Computer anxiety and attitudes toward using Internet in English language classes among Iranian postgraduate student teachers

This study was designed to investigate the level of computer anxiety and the overall attitudes of Iranian postgraduate student teachers toward using the Internet in English language classes. Using a stratified random sampling, 160 participants (64 males and 96 females) were selected to take part in the study. These respondents were English language teachers who were pursuing their studies in Teaching English as a Second Language (TESL), English Literature, and Linguistics in public universities of Malaysia. A three-part questionnaire consisting of demographic information, Computer Anxiety Rating Scale (CARS) and Internet Attitude Scale (IAS) was administered in the data collection process. A pilot test was also conducted to achieve the reliability of the instruments. In order to strengthen the results, a semi- structured interview was conducted as well. The results indicated that the level of computer anxiety and the attitudes of the respondents toward using the Internet were of a moderate level. The findings of the independent-sample t-test showed significant mean differences between males and females and their level of computer anxiety and also their attitudes toward using the Internet. In addition, findings of the Pearson correlation coefficient revealed a significant negative relationship between computer anxiety and the participants' attitude toward using the Internet in their English language classes. Meanwhile, responses gauged through interview also supported the above findings. In conclusion, to eliminate the computer anxiety of teachers and encourage them to use the Internet technology in their classes, they should be equipped with sufficient technology skills through training programmes which can convince them about the usefulness of technologies in their instruction and create positive attitudes when using technology in the teaching and learning process

A Review of the "Digital Turn" in the New Literacy Studies

Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century

The pre-production phase in the making of Iranian full-length animated films 1979-2012

As the pre-production phase is a vital process in feature-length animation filmmaking, this study focuses on the arrangement of this phase in Iranian animation film projects. They are Mouse and Cat, Tak Taz, Namaki & The Giant, The Sun of Egypt, Jamshid & Khorshid, Simorq’s Heart and Tehran 2121. In support of the investigation of these, the research reviews the background of Iranian cinema, television and animation. It looks also at the emergence and evolution of the pre-production phase in Disney and Pixar studios. Moreover, comparisons of pre-production phases implemented by Japanese, British and Pixar filmmakers are complementary contexts highlighting this process. It comprises four key stages: writing stages e.g. script; visualization stages e.g. concept design; scene setting e.g. storyboard, and a rough version of a film in the form of a story reel (Yun Mou et al, 2013). Implementation of these stages needs strategies to be employed by successful filmmakers. Based on such facts, a theoretical comparison analyses the arrangement of the pre-production phase in the seven projects. The findings indicate two types of factors affecting the arrangement of this phase. Indirect factors such as the dependency on management by government and its financial support constitutes issues influencing productions. Direct factors include filmmakers’ abilities and their direct actions on production

International Relations Study Team Briefing Paper

Fifteen papers discussing post-war constructions in Afghanistan, Bosnia and Vietnam are included

The Implementation of Educational Texting as an Instructional Facilitator in the Iranian EFL Context

En aquest estudi, mitjançant un mostreig de conveniència, després de l'administració d'una prova de col·locació d'Oxford (OPT), es van seleccionar 74 participants per a aquest estudi. Es van assignar aleatòriament a un grup experimental i a un grup de control per igual. Per mesurar la capacitat de lectura dels estudiants, la part de lectura de la prova d'anglès preliminar (PET) es va utilitzar com a prova prèvia i més tard com a prova posterior. Per calcular la quantitat d'autonomia entre els alumnes després d'implementar els ítems de vocabulari mitjançant missatges de text, es va distribuir un qüestionari. Es va dur a terme una sessió d'entrevistes semiestructurades entre els participants del grup experimental per comprendre millor les seves percepcions sobre MALL en el context d'aprenentatge de l'anglès. Finalment, per calcular la mida del vocabulari dels alumnes i els seus coneixements de vocabulari, es va realitzar una prova d'associació de paraules (WAT) i una prova de nivell de vocabulari (VLT). El grup experimental va rebre 108 paraules via SMS durant 18 sessions, incloses 6 paraules en context cobertes en 6 frases. El grup control, va rebre la instrucció tradicional, en un entorn presencial, amb els materials preparats de la classe i del professor. Després de realitzar el posttest, els resultats de l'estudi van revelar que el rendiment d'ambdós grups en funció de la seva prova de lectura és similar i el tractament no va tenir un efecte estadísticament significatiu en el grup experimental. El segon estudi va revelar que el tractament va tenir un paper molt important en la millora del nivell de motivació dels alumnes del grup experimental. Les percepcions dels participants del grup experimental van mostrar que els estudiants tenen una actitud positiva cap a l'aprenentatge d'idiomes assistit per mòbil en el context d'aprenentatge de l'EFL. El gènere va demostrar no ser un factor diferencial per al rendiment dels aprenents a la prova d'autonomia. L'aprenentatge de vocabulari mitjançant SMS podria augmentar significativament la mida del vocabulari dels aprenents, les puntuacions dels aprenents en la profunditat del vocabulari no van mostrar diferències estadísticament significatives.En este estudio, a través de un muestreo por conveniencia, después de la administración de un Oxford Placement Test (OPT), se seleccionaron 74 participantes para el propósito de este estudio. Fueron asignados aleatoriamente a un grupo experimental y otro de control por igual. Para medir la capacidad de lectura de los alumnos, se utilizó la parte de lectura del Examen Preliminar de Inglés (PET) como prueba previa y luego como prueba posterior. Para calcular la cantidad de autonomía entre los alumnos después de implementar los elementos de vocabulario a través de mensajes de texto, se distribuyó un cuestionario. Se realizó una sesión de entrevistas semiestructuradas entre los participantes del grupo experimental para comprender mejor sus percepciones sobre MALL en el contexto de aprendizaje de inglés. Finalmente, para calcular el tamaño del vocabulario de los estudiantes y su conocimiento del vocabulario, se realizaron una prueba de asociación de palabras (WAT) y una prueba de nivel de vocabulario (VLT). El grupo experimental recibió 108 palabras a través de SMS durante 18 sesiones, incluidas 6 palabras en contexto cubiertas en 6 oraciones. El grupo control, recibió la instrucción tradicional, en un ambiente presencial, con los materiales preparados por la clase y el docente. Después de realizar la prueba posterior, los hallazgos del estudio revelaron que el desempeño de ambos grupos en base a su prueba de lectura es similar, y el tratamiento no tuvo un efecto estadísticamente significativo en el grupo experimental. El segundo estudio reveló que el tratamiento desempeñó un papel muy importante en la mejora del nivel de motivación de los alumnos en el grupo experimental. Las percepciones de los participantes en el grupo experimental mostraron que los estudiantes tienen una actitud positiva hacia el aprendizaje de idiomas asistido por dispositivos móviles en el contexto de aprendizaje de EFL. El género no mostró ser un factor diferenciable para el desempeño de los aprendices en la prueba de autonomía. El aprendizaje de vocabulario a través de SMS podría aumentar significativamente el tamaño del vocabulario de los alumnos, las puntuaciones de los alumnos en la profundidad del vocabulario no mostraron diferencias estadísticamente significativas.In this study, through convenience sampling, after the administration of an Oxford Placement Test (OPT), 74 participants were selected for the purpose of this study. They were randomly assigned to an experimental and a control group equally. To measure learners reading ability, the reading part of the Preliminary English Test (PET) was used as a pretest and later as a posttest. To calculate the amount of autonomy among learners after implementing the vocabulary items through texting, a questionnaire was distributed. A semi-structured interview session was conducted among the participants of the experimental group to further grasp their perceptions towards MALL in the English learning context. Finally, to compute the vocabulary size of the students and their vocabulary knowledge, a Word Association Test (WAT) and a Vocabulary Level test (VLT) were conducted. The experimental group received 108 words via SMS during 18 sessions, including 6 words in context covered in 6 sentences. The control group, received the traditional instruction, in a face-to-face environment, with the ready-made materials of the class and the teacher. After conducting the posttest, the findings of the study revealed that the performance of both groups on the basis of their reading test is similar, and the treatment did not have a statistically significant effect on the experimental group. The second study revealed that the treatment played a very important role in improving learners' motivation level in the experimental group. The perceptions of the participants in the experimental group showed that students have a positive attitude towards mobile-assisted language learning in the EFL learning context. Gender showed not to be a distinguishable factor for the performance of the learners in the autonomy test. Learning vocabulary through SMS could significantly increase the size of the learners' vocabulary, learners' scores on the vocabulary depth did not show statistically significant differences

Online learners’ experiences and views towards online courses: A case study of the University of the South Pacific

In higher education, demand for online courses has risen over the years, and higher education institutes (HEIs) are investing heavily in the development and delivery of online courses. As a regional university, the University of the South Pacific (USP) is no exception and has made an incremental shift from face‐to‐face and print methods to blended and fully online methods in course delivery. At USP, significant attention has been given to developing an online learning environment using the Moodle platform, upskilling academics and supporting employees to offer good experience to the learners regardless of their location. An area that needs research, however, is the study experiences of online learners. Are they getting what they expected from online learning? Are online courses intended to satisfy the styles and preferences of their learning? This study tries to answer these two questions by collecting online learners ' opinions and experiences at USP. Data were collected from 75 learners registered in 3 online courses using a questionnaire. Positive student experiences of online learning included greater flexibility, timely feedback and greater opportunities for interaction with academic and peers. Challenges identified included poor internet connectivity and lack of familiarity with the online learning management system and tools for first time online learners. Students highly rated the use of multimedia, online learning materials and online assessments as positive contributors to their learning in online courses. Most of the learners were satisfied with online course design and delivery and reported positive learning experience for the three online courses at USP. However, 20 percent of the learners were not satisfied with their online learning experience. Some aspects such as course navigation and feedback system could be improved and training of first time online learners could further improve student learning experience

ICT4ELT: A Study with Reference to Kashmir

AbstractBenefits of Information and Communication Technologies (ICT), especially the web 2.0 tools, like blogs and podcasts in English Language Teaching (ELT) classrooms have been confirmed by research conducted in the context of developed countries. Lack of infrastructure and a forward looking policy is hampering developing countries like India to reap the benefits of ICT. The present study reports the outcome of a survey conducted to find out the available ICT infrastructure and its use in colleges of one of Kashmir division of the northern state of Jammu and Kashmir of India. It further aims to highlight the benefits of using blogs and podcasts in ELT