10,104 research outputs found

    SYSTEMATIC REVIEW OF STUDIES ON WRITING IN ELEMENTARY SCHOOL

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    This paper presents a systematic literature review of studies about writing in elementary schools. A systematic search of databases was conducted to select studies. The aim was to identify and categorize difficulties and suggestions. A total of 52 articles published in peer-reviewed journals over the past 21 years were reviewed and analyzed using a well-established systematic literature review methodology, in academic-based research databases, after carefully reviewing the available literature and utilizing relevant sources. This review revealed that the studies mainly emphasize the relation between reading and writing, using technology in teaching writing, acquisition of writing and a method/approach or strategy suggestion, and structure/grammar in writing. Additionally, feedback, affective domain, and teaching writing at an early age are the focus points of other studies. The findings of this literature review allow teachers, administrators, and policy makers to employ and explore efficient writing activities to improve student engagement, motivation, and performance

    Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

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    Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

    EFL TEACHERS’ PERCEPTIONS OF DIGITAL TRANSFORMATION READINESS: A CASE IN A VIETNAMESE EDUCATIONAL INSTITUTION

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    The development of digital technology has significantly affected Vietnamese education in recent years, presenting both challenges and opportunities. In many educational institutions, digital transformation has helped to improve the learning experience for both students and teachers through interactive and customizable learning. Various uses of digital teaching and learning may include providing diverse choices of online learning such as participating in classes through mobile apps or web applications, enhancing self-directed learning, and using technology to track students' progress. Although digital transformation has become a worldwide topic recently, particularly in the new normal, limited research has explored this subject in the context of EFL teaching and learning in Vietnam. This empirical study aims to explore teachers’ perceptions of their readiness for the digital transformation at a center of foreign languages. The results revealed that teachers were relatively ready for this important change, although a number of typical challenges can have a negative influence on the effective implementation of the process. Many suggestions for improving teaching quality thanks to digital transformation were also presented.  Article visualizations

    “Oh my god, how did I spend all that money?”: Lived experiences in two commodified fandom communities

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    This research explores the role of commodification in participation in celebrity-centric fandom communities, applying a leisure studies framework to understand the constraints fans face in their quest to participate and the negotiations they engage in to overcome these constraints. In fan studies scholarship, there is a propensity to focus on the ways fans oppose commodified industry structures; however, this ignores the many fans who happily participate within them. Using the fandoms for the pop star Taylor Swift and the television series Supernatural as case studies, this project uses a mixed-methodological approach to speak directly to fans via surveys and semistructured interviews to develop an understanding of fans’ lived experiences based on their own words. By focusing on celebrity-centric fandom communities rather than on the more frequently studied textual fandoms, this thesis turns to the role of the celebrity in fans’ ongoing desire to participate in commodified spaces. I argue that fans are motivated to continue spending money to participate within their chosen fandom when this form of participation is tied to the opportunity for engagement with the celebrity. While many fans seek community from their fandom participation, this research finds that for others, social ties are a secondary outcome of their overall desire for celebrity attention, which becomes a hobby in which they build a “leisure career” (Stebbins 2014). When fans successfully gain attention from their celebrity object of fandom, they gain status within their community, creating intra-fandom hierarchies based largely on financial resources and on freedom from structural constraints related to education, employment, and caring. Ultimately, this thesis argues that the broad neglect of celebrity fandom practices means we have overlooked the experiences of many fans, necessitating a much broader future scope for the field

    Tourism and heritage in the Chornobyl Exclusion Zone

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    Tourism and Heritage in the Chornobyl Exclusion Zone (CEZ) uses an ethnographic lens to explore the dissonances associated with the commodification of Chornobyl's heritage. The book considers the role of the guides as experience brokers, focusing on the synergy between tourists and guides in the performance of heritage interpretation. Banaszkiewicz proposes to perceive tour guides as important actors in the bottom-up construction of heritage discourse contributing to more inclusive and participatory approach to heritage management. Demonstrating that the CEZ has been going through a dynamic transformation into a mass tourism attraction, the book offers a critical reflection on heritagisation as a meaning-making process in which the resources of the past are interpreted, negotiated, and recognised as a valuable legacy. Applying the concepts of dissonant heritage to describe the heterogeneous character of the CEZ, the book broadens the interpretative scope of dark tourism which takes on a new dimension in the context of the war in Ukraine. Tourism and Heritage in the Chornobyl Exclusion Zone argues that post-disaster sites such as Chornobyl can teach us a great deal about the importance of preserving cultural and natural heritage for future generations. The book will be of interest to academics and students who are engaged in the study of heritage, tourism, memory, disasters and Eastern Europe

    Ab Initio Language Teaching in British Higher Education

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    Drawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on ab initio learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching ab initio and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of ab initio provision within the wider context of modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the ab initio classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning ab initio languages that will benefit current and future generations of students

    Digitalisation of writing in higher education: the COVID-19 pandemic impact

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    The COVID-19 pandemic has accelerated the digital transformation of higher education worldwide. It also has facilitated digital writing in remote classrooms and beyond. During lockdowns, digital writing has become a constant way of communication in our lives. The research examines the COVID-19 pandemic impact on digital writing transformation in higher education. It also assumes the dependence of writing modes on distance learning types. Empirical evidence gathered through quantitative and qualitative research methods involves higher education teachers and students surveyed in a Ukrainian university to understand their perceptions and experience of writing online during the Coronavirus lockdowns in 2020-22. The research results reveal trends in transforming writing modes (traditional vs digital), writing conditions, and educational technology. Furthermore, the research shows that the higher education transition to digital format during the COVID-19 pandemic has encouraged the digitalisation of writing, and even new modes of collaboration through digital writing. They include detailed description and visualisation of interactive learning activities with additional ICT tools that can optimise the educational process. The findings and guidelines can contribute to studying digital writing in higher education during and post-pandemic

    Discourses of sexual violence: A critical analysis of the representation of victims and perpetrators on Twitter

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    Esta tesis investiga críticamente los recursos y patrones lingüísticos utilizados por los tuiteros para debatir sobre discursos de género y opresión patriarcal en relación con la violencia sexual. Este estudio tiene dos objetivos principales: 1) examinar los discursos e ideologías de los tuiteros respecto a la violencia sexual y cómo estos contribuyen a la negociación de las identidades de víctima-perpetrador, y 2) identificar el papel del lenguaje evaluativo en la (re)producción y resistencia de discursos e ideologías de género. Para ello, esta tesis toma como caso de estudio la controvertida nominación del juez asociado Brett Kavanaugh al Tribunal Supremo de los Estados Unidos. Tras hacerse pública su nominación, fue acusado de intento de violación por la Dra. Christine Blasey Ford. Sus alegaciones fueron seguidas por otras similares de otras dos mujeres. La nominación se convirtió en un tema de conversación importante en la red social Twitter, ya que los tuiteros utilizaron diferentes hashtags para expresar su apoyo u oposición a la nominación. La Dra. Ford también se convirtió en el blanco de agresiones verbales por parte de quienes apoyaban la candidatura. Sin embargo, sus alegaciones también fueron apoyadas por aquellos tuiteros que validaron su testimonio y, a su vez, provocaron el resurgimiento del hashtivismo feminista. Se compilaron dos corpus de tuits que contenían los hashtags #KavanaughConfirmation (N = 1.753.370 palabras) y #NoKavanaughConfirmation (N = 612.416 palabras) para analizarlos y compararlos en relación con los objetivos de este estudio. Los corpus se analizaron desde un enfoque de análisis del discurso asistido por corpus (ADAC) (Partington et al., 2013) que combinaba herramientas de lingüística de corpus con el Análisis Crítico del Discurso Feminista (ACFD) (Lazar, 2005, 2018) y la Teoría de la Valoración (2005). Los resultados sugieren que los tuiteros verbalizaron discursos relacionados con la violencia de género tanto para denunciar como para perpetuar la cultura de la violación y la opresión patriarcal en la sociedad estadounidense. Estos discursos contribuyeron a la negociación de las identidades de víctima y agresor, que eran inestables y fluidas según los grupos sociopolíticos de los tuiteros. Se mostró que los discursos antifeministas y patriarcales contribuyeron a la representación de AsJ Kavanaugh como una víctima política, retratando así a la Dra. Ford como una agresora política. Por el contrario, los discursos de veracidad y feminismo dieron credibilidad al testimonio de la Dra. Ford y se opusieron a la confirmación. A su vez, estos discursos retrataron a AsJ Kavanaugh como un mentiroso y un agresor sexual. Por otro lado, el análisis del lenguaje evaluativo reveló que en ambos corpus predominaban recursos valorativos negativos para transmitir evaluaciones inmorales y poco éticas y angustia emocional colectiva, lo que contribuyó aún más a la construcción inestable de las identidades de víctima y perpetrador. En definitiva, esta tesis proporciona información sobre las prácticas digitales de los tuiteros para debatir dinámicas de género y resistir/reproducir discursos patriarcales derivados de la cultura de la violación. Además, también demuestra la fructífera combinación de los métodos de la lingüística de corpus, el FCDA y la teoría de la valoración para el análisis de la violencia de género y los datos de los redes sociales.This thesis critically traces the linguistic resources and patterns deployed by tweeters to discuss gendered discourses and patriarchal oppression concerning sexual violence. There are two primary aims of this study: 1) to examine tweeters’ discourses and ideologies regarding sexual violence and how they contribute to the negotiation of victim-perpetrator identities, and 2) to identify the role of evaluative language in the (re)production and resistance of gendered discourses and ideologies. To do so, this thesis takes AsJ Brett Kavanaugh’s controversial nomination to the Supreme Court of the United States as a case study. After his nomination was made public, he was accused of attempted rape by Dr. Christine Blasey Ford. Her allegations were followed by similar claims from two more women. The nomination became a major topic on Twitter as tweeters used different hashtags to express (dis)affiliation. Dr. Ford also became the target of verbal aggression by those who supported his nomination. However, her claims were also supported by tweeters who validated her testimony and, in turn, sparked the re-emergence of hashtag feminism. Two corpora of tweets containing the hashtags #KavanaughConfirmation (N = 1,753,370 words) and #NoKavanaughConfirmation (N = 612,416 words) were compiled to analyze and compare each dataset in relation to the objectives of this study. The corpora were investigated from a corpus-assisted discourse analysis approach (Partington et al., 2013) which combined corpus linguistic tools with Feminist Critical Discourse Analysis (FCDA) (Lazar, 2005, 2018) and Appraisal Theory (2005). The findings suggest that tweeters invoked discourses relating to gender-based violence to both denounce and perpetuate rape culture and patriarchal oppression in American society. Such discourses contributed to the negotiation of the identities of victims and perpetrators, which were unstable and fluid depending on tweeters’ socio-political groups. Antifeminist and patriarchal discourses were found to contribute to the portrayal of AsJ Kavanaugh as a political victim, thus portraying Dr. Ford as a political aggressor. In contrast, discourses of veracity and feminism gave credibility to Dr. Ford’s testimony and opposed the confirmation. These discourses depicted AsJ Kavanaugh as a liar and a sexual aggressor. On the other hand, the analysis of evaluative language revealed that negative Appraisal resources predominated in both corpora to convey immoral and unethical evaluations and collective emotional distress, which further contributed to the unstable construction of victim-perpetrator identities. All in all, this thesis provides insights into tweeters’ digital practices to discuss gendered dynamics and resist/reproduce patriarchal discourses derived from rape culture. In addition, it also shows the fruitful combination of corpus linguistics methods, FCDA, and Appraisal Theory in the analysis of gender-based violence and social media data
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