Learner perceptions of demotivators in the English as a foreign language (EFL) classroom: Conceptual framework, scale development, and tentative underlying cause analysis

Notwithstanding the negative influence of demotivation on student learning outcomes, prior research in EFL demotivation suffers from the lack of generally agreed-upon conceptual understanding, which hampers scale development. The present series of studies sought to explore the ideas of demotivation and describe the development of the Learner Perception of Demotivators Scale (LPDS) both conceptually and psychometrically. In Study 1 (N = 295), an exploratory factor analysis offered preliminary support for a factor structure comprising three dimensions: negative teacher behavior, loss of task value, and low expectancy for success. In Study 2 (N = 320), the proposed factor structure was further corroborated through confirmatory factor analysis, and its validity was documented by means of correlating with academic performance, self-efficacy, and mindset. A second-order factor model was tested to investigate whether a set of demotivating factors load on an overall construct that may be termed “Demotivator”. Whereas the model fit confirmed a wellitting second-order model with post hoc model adjustment, one low first-order loading (negative teacher behavior) does not seem to support “Demotivator” as a higher order construct comprising three subdimensions. Furthermore, the LPDS demonstrated evidence of configural, metric, scalar, and residual invariance across gender, suggesting the same underlying construct is measured across gender groups. Contrary to the findings in motivation research, loss of task value was a stronger predictor of performance than low expectancy for success. Further, in Study 3 (N =320), loss of task value distinguished extremely motivated EFL learners from ordinary ones, offering tentative evidence for the reason behind demotivation in EFL learning. The unique role of task value found in Study 2 and Study 3 gave insights into the hypothetical construct of “demotivation”. It was also examined in the context of East Asian culture. By establishing a nomological network (academic performance, self-efficacy, and mindset), the current study provided a lawful pattern of interrelationships that exists between the hypothetical construct (demotivation) and observable attributes (e.g., academic performance) and that guides researcher for future L2 studies. More implications and limitations for future studies are discussed

Effects of Small-Sided Games vs. Conventional Endurance Training on Endurance Performance in Male Youth Soccer Players: A Meta-Analytical Comparison

This paper is in closed access .© 2019, Springer Nature Switzerland AG. Background: Small-sided games have been suggested as a viable alternative to conventional endurance training to enhance endurance performance in youth soccer players. This has important implications for long-term athlete development because it suggests that players can increase aerobic endurance through activities that closely resemble their sport of choice. Objectives: The objectives of this meta-analysis were to compare male youth soccer players’ adaptability to small-sided games vs. conventional endurance training and to establish exercise prescription guidelines for this population. Data Sources: The data sources utilised were Google Scholar, PubMed and Microsoft Academic. Study Eligibility Criteria: Studies were eligible for inclusion if interventions were carried out in male soccer players (aged < 18 years) and compared the effects of small-sided games and conventional endurance training on aerobic endurance performance. We defined small-sided games as “modified [soccer] games played on reduced pitch areas, often using adapted rules and involving a smaller number of players than traditional games”. We defined conventional endurance training as continuous running or extensive interval training consisting of work durations > 3 min. Study Appraisal and Synthesis Methods: The inverse-variance random-effects model for meta-analyses was used because it allocates a proportionate weight to trials based on the size of their individual standard errors and facilitates analysis whilst accounting for heterogeneity across studies. Effect sizes were represented by the standardised mean difference and presented alongside 95% confidence intervals. Results: Seven studies were included in this meta-analysis. Both modes of training were effective in increasing endurance performance. Within-mode effect sizes were both of moderate magnitude [small-sided games: 0.82 (95% confidence interval 0.05, 1.60), Z = 2.07 (p = 0.04); conventional endurance training: 0.89 (95% confidence interval 0.06, 1.72), Z = 2.10 (p = 0.04)]. There were only trivial differences [0.04 (95% confidence interval − 0.36, 0.43), Z = 0.18 (p = 0.86)] between the effects on aerobic endurance performance of small-sided games and conventional endurance training. Subgroup analyses showed mostly trivial differences between the training methods across key programming variables such as set duration (≥ or < 4 min) and recovery period between sets (≥ or < 3 min). Programmes that were longer than 8 weeks favoured small-sided games [effect size = 0.45 (95% confidence interval − 0.12, 1.02), Z = 1.54 (p = 0.12)], with the opposite being true for conventional endurance training [effect size = − 0.33 (95% confidence interval − 0.79, 0.14), Z = 1.39 (p = 0.16)]. Programmes with more than 4 sets per session favoured small-sided games [effect size = 0.53 (95% confidence interval − 0.52, 1.58), Z = 0.98 (p = 0.33)] with only a trivial difference between those with 4, or fewer, sets [effect size = − 0.13 (95% confidence interval − 0.52, 0.26), Z = 0.65 (p = 0.52)]. Conclusions: Small-sided games are as effective as conventional endurance training for increasing aerobic endurance performance in male youth soccer players. This is important for practitioners as it means that small-sided games can allow both endurance and skills training to be carried out simultaneously, thus providing a more efficient training stimulus. Small-sided games offer the same benefits as conventional endurance training with two sessions per week, with ≥ 4 sets of 4 min of activity, interspersed with recovery periods of 3 min, recommended in this population

Effects of small-sided games vs. conventional endurance training on endurance performance in male youth soccer players: A meta-analytical comparison

Background: Small-sided games have been suggested as a viable alternative to conventional endurance training to enhance endurance performance in youth soccer players. This has important implications for long-term athlete development because it suggests that players can increase aerobic endurance through activities that closely resemble their sport of choice. Objectives: The objectives of this meta-analysis were to compare male youth soccer players’ adaptability to small-sided games vs. conventional endurance training and to establish exercise prescription guidelines for this population. Data Sources: The data sources utilised were Google Scholar, PubMed and Microsoft Academic. Study Eligibility Criteria: Studies were eligible for inclusion if interventions were carried out in male soccer players (aged 3 min. Study Appraisal and Synthesis Methods: The inverse-variance random-effects model for meta-analyses was used because it allocates a proportionate weight to trials based on the size of their individual standard errors and facilitates analysis whilst accounting for heterogeneity across studies. Effect sizes were represented by the standardised mean difference and presented alongside 95% confidence intervals. Results: Seven studies were included in this meta-analysis. Both modes of training were effective in increasing endurance performance. Within-mode effect sizes were both of moderate magnitude [small-sided games: 0.82 (95% confidence interval 0.05, 1.60), Z = 2.07 (p = 0.04); conventional endurance training: 0.89 (95% confidence interval 0.06, 1.72), Z = 2.10 (p = 0.04)]. There were only trivial differences [0.04 (95% confidence interval − 0.36, 0.43), Z = 0.18 (p = 0.86)] between the effects on aerobic endurance performance of small-sided games and conventional endurance training. Subgroup analyses showed mostly trivial differences between the training methods across key programming variables such as set duration (≥ or < 4 min) and recovery period between sets (≥ or < 3 min). Programmes that were longer than 8 weeks favoured small-sided games [effect size = 0.45 (95% confidence interval − 0.12, 1.02), Z = 1.54 (p = 0.12)], with the opposite being true for conventional endurance training [effect size = − 0.33 (95% confidence interval − 0.79, 0.14), Z = 1.39 (p = 0.16)]. Programmes with more than 4 sets per session favoured small-sided games [effect size = 0.53 (95% confidence interval − 0.52, 1.58), Z = 0.98 (p = 0.33)] with only a trivial difference between those with 4, or fewer, sets [effect size = − 0.13 (95% confidence interval − 0.52, 0.26), Z = 0.65 (p = 0.52)]. Conclusions: Small-sided games are as effective as conventional endurance training for increasing aerobic endurance performance in male youth soccer players. This is important for practitioners as it means that small-sided games can allow both endurance and skills training to be carried out simultaneously, thus providing a more efficient training stimulus. Small-sided games offer the same benefits as conventional endurance training with two sessions per week, with ≥ 4 sets of 4 min of activity, interspersed with recovery periods of 3 min, recommended in this population

The veiled syllabus : cultural dimensions in College English education.

SIGLEAvailable from British Library Document Supply Centre-DSC:DXN034734 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

New Light Shed on Chinese Word Segmentation in MT by a Language Investigation

The Chinese language, unlike some western languages, is written without a space between any two words, which presents itself as a unique problem in Machine Translation: how to segment words in Chinese? The current word-segmentation systems in Machine Translation are either linguistically-oriented or statistically-oriented. Both types, however, have some innate defects that cannot be overcome due to the pragmatically-oriented feature of the Chinese language. This research aims at addressing the problem of Chinese word segmentation of Machine Translation in light of a language investigation consisting of two surveys and eight interviews.La langue chinoise, à la différence des langues occidentales, ne laisse pas d’espace entre deux mots à l’écrit, ce qui pose un problème à la traduction par ordinateur du chinois à l’anglais : comment segmenter les mots en chinois ? Le système de segmentation de mots utilisé actuellement dans la traduction par machine est doté soit d’une orientation linguistique, soit d’une orientation statistique. Cependant, compte tenu du caractère pragmatique de la langue chinoise, les deux genres de système ont des défauts inhérents que l’on n’arrivera pas à effacer. La présente étude propose des solutions pour résoudre le problème de segmentation de mots dans la traduction par machine par une étude langagière composée de deux enquêtes et de huit interviews

Another look at pupils' pieces of writing: evaluating differently

The most common tools for the evaluation of writing today are designed to give pupils the means to measure the degree of conformity or deviancy of their writings against various graphic, phrasal, textual, and discursive norms. In this regard, the markers are given by reference social practices, whether they are those from the extra-curricular or the curricular environments. It is a precise and efficient tool for revising and normalising texts intended to be disseminated.Originally published in Repères, 26/27, 2002-2003, 123-14

MATHEMATISATION: SOCIAL PROCESS & DIDACTIC PRINCIPLE

The 69th CIEAEM conference was held from 15th to 19th July 2017 at Freie Universität Berlin, Germany. It successfully involved 100 participants from 20 countries all over the world. CIEAEM 69 was dedicated to Professor Christine Keitel, president of CIEAEM from 1997 to 2003, who tragically passed away one year before the conference. The programme of the conference started with a panel that revisited “Mathematics (Education) and Common Sense”, the theme of the 47th CIEAEM conference, which was held in Berlin in July 1995 and which was hosted by Christine. At the conference, researchers, teachers, educators, and students met to discuss, in a collaborative and inspiring environment, the most prominent problems, obstacles and resources in mathematics education; they also presented their latest research findings in the several conference activities: plenary and semi-plenary talks, two round tables, working groups, workshops, and poster presentations (forum of ideas). As in previous CIEAEM meetings, Working Groups constituted the beating heart of the conference, allowing the participants to fruitfully discuss in critical and constructive ways, in the true CIEAEM spirit, research studies and approaches from different perspectives on the conference theme: Mathematisation: social process &amp; didactic principle. There were four Working Groups: (A) Mathematisation as a didactic principle: mathematizing and modelling of everyday contexts; (B) Mathematisation as a didactic principle: representation and generalization within mathematics; (C) Interconnecting mathematisation as a social process and as a didactic principle; and (D) Mathematisation as a didactic principle: looking at teachers of mathematics. Each Working Group discussed nine papers, and addressed the conference theme from complementary viewpoints (see the Discussion Paper), under the guidance of the group animators. The conference schedule allowed time also to deepen the plenary talks in the dedicated “Meet the plenary speaker” sessions, and to engage participants in workshops, where actual dialogue between research and practice could be fostered. This volume contains the final versions of the 53 papers presented during the conference. We thank all the contributors and the participants to the conference, because they made it such a unique experience, in which we had the good fortune to take part. We are grateful to the International Programme Committee and the Local Organizing Committee that made possible the realization of the conference in every detail with great care. Particularly, we want to thank the Working Group animators, who organized each day the sessions in inclusive as well high-quality ways. A special thanks to all the people who contributed to the realization of the conference, and to Daria Fischer, who helped in editing this volume. As a result, the CIEAEM 69 Proceedings offer a wide overview on national and international studies on the conference theme Mathematisation: social process &amp; didactic principle. We hope that it can constitute an inspiring resource for the research community, for teachers, and for stakeholders in mathematics education. From this perspective, the possibility of free downloading offers to CIEAEM 69 participants, and also to interested people who could not take part in the Conference in Berlin, the possibility of developing a fruitful network of contacts that year after year is becoming richer and wider

Student Withdrawals in a Job Training Program

Within the context of a competitive market, shifting funding sources, and a new regulatory environment, the purpose of this paper is not to examine educational attainment, but rather to research student drop out, or withdrawal, at the post-secondary job training institution of Center for Employment Training (CET). The foremost research questions to be answered are what are the characteristics of students who withdraw from job training programs provided by Center for Employment Training, and what factors may influence withdrawal