Research Journal in Advanced Humanities最新文献

Investigating the impact of automated instruments used for assessing the writing skill: Perspectives of language e-learners 调查用于评估写作技巧的自动化工具的影响：语言电子学习者的观点

Research Journal in Advanced Humanities Pub Date : 2024-04-07 DOI: 10.58256/4fd2qt78

M. Khasawneh

{"title":"Investigating the impact of automated instruments used for assessing the writing skill: Perspectives of language e-learners","authors":"M. Khasawneh","doi":"10.58256/4fd2qt78","DOIUrl":"https://doi.org/10.58256/4fd2qt78","url":null,"abstract":"The main goal of using Automated Writing Evaluation (AWE) instruments is to help language learners learn more quickly and more effectively. In addition to assigning writing-related assignments, these technologies give language learners a suitable forum where they can receive general comments on their written pieces. In the same vein as the benefits of using AWE instruments, this study aims to comprehend foreign language e-learners' perspectives regarding the impact of these tools in their learning environment. Sixty-seven (67) research participants, who are currently e-learning foreign languages at King Khalid University, participated in an online survey to achieve this fundamental goal. Their answers to the questions were compiled and presented using a quantitative method, and they serve as the foundation for the research results. Moreover, the data distribution was precisely computed using a descriptive statistics table. Nonetheless, the study's findings demonstrate that AWE tools come with suitable measurements that non-native English speakers might utilize to improve their writing skills. This is predicated on the scoring propensity and feedback propensity—two crucial aspects of these instruments. Additionally, the study shows that e-learners occasionally run into difficulties when using these resources, which are mostly remediable by the programmers of these applications as well as language teachers. Lastly, to achieve a balance in the appropriate integration and use of AWE tools in the language educational setting, this research recommends using these tools in addition to human feedback and instruction.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"56 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140733653","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

Reflection of gender divisions and feminine consciousness in Caryl Churchill’s ‘Owners’ 卡里尔-丘吉尔《业主》中的性别划分和女性意识反思

Research Journal in Advanced Humanities Pub Date : 2024-03-15 DOI: 10.58256/h52ncn63

Mehrunnisa M. Yunus, Tribhuwan Kumar

引用次数: 0

Hybrid Idol in Virtual Idols: Constructing a New Perspective on Idol Studies in Film and Media 虚拟偶像中的混合偶像：构建电影和媒体中偶像研究的新视角

Research Journal in Advanced Humanities Pub Date : 2024-02-26 DOI: 10.58256/jvx4ck11

Jun Dong, Kamal Sabran

引用次数: 0

The componential semantic reflection of Russian energy industry terms in scientific articles 科学文章中俄罗斯能源工业术语的成分语义反映

Research Journal in Advanced Humanities Pub Date : 2024-02-17 DOI: 10.58256/d498dh32

May Chan Myae Zaw, Polina Nikolaevna Alpatova

引用次数: 0

Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators 提高教学创造力：关于 ESL 教育工作者自我职业发展的综合研究

Research Journal in Advanced Humanities Pub Date : 2024-02-07 DOI: 10.58256/et4a4a30

Mouna Abou Assali

{"title":"Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators","authors":"Mouna Abou Assali","doi":"10.58256/et4a4a30","DOIUrl":"https://doi.org/10.58256/et4a4a30","url":null,"abstract":"This article delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"25 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795678","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

Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators 提高教学创造力：关于 ESL 教育工作者自我职业发展的综合研究

Research Journal in Advanced Humanities Pub Date : 2024-02-07 DOI: 10.58256/et4a4a30

Mouna Abou Assali

{"title":"Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators","authors":"Mouna Abou Assali","doi":"10.58256/et4a4a30","DOIUrl":"https://doi.org/10.58256/et4a4a30","url":null,"abstract":"This article delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"61 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855430","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

The civil protection of trademarks according to the UAE law 根据阿联酋法律对商标进行民事保护

Research Journal in Advanced Humanities Pub Date : 2024-02-07 DOI: 10.58256/safv7f55

Nadia Yas, Hani Abdurahim, Mohammed Njim

引用次数: 0

The civil protection of trademarks according to the UAE law 根据阿联酋法律对商标进行民事保护

Research Journal in Advanced Humanities Pub Date : 2024-02-07 DOI: 10.58256/safv7f55

Nadia Yas, Hani Abdurahim, Mohammed Njim

引用次数: 0

Using neuro-linguistic programming and transactional analysis tools to measure the English proficiency of Fl learners 使用神经语言程序设计和交易分析工具衡量 Fl 学习者的英语水平

Research Journal in Advanced Humanities Pub Date : 2024-02-05 DOI: 10.58256/5ryw2v96

Abdulrahman Almosa

{"title":"Using neuro-linguistic programming and transactional analysis tools to measure the English proficiency of Fl learners","authors":"Abdulrahman Almosa","doi":"10.58256/5ryw2v96","DOIUrl":"https://doi.org/10.58256/5ryw2v96","url":null,"abstract":"Various methods are used to evaluate the English skills of non-native learners. Two approaches within cognitive science have garnered attention lately due to their potential usefulness in learning a foreign language and improving an individual's interpersonal and communicative skills. They include Transactional Analysis (TA) and Neuro-Linguistic Programming (NLP). Self-improvement, psychoeducation, and language teaching extensively use these psychological methods for assessing and evaluating students' behaviour. Communication skills, such as consciousness, fearlessness, and others, are essential to teach English in the classroom and can be trained through methods like NLP and TA. This study focused on measuring different variables that underpin proficiency in a foreign language. The six variables measured in this study include speaking, listening, reading, and writing skills. Grammar and vocabulary proficiency were also measured. The measuring instrument was the NLP and TA tools, and the method adopted for the study is an experimental approach. Two hundred high school students participated in both the pretest and posttest. Both the researcher and some selected teachers administered the tests. The findings of the study affirm that the participants generally performed better across the skill sets for proficiency in the posttest, more than what is seen in the pretest. This indicates that the tools help measure and facilitate learning different FL proficiency skills. The study further revealed that the students performed better during the posttest in the TA test than in the NLP test. The findings also indicated that the students performed better in speaking and listening skills in both the posttests of NLP and TA tests. It is thus concluded that TA and NLP are critical tools to measure students' progress in certain areas of FL learning.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"61 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803158","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

Using neuro-linguistic programming and transactional analysis tools to measure the English proficiency of Fl learners 使用神经语言程序设计和交易分析工具衡量 Fl 学习者的英语水平

Research Journal in Advanced Humanities Pub Date : 2024-02-05 DOI: 10.58256/5ryw2v96

Abdulrahman Almosa

{"title":"Using neuro-linguistic programming and transactional analysis tools to measure the English proficiency of Fl learners","authors":"Abdulrahman Almosa","doi":"10.58256/5ryw2v96","DOIUrl":"https://doi.org/10.58256/5ryw2v96","url":null,"abstract":"Various methods are used to evaluate the English skills of non-native learners. Two approaches within cognitive science have garnered attention lately due to their potential usefulness in learning a foreign language and improving an individual's interpersonal and communicative skills. They include Transactional Analysis (TA) and Neuro-Linguistic Programming (NLP). Self-improvement, psychoeducation, and language teaching extensively use these psychological methods for assessing and evaluating students' behaviour. Communication skills, such as consciousness, fearlessness, and others, are essential to teach English in the classroom and can be trained through methods like NLP and TA. This study focused on measuring different variables that underpin proficiency in a foreign language. The six variables measured in this study include speaking, listening, reading, and writing skills. Grammar and vocabulary proficiency were also measured. The measuring instrument was the NLP and TA tools, and the method adopted for the study is an experimental approach. Two hundred high school students participated in both the pretest and posttest. Both the researcher and some selected teachers administered the tests. The findings of the study affirm that the participants generally performed better across the skill sets for proficiency in the posttest, more than what is seen in the pretest. This indicates that the tools help measure and facilitate learning different FL proficiency skills. The study further revealed that the students performed better during the posttest in the TA test than in the NLP test. The findings also indicated that the students performed better in speaking and listening skills in both the posttests of NLP and TA tests. It is thus concluded that TA and NLP are critical tools to measure students' progress in certain areas of FL learning.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":"108 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863103","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