Exploring Learning Management System of the Smartphone Application Based e-Learning in Covid-19 Era: Developing Innovation to Investigate the Metacognitive Approach for Students of AIK Lesson

Exploring Learning Management System of the Smartphone Application Based e-Learning for learners’ approach  about metacognitive approaches contact on effectiveness, and the association between metacognitive approach and effectiveness on their developing Innovation to Investigate the metacogntive Approach for Students of Al-Islam and Kemuhammadiyahan (AIK) lesson. To examine the effects of approach instruction on students’ reading performance, a qualitative interview technique and quantitative research methods including a paired-sample t-test and Person Product Moment Correlation will use to estimate the relationship between metacognitive approaches and effectiveness on students’ reading accomplishment of Al-Islam and Kemuhammadiyahan (AIK) lesson. Significance showed that the most frequent use of metacognitive approachwas found to be the metacognitive approach, followed by the cognitive approach. Learning strategies and on language learning documents of Al-Islam and Kemuhammadiyahan (AIK) lesson that are self-directed at continuing recognition of the need to help language learners reflect and improve their beliefs and knowledge about learning metacognitive knowledge explicitly about the function of knowledge in language learning of Al-Islam and Kemuhammadiyahan (AIK) lesson. This article reviews the theoretical literature and research on metacognition to enhance the understanding of approaches to second language acquisition that establish active roles for students, and conclude with consideration of the practical implications for teaching foreign languages and second languages. In addition, there is a significant positive connection between metacognitive approachand effectiveness on their Smartphone application. Reading approach, on the other hand, was unrelated to reading achievement

Reusable Knowledge-based Components for Building Software Applications: A Knowledge Modelling Approach

In computer science, different types of reusable components for building software applications were proposed as a direct consequence of the emergence of new software programming paradigms. The success of these components for building applications depends on factors such as the flexibility in their combination or the facility for their selection in centralised or distributed environments such as internet. In this article, we propose a general type of reusable component, called primitive of representation, inspired by a knowledge-based approach that can promote reusability. The proposal can be understood as a generalisation of existing partial solutions that is applicable to both software and knowledge engineering for the development of hybrid applications that integrate conventional and knowledge based techniques. The article presents the structure and use of the component and describes our recent experience in the development of real-world applications based on this approach

Acquiring and Applying Knowledge in Transnational Teams: The Roles of Cosmopolitans and Locals

This paper examines the roles of cosmopolitans and locals in transnational teams that work on knowledge-intensive projects. I propose that cosmopolitan and local team members can help their teams to acquire and apply knowledge more effectively, by bringing both internal and external knowledge to their teams and enabling them to more successfully transform this knowledge into improved project performance. Findings from a study of 96 project teams at an international development agency reveal that the roles of cosmopolitans and locals were complex and sometimes valuable, but cosmopolitans offered greater benefits than locals and too many of each could hurt. Implications for theory and research on international management, virtual teams, exploration and exploitation, and organizational knowledge are discussed

Pursuing an Export Culture Through the Teaching of Asian Languages in Australian Schools - the Gap between Theory, Practice and Policy Prescription

In February 1994, the Coalition of Australian Governments (COAG) endorsed a report it commissioned in December 1992 on a policy prescription for the study of Asian Languages and Cultures in Australian schools. The acceptance of this report, Asian Languages and Australia's Economic Future (1994), referred to as the Rudd Report after the Chair of the Working Group, was significant. It offered a 15-year plan that aimed to produce an Asia-literate generation fluent and familiar with "export" Asian languages and cultures. In particular, students would have the opportunity to commence the study of one of four priority "export" Asian languages, namely, Korean, Japanese, Indonesian, and Chinese, in primary school. However, the Rudd Report’s emphasis on prioritising Asian languages for utilitarian reasons was opposed by those who advocated the study of European languages. This paper examines some of the assumptions about second language acquisition that the Rudd Report made and argues that greater emphasis should have been placed on addressing those theoretical and pedagogical issues significant to LOTE teaching in Australia

Automatic case acquisition from texts for process-oriented case-based reasoning

This paper introduces a method for the automatic acquisition of a rich case representation from free text for process-oriented case-based reasoning. Case engineering is among the most complicated and costly tasks in implementing a case-based reasoning system. This is especially so for process-oriented case-based reasoning, where more expressive case representations are generally used and, in our opinion, actually required for satisfactory case adaptation. In this context, the ability to acquire cases automatically from procedural texts is a major step forward in order to reason on processes. We therefore detail a methodology that makes case acquisition from processes described as free text possible, with special attention given to assembly instruction texts. This methodology extends the techniques we used to extract actions from cooking recipes. We argue that techniques taken from natural language processing are required for this task, and that they give satisfactory results. An evaluation based on our implemented prototype extracting workflows from recipe texts is provided.Comment: Sous presse, publication pr\'evue en 201

Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities

In this article I put forth the core argument that Second Language Acquisition (SLA) needs to account for the psychological and emotional dimensions of second language (L2) learning, but that a number of epistemological and methodological difficulties must be surmounted before this new research program can be a reality. To illustrate my arguments, I examine in depth 2 research programs developed by my colleagues and me over the last decade: research on extraversion as a psychological variable investigated within the tradition of individual differences in SLA, and research on the expression of emotion in the L2. Throughout the article, I argue against research isolationism and for more interdisciplinarity in the field of instructed SLA. I contend that research on instructed SLA would benefit from an increased methodological and epistemological diversity and that a focus on affect and emotion among researchers might inspire authors of teaching materials and foreign language teachers to pay increased attention to the communication of emotion and the development of sociocultural competence in a L2

The development of the passé composé in lower-intermediate learners of French as a second language

In this study we tracked the development of the passe compose in second-language learners of French whose first language is English. Although the passe compose is a highly used tense among native speakers of French and it appears to present particular difficulty for first-language English speakers, its second-language development has been surprisingly under-researched. In order to trace developmental patterns of the passe compose we obtained a corpus of obligatory context use of this tense by 30 Year-12 (lower-intermediate) students at two time points six months apart and analysed the data both quantitatively and qualitatively. Our findings suggest that these students used remarkably few memorized formulas, that they passed through five distinct stages in their acquisition of the passe compose, that those early stages were characterized by transfer errors, and that the presence of the auxiliary, whether correct or incorrect, formed a crucial stage in the development of the tense. Theoretical explanations for the findings are presented together with some tentative pedagogical implications

Native Speaker Perceptions of Accented Speech: The English Pronunciation of Macedonian EFL Learners

The paper reports on the results of a study that aimed to describe the vocalic and consonantal features of the English pronunciation of Macedonian EFL learners as perceived by native speakers of English and to find out whether native speakers who speak different standard variants of English perceive the same segments as non-native. A specially designed computer web application was employed to gather two types of data: a) quantitative (frequency of segment variables and global foreign accent ratings on a 5-point scale), and b) qualitative (open-ended questions). The result analysis points out to three most frequent markers of foreign accent in the English speech of Macedonian EFL learners: final obstruent devoicing, vowel shortening and substitution of English dental fricatives with Macedonian dental plosives. It also reflects additional phonetic aspects poorly explained in the available reference literature such as allophonic distributional differences between the two languages and intonational mismatch