Using wikis for online group projects: student and tutor perspectives

This paper presents a study of the use of wikis to support online group projects in two courses at the UK Open University. The research aimed to investigate the effectiveness of a wiki in supporting (i) student collaboration and (ii) tutors’ marking of the students’ collaborative work. The paper uses the main factors previously identified by the technology acceptance model (TAM) as a starting point to examine and discuss the experiences of these two very different user groups: students and tutors. Data was gathered from students via a survey and from tutors via a range of methods. The findings suggest that, when used in tandem with an online forum, the wiki was a valuable tool for groups of students developing a shared resource. As previous studies using the TAM have shown, usefulness and ease of use were both important to students’ acceptance of the wiki. However, the use of a wiki in this context was less well-received by tutors, because it led to an increase in their workload in assessing the quality of students’ collaborative processes. It was possible to reduce the tutor workload by introducing a greater degree of structure in the students’ tasks. We conclude that when introducing collaborative technologies to support assessed group projects, the perceptions and needs of both students and tutors should be carefully considered

An examination of the concept of "genre" as a tool for the design of speaking activities for English for specific purposes (ESP)

This action research is aimed to investigate the application of the concept of genre for the selection, design and teaching of oral genres relevant to the needs of students of Political Management and Political Science at Bremen University. Although the genre approach has become widely accepted for teaching field-specific content in English for Specific purposes (ESP), the literature review revealed that the focus of its application was writing and that oral genres have been under-researched. A framework for developing academic English courses suggested by Swales {1990) helped to identify the genre of discussion as the most important for these students. The research comprises several stages with distinct methodology and findings for each of them. The stages include studies of a discourse community of students who returned from a semester abroad; the selection of a corpus for modelling the genre of argumentative discussion; discourse analysis of the corpus; designing activities on the basis of the results of this analysis; video recording learners' discussions; and analysing the effectiveness of the methodology. The research addresses several aspects of researching and teaching oral genres. The first one is related to. the development of theory for the analysis of oral genres relevant to students needs and examining which concepts and ideas used for studying written interaction in ESP and SFL are applicable to researching spoken communication. The aim of the theoretical part was to conduct discourse analysis of a corpus of extracts from TV discussion programmes, selected to exemplify the genre, in order to reveal phonological and lexico-grammatical features in relation to the rhetorical function of persuasion of the genre of politics-related argumentative discussion. Concepts from Systemic Functional Linguistics (SFL) applied to prosody and pragmatics were used to identify language features important for raising students' awareness of characteristics of this genre. The most important aspect addressed in this research was investigating the impact of genre- based pedagogy for teaching the genre of discussion in the academic classroom. Activities for three teaching and learning cycles (Rothery, 1996) were designed and used in two rounds of teaching. The effectiveness of genre-based methodology was evaluated on the basis of quantitative and qualitative analysis of data collected at all phases of the teaching, and learning cycles in the first round of teaching. Another important issue addressed in this research was assessment. Using formative assessment in the form of self-assessment reports demonstrated how the focus of genre based assessment can be shifted from the products to the processes of genre learning. At the same time developing and introducing a CEFR- based (Common European Framework of Reference) discussion assessment form with detailed descriptors was one of the key elements in optimising genre-based classroom teaching. The research may be seen as a contribution to the conceptualisation of the teaching of oral genres in academic settings. Combining elements of the two schools of genre English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL) helped to develop a comprehensive approach for identifying, characterising and teaching the genre of discussion relevant to the needs of the selected group of ESP students. This approach places emphasis on the combination of fostering genre awareness and providing maximum opportunities for genre acquisition in the genre-based classroom. The research has been helpful improving the pedagogical practice of teaching the genre of discussion in one tertiary-level academic setting and the results are potentially transferrable to similar contexts in other universities

Integrating Artificial Intelligence in a Morphology Course - An Analytical Study from University Students’ Perspectives

This paper attempts to scrutinize the attitudes and opinions of English as a Foreign Language (EFL) learners on the integration of artificial intelligence (AI) in a morphology course in higher education in Lebanon as a pedagogical tool in classroom contexts in providing learners with personalized learning paths centered on their needs and strengths, offering automated feedback on activities and assignments, supplying study resources and extra material, furnishing adaptive assessments, and most importantly, identifying common errors in students’ responses that allow instructors to acknowledge the learning gaps and tailor their teaching strategies accordingly. It also aims to determine the students’ perspectives on AI’s potent role in learning. In this exploratory study, a mixed-method design and a convenient sampling of participants were utilized. A total of 62 EFL students at the public university in Lebanon participated in the study. To describe and quantify their perceptions on integrating AI in a morphology course, an online survey including closed-ended and open-ended questions, and two focus group discussions were administered. The overall qualitative and quantitative analyses of the data indicated that Lebanese EFL students have positive attitudes towards integrating AI in a morphology course as a pedagogical tool and as a fundamental part of the teaching strategies in EFL higher education classes since it provides a good source of information and aids in the teaching and learning process; however, the findings also revealed the need to train teachers and students to use AI technologies keeping in mind the potent role of the instructor in class

Integrating Intercultural Communication Competence into Entrepreneurially-Minded Online Discussions

Abstract: The continued rise of the global economy, especially during COVID-19, has required stakeholders, including higher education, to think more strategically about preparing future university graduates with intercultural skill development. This study contributes to the literature by showing one approach whereby faculty can integrate intercultural communication competence into the STEM classroom via entrepreneurially-minded online discussions (a form of information literacy). This semester-long study applied a mixed methods approach. First, students participated in five online discussions, which were analyzed qualitatively to identify themes and patterns. Second, at the end of the semester, after completing the online discussions, students responded to a survey assessing their perceptions related to student learning and student satisfaction. The findings show that student perceptions of information literacy were high. Moreover, themes identified within the online discussions align well with the traditional communication process. Integrating intercultural competence into entrepreneurially-minded online discussions within the STEM classroom can be seen as “low hanging fruit” in that the return on investment for faculty is very high (i.e., requires minimal lecture time and promotes optimal connections to the real world)

Knowledge building among family child care providers during a training using problem-based learning and computer mediated communication

In this study, 17 family child care providers took part in a seven-week, online training that used problem-based learning to address guidance and discipline practices. A website and an e-mail list provided the context in which two groups of participants discussed causes and solutions for three real cases of preschoolers\u27 challenging behavior. Based on social constructivist theory, this research addressed two aspects of cognitive change and group problem-solving: the process of knowledge building within a group and individual appropriation of knowledge generated by the group.;Transcripts of group discussions were analyzed for evidence of knowledge building using the Degrees of Synthesis Model, a model developed by the author for the purpose of examining the level of cognitive interaction that participants\u27 messages revealed in each discussion. Four levels of cognitive interaction were represented by the model: independent proposal, comparison, reactive modification, and integration. Results of the analysis indicate that the model was discriminant and moderately reliable. Results also indicated that participants showed variable levels of synthesis of one another\u27s ideas and suggested that variability was due in part to characteristics of the cases being discussed. Further research is needed to refine the model and to provide greater understanding of variables that contribute to and inhibit group knowledge building.;Individual appropriation of knowledge generated by group discussion was measured by three different methods. Analysis of these data focused on the level of change in participants\u27 thinking due to participation in group discussion. Results suggested that the degree of appropriation of new group knowledge is inversely related to the degree of affiliation with the larger child care professional community and inversely related to the degree of participation in the problem-solving discussion. Results suggested that more knowledgeable peers within the group discussion provided beneficial models of complex, theoretical thinking to less knowledgeable participants.;Results of self-report data indicated that problem-based learning delivered online was engaging for participants, conducive to their professional development, and feasible to implement. Further research is needed that will clarify the audience for whom it is most beneficial and specific variables that will optimize it as a training option

Training the office polyglot: An explorative study on language training in MNCs

Objectives This study aims to shed light on the phenomenon of language training in Multinational Corporations in order to determine (1) typical outcomes of language training, and (2) factors conducive towards said outcomes. It also attempts to find frame the relationship between factors and outcomes to better understand the dynamics of language training. Summary For this study, five employees in Multinational Corporations who had received language training, and one employee who had undertaken personal study efforts were interviewed to obtain perceptions on factors and outcomes of language training. Findings were coded and themes formed. Finally, a conceptual framework for the dynamics of language training was deduced and the practical implications of the findings discussed. Conclusions The outcomes of functional work communication, social integration and comfort with using target language were identified as typical outcomes of language training. Meanwhile, the factors of motivation, self-efficacy and optimism, personal tutorage, immersive environment, learning atmosphere, support and accessibility were identified as important input factors that were conducive towards said outcomes. Motivation was further found to be a mediating factor between factors and outcomes

English for Study and Work

Подано всі види діяльності студентів з вивчення англійської мови, спрямовані на розвиток мовної поведінки, необхідної для ефективного спілкування в академічному та професійному середовищах. Містить завдання і ситуації, типові для різноманітних академічних та професійних сфер. Структура організації змісту – модульна, охоплює певні мовленнєві вміння залежно від мовної поведінки. Даний модуль має на меті розвиток у студентів умінь і навичок академічного і професійно- орієнтованого мовлення, необхідних для участі в дискусіях, семінарах, конференціях та при підготовці й проведенні презентацій (виступів-доповідей). Зразки текстів – автентичні, містять цікаву та актуальну інформацію з загальнонаукової та професійної тематики. Ресурси для самостійної роботи (Частина ІІ) містять завдання та вправи для розвитку словникового запасу та розширення діапазону функціональних зразків, необхідних для виконання певних функцій, та завдання, які спрямовані на організацію самостійної роботи студентів. За допомогою засобів діагностики студенти можуть самостійно перевірити засвоєння навчального матеріалу та оцінити свої досягнення. Наводяться граматичні явища і вправи для їх засвоєння. Призначений для студентів технічних університетів гірничого профілю. Може використовуватися для викладання вибіркових курсів з англійської мови, а також для самостійного вивчення англійської мови викладачами, фахівцями і науковцями різних інженерних галузей

USING GRAPHIC ORGANIZER TO INCREASE STUDENTS’ WRITING PERFORMANCE IN ORGANIZING IDEA

The development of students' writing skill progresses from arranging some letters to becoming a simple word or phrase, such as writing a name, into a more complex text. This study was undertaken to describe two fundamental purposes related to the use of graphic organizer with eleventh-grade, normal-achieving students: (a) to describe how does Graphic Organizer improve students’ skill in organizing idea and (b) to describe how is the class situation when Graphic Organizer media is implemented in the writing class. The method carried out classroom action research. each procedure took some steps that formed one cycle and this research will be conducted in cycles. Each cycle is going to use Graphic Organizer as teaching media in writing activity. The subjects of the study are 32 students of social classes. Observation, interviews, questionnaires, and diary will be gathered respectively. The discussions on the students' problems in organizing ideas in writing in one side and on the benefits of Graphic Organizer as a solution to help students in organizing ideas in writing in the other side has encouraged the writer to conduct a classroom action research (CAR) on using Graphic Organizer to enhance students' skill in organizing ideas in writing class.Keywords: writing skill, graphic organizer, classroom action research