20","DOIUrl":"https://doi.org/10.22158/elsr.v1n1p20","url":null,"abstract":"This paper reports on a study undertaken in a Chinese university in order to investigate the effectiveness of an online automated essay marking system in the context of a Blended Learning course design. Two groups of undergraduate learners studying English were required to write essays as part of their normal course. One group had their essays marked by an online automated essay marking and feedback system, the second, control group were marked by a tutor who provided feedback in the normal way. Their essay scores and attitudes to the essay writing tasks were compared. It was found that learners were not disadvantaged by the automated essay marking system. Their mean performance was better (p<0.01) than the tutor marked control for seven of the essays and showed no difference for three essays. In no case did the tutor marked essay group score higher than the automated system. Correlations were performed that indicated that for both groups there was a significant improvement in performance (p<0.05) over the duration of the course and that there was a significant relationship between essay scores for the groups (p<0.01). An investigation of attitude to the automated system as compared to the tutor marked system was more complex. It was found that there was a significant difference in the attitudes of those classified as low and high performers (p<0.05). In the discussion these findings are placed in a Blended Learning context.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"654 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133102120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Uncovering the Challenge of Vocational Education Policy 揭示职业教育政策的挑战

Education, Language and Sociology Research Pub Date : 1900-01-01 DOI: 10.22158/elsr.v2n3p78

Yasdin -, Amirullah Abduh, B. Rauf, E. Rahman, M. Lullulangi

引用次数: 0