Wettability modification of porous PET by atmospheric femtosecond PLD

Science.gov (United States)

Assaf, Youssef; Forstmann, Guillaume; Kietzig, Anne-Marie

2018-04-01

In this study, porous structures were created on poly(ethylene terephthalate) (PET) by femtosecond (fs) laser micromachining. While such structures offer a texture that is desirable for several applications, their wettability does not always match the application in question. The aim of this investigation is to tune the wettability of such surfaces by incorporating a controlled amount of nanoparticles into the structure. The machined PET samples were thus used as substrates for fs pulsed laser deposition (PLD) of titanium under ambient conditions. The nanoparticles were deposited as nanochain clusters due to the formation of an oxide layer between individual nanoparticles. The stability of nanoparticle incorporation was tested by placing the samples in an ultrasonic ethanol bath. Results indicated that nanoparticles were still successfully incorporated into the microstructure after sonication. Nanoparticle surface coverage was observed to be controllable through the operating fluence. The dynamic contact angles of the resulting composite surface were observed to decrease with increasing titanium incorporation. Therefore, this work highlights atmospheric fs PLD as a method for wettability modification of high surface area microstructures without undermining their topology. In addition, this technique uses almost the same equipment as the machining process by which the microstructures are initially created, further highlighting its practicality.

Association of Corynebacterium pseudotuberculosis recombinant proteins rCP09720 or rCP01850 with rPLD as immunogens in caseous lymphadenitis immunoprophylaxis.

Science.gov (United States)

Silva, Mara Thais de Oliveira; Bezerra, Francisco Silvestre Brilhante; de Pinho, Rodrigo Barros; Begnini, Karine Rech; Seixas, Fabiana Kommling; Collares, Tiago; Portela, Ricardo Dias; Azevedo, Vasco; Dellagostin, Odir; Borsuk, Sibele

2018-01-02

Caseous lymphadenitis (CLA) is a chronic disease responsible for significant economic losses in sheep and goat breeding worldwide. The treatment for this disease is not effective, and an intense vaccination schedule would be the best control strategy. In this study, we evaluated the associations of rCP09720 or rCP01850 proteins from Corynebacterium pseudotuberculosis with recombinant exotoxin phospholipase D (rPLD) as subunit vaccines in mice. Four experimental groups (10 animals each) were immunized with a sterile 0.9% saline solution (G1), rPLD (G2), rPLD + rCP09720 (G3), and rPLD + rCP01850 (G4). The mice received two doses of each vaccine at a 21-day interval and were challenged 21 days after the last immunization. The animals were evaluated daily for 40 days after the challenge, and mortality rate was recorded. The total IgG production level increased significantly in the experimental groups on day 42 after the first vaccination. Similarly, higher levels of specific IgG2a were observed in experimental groups G2, G3, and G4 compared to the IgG1 levels on day 42. G4 showed a significant (p < .05) humoral response against both antigens of the antigenic formulations. The cellular immune response induced by immunization was characterized by a significant (p < .05) production of interferon-γ compared to that in the control, while the concentrations of interleukin (IL)-4 and IL-12 were not significant in any group. A significant increase of tumor necrosis factor was observed only in G4. The survival rates after the challenge were 30% (rPLD), 40% (rPLD + rCP09720), and 50% (rPLD + rCP01850). Thus, the association of rCP01850 with rPLD resulted in the best protection against the challenge with C. pseudotuberculosis and induced a more intense type 1 T-helper cell immune response. Copyright © 2017 Elsevier Ltd. All rights reserved.

Recombinant M. bovis BCG expressing the PLD protein promotes survival in mice challenged with a C. pseudotuberculosis virulent strain.

Science.gov (United States)

Leal, Karen Silva; de Oliveira Silva, Mara Thais; de Fátima Silva Rezende, Andréa; Bezerra, Francisco Silvestre Brilhante; Begnini, Karine; Seixas, Fabiana; Collares, Tiago; Dellagostin, Odir; Portela, Ricardo Wagner; de Carvalho Azevedo, Vasco Ariston; Borsuk, Sibele

2018-06-14

The aim of this study was to evaluate the survival of mice inoculated with M. bovis BCG Pasteur recombinant expressing the PLD protein and challenged with a C. pseudotuberculosis virulent strain. Four groups were immunized with a sterile 0.9% saline solution (G1), 10 6  CFU of M. bovis BCG Pasteur (G2), 10 6  CFU of M. bovis BCG/pld (G3) or 10 6  CFU of M. bovis BCG/pld with a booster with rPLD (G4) and challenged with 10 4 CFU of C. pseudotuberculosis MIC-6 strain. The highest survival rate of 88% was observed in G4, followed by 77% in G3 and 66% in G2. A significant statistical difference was observed in the levels of cytokines IFN-γ and IL-10 in vaccinated groups (G3 and G4) when compared with the control group (G1) (p < 0.05). The results seem promising as the recombinant vaccine elicited a cellular immune response and provided significant survival after a high virulent challenge. Copyright © 2018 Elsevier Ltd. All rights reserved.

PLD prepared nanostructured Pt-CeO2 thin films containing ionic platinum

Czech Academy of Sciences Publication Activity Database

Vorokhta, M.; Khalakhan, I.; Matolínová, I.; Nováková, J.; Haviar, M.; Lančok, Ján; Novotný, Michal; Yoshikawa, H.; Matolín, V.

2017-01-01

Roč. 396, Feb (2017), s. 278-283 ISSN 0169-4332 Institutional support: RVO:68378271 Keywords : PLD * cerium oxide * ionic platinum * HAXPES Subject RIV: BM - Solid Matter Physics ; Magnetism OBOR OECD: Condensed matter physics (including formerly solid state physics, supercond.) Impact factor: 3.387, year: 2016

An RBS study of thin PLD and MOCVD strontium copper oxide layers

Energy Technology Data Exchange (ETDEWEB)

Kantor, Z. [Institute of Physics, University of Pannonia, H-8200 Veszprem (Hungary); Papadopoulou, E.L.; Aperathitis, E. [Inst. Electronic Struture and Laser, Foundation for Research and Technology - Hellas, P.O. Box 1527, Heraklion 71110 (Greece); Deschanvres, J.-L. [LMPG INP Grenoble-Minatec, BP 257, 38016 Grenoble Cedex 1 (France); Somogyi, K. [MicroVacuum Ltd., Kerekgyarto u.: 10, H-1147 Budapest (Hungary)], E-mail: karoly.somogyi@microvacuum.com; Szendro, I. [MicroVacuum Ltd., Kerekgyarto u.: 10, H-1147 Budapest (Hungary)

2008-09-30

Strontium copper oxide (SCO) has been studied as p-type transparent (VIS) conductive oxide material. Also theoretical studies suggested p-type conductivity of the SrCu{sub 2}O{sub 2} composition. SCO thin layers, with thicknesses of 30-2000 nm, were deposited on glass and silicon substrates both by pulsed laser deposition (PLD) and by MOCVD method. The as-grown layers showed high electrical resistance. Due to an annealing process, the resistivity significantly decreased and the layers showed p-type conductivity. Optical transparency measured on samples grown on glass substrates was found about or above 80%, including also thickness dependence. RBS measurements were applied for the determination of the chemical composition profile of the layers. A comparison revealed some specific differences between as-grown and annealed PLD samples. Due to the annealing, the ratio of oxide phases was changed and a vertical inhomogeneity in chemical composition was observed. Our measurements revealed also the influence of the deposition technique and of the substrate.

Remarkable progress in fabricating RE123 coated conductors by IBAD/PLD technique at Fujikura

Energy Technology Data Exchange (ETDEWEB)

Igarashi, M; Kakimoto, K; Hanyu, S; Tashita, C; Hayashida, T; Hanada, Y; Fujita, S; Morita, K; Nakamura, N; Sutoh, Y; Kutami, H; Iijima, Y; Saitoh, T, E-mail: m_igarashi@fujikura.co.j [Fujikura Ltd., 1440, Mutsuzaki, Sakura, Chiba, 285-8550 (Japan)

2010-06-01

Increase of production rate and improvement of quality for RE123 coated conductors have been tried. In-plane texturing of MgO was attempted by the IBAD system with the world largest ion source. As a result of optimizing condition in large deposition area, the dramatically high throughput of 1000 m / h was realized to obtain the IBAD-MgO with {Delta}{phi} < 10{sup 0}. Furthermore, simple buffer structure was demonstrated. Well textured CeO{sub 2} layer with {Delta}{phi} of around 4{sup 0} was obtained by directly deposited on IBAD-MgO layer in spite of large lattice mismatch of 28% between CeO{sub 2} and MgO. Several over 100 m buffer substrates with the architecture of / PLD-CeO{sub 2} (60 m / h) / IBAD-MgO (333{approx}1000 m / h) / Y{sub 2}O{sub 3} (500 m / h) / Al{sub 2}O{sub 3} (150 m / h) / Hastelloy / were already prepared. On these production substrates, GdBCO layer was deposited by the large PLD system at high throughput. The 260 m long GdBCO tape with I{sub c} > 600 A except some locations was obtained at the throughput of 15 m / h. In addition to the speed-up, the very high I{sub c} of 1040 A was also achieved by the hot-wall heating PLD system.

THE UNCOVERING OF A NOVEL REGULATORY MECHANISM FOR PLD2: FORMATION OF A TERNARY COMPLEX WITH PROTEIN TYROSINE PHOSPHATASE PTP1B AND GROWTH FACTOR RECEPTOR-BOUND PROTEIN GRB2

Science.gov (United States)

Horn, Jeff; Lopez, Isabel; Miller, Mill; Gomez-Cambronero, Julian

2011-01-01

The regulation of PLD2 activation is poorly understood at present. Transient transfection of COS-7 with a mycPLD2 construct results in elevated levels of PLD2 enzymatic activity and tyrosyl phosphorylation. To investigate whether this phosphorylation affects PLD2 enzymatic activity, anti-myc immunoprecipitates were treated with recombinant protein tyrosine phosphatase PTP1B. Surprisingly, lipase activity and PY levels both increased over a range of PTP1B concentrations. These increases occurred in parallel to a measurable PTP1B-associated phosphatase activity. Inhibitor studies demonstrated that an EGF-receptor type kinase is involved in phosphorylation. In a COS-7 cell line created in the laboratory that stably expressed myc-PLD2, PTP1B induced a robust (>6-fold) augmentation of myc-PLD2 phosphotyrosine content. The addition of growth factor receptor-bound protein 2 (Grb2) to cell extracts also elevated PY levels of myc-PLD (>10-fold). Systematic co-immunoprecipitation-immunoblotting experiments pointed at a physical association between PLD2, Grb2 and PTP1B in both physiological conditions and in overexpressed cells. This is the first report of a demonstration of the mammalian isoform PLD2 existing in a ternary complex with a protein tyrosine phosphatase, PTP1b, and the docking protein Grb2 which greatly enhances tyrosyl phosphorylation of the lipase. PMID:15896299

Influence of ion bombardment on growth and properties of PLD created DLC films

Czech Academy of Sciences Publication Activity Database

Jelínek, Miroslav; Písařík, Petr; Kocourek, Tomáš; Zemek, Josef; Lukeš, J.

2013-01-01

Roč. 110, č. 4 (2013), s. 943-947 ISSN 0947-8396 R&D Projects: GA MŠk LD12069 Institutional research plan: CEZ:AV0Z10100522 Keywords : DLC * ion bombardment * sp3 /sp2 * thin films * PLD Subject RIV: BM - Solid Matter Physics ; Magnetism Impact factor: 1.694, year: 2013

Towards in-situ tem analysis of PLD Pb(Zr,Ti)O3 thin film membranes

NARCIS (Netherlands)

Sardan Sukas, Ö.; Berenschot, Johan W.; de Boer, Meint J.; Nguyen, Duc Minh; van Zalk, M.; Abelmann, Leon

2011-01-01

In this paper, a novel technique for fabricating Transmission Electron Microscopy (TEM) chips for investigating structural and piezoelectric properties of Pulse Laser Deposited (PLD) Lead Zirconium Titanate (PZT) thin films is presented. The method involves silicon-on-insulator (SOI) wafer

PERAN RELAWAN TERHADAP KEMANDIRIAN DIFABEL DI PLD UIN SUNAN KALIJAGA YOGYAKARTA

Directory of Open Access Journals (Sweden)

Neni Rosita

2015-12-01

Full Text Available Fakta difabel di UIN Sunan Kalijaga belum semua bisa mandiri, disebabkan ada beberapa hal yang tidak dapat dilakukan sendiri seperti mencari buku diperpustakaan, mengedit tugas untuk difabel netra. Oleh karena itu, mahasiswa difabel membutuhkan peranan relawan, dalam proses menjalankan pendidikan di perguruan tinggi, yang aksesibilitasnya belum tercipta secara holistic dan konprehensif. Berdasarkan paparan tersebut maka penting untuk dilakukannya  penelitian terkait dengan bagaimana peran relawan Pusat Layanan Difabel (PLD UIN Sunan Kalijaga dan bagaimana kemandirian yang dimiliki oleh mahasiswa difabel UIN Sunan Kalijaga yang bergabung di PLD. Penelitian ini menggunakan metode kualitatif, dengan jenis penelitian lapangan, data primier berupa observasi dan wawancara beberapa relawan dan mahasiswa difabel yang juga sebagai subjek dalam penelitian ini. Adapun hasil dari penelitian ini adalah: Pertama, Peran relawan di Pusat Layanan Difabel UIN Sunan Kalijaga yakni pendampingan kuliah untuk difabel rungu dan pendampingan ujian untuk difabel netra serta pengenalan mobilitas kampus terhadap semua difabel. Sehingga dapat memudahkan dalam mengenal lingkungan di UIN Sunan Kalijaga. Relawan berperan dalam menjembatani difabel agar dapat menyuarakan hak­haknya di hadapan publik. Kedua, Kemandirian difabel terlihat pada kemandirian belajar di kampus UIN Sunan Kalijaga yang dapat mengikuti kuliah dan pelajaran dengan baik. Baik dalam menyelesaikan dan mengedit tugas, membaca buku, dan keperpustakaan. Difabel yang mandiri mampu bersaing dan selalu optimis dalam setiap situasi yang dihadapi.

Learners' experiences of learning support in selected Western Cape schools

Directory of Open Access Journals (Sweden)

Olaniyi Bojuwoye

2014-01-01

Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

Adenoviral gene transfer of PLD1-D4 enhances insulin sensitivity in mice by disrupting phospholipase D1 interaction with PED/PEA-15.

Directory of Open Access Journals (Sweden)

Angela Cassese

Full Text Available Over-expression of phosphoprotein enriched in diabetes/phosphoprotein enriched in astrocytes (PED/PEA-15 causes insulin resistance by interacting with the D4 domain of phospholipase D1 (PLD1. Indeed, the disruption of this association restores insulin sensitivity in cultured cells over-expressing PED/PEA-15. Whether the displacement of PLD1 from PED/PEA-15 improves insulin sensitivity in vivo has not been explored yet. In this work we show that treatment with a recombinant adenoviral vector containing the human D4 cDNA (Ad-D4 restores normal glucose homeostasis in transgenic mice overexpressing PED/PEA-15 (Tg ped/pea-15 by improving both insulin sensitivity and secretion. In skeletal muscle of these mice, D4 over-expression inhibited PED/PEA-15-PLD1 interaction, decreased Protein Kinase C alpha activation and restored insulin induced Protein Kinase C zeta activation, leading to amelioration of insulin-dependent glucose uptake. Interestingly, Ad-D4 administration improved insulin sensitivity also in high-fat diet treated obese C57Bl/6 mice. We conclude that PED/PEA-15-PLD1 interaction may represent a novel target for interventions aiming at improving glucose tolerance.

Nanostructured PLD-grown gadolinia doped ceria: Chemical and structural characterization by transmission electron microscopy techniques

DEFF Research Database (Denmark)

Rodrigo, Katarzyna Agnieszka; Wang, Hsiang-Jen; Heiroth, Sebastian

2011-01-01

The morphology as well as the spatially resolved elemental and chemical characterization of 10 mol% gadolinia doped ceria (CGO10) structures prepared by pulsed laser deposition (PLD) technique are investigated by scanning transmission electron microscopy accompanied with electron energy loss spec......, indicate apparent variation of the ceria valence state across and along the film. No element segregation to the grain boundaries is detected. These results are discussed in the context of solid oxide fuel cell applications.......The morphology as well as the spatially resolved elemental and chemical characterization of 10 mol% gadolinia doped ceria (CGO10) structures prepared by pulsed laser deposition (PLD) technique are investigated by scanning transmission electron microscopy accompanied with electron energy loss...... spectroscopy and energy dispersive X-ray spectroscopy. A dense, columnar and structurally inhomogeneous CGO10 film, i.e. exhibiting grain size refinement across the film thickness, is obtained in the deposition process. The cerium M4,5 edges, used to monitor the local electronic structure of the grains...

Final Report and Documentation for the PLD11 Multipurpose Programmable Logic VME Board Design

International Nuclear Information System (INIS)

Hutchinson, Robert L.; Pierson, Lyndon G.; Robertson, Perry J.; Tarman, Thomas D.; Witzke, Edward L.

1999-01-01

The PLD11 board is a 9U VME board containing 11 Altera 10K100 Programmable Logic Devices, controlled impedance clock tree, VME interface, programming inteface, 0C3 (155 Mbps) interface and serial port. The 11 Altera 10K100 Programmable Logic Devices arranged to provide four 96 bit wide buses for a total of 384 parallel digital data lines in and out of the board that can operate up to 100 Mhz for a aggrigate throughput of 38.4 Gpbs. The 14.44'' X 15.75'' board has over 1.1 million programmable gates that can be programmed through a serial interace. The board contains a clock reference and 50 ohm clock distribution tree that can drive each of the eleven 10K100 devices with two critically timed clock references. Five external clock references can be used to drive five additional PLD 11 boards for a total of six boards operating all from the same synchronous clock reference. A system of six boards provides just under 7 million programmable gates

Developement of multimedial web portal for PLD course tutorials

OpenAIRE

Fíla, Lukáš

2009-01-01

Tato práce popisuje principy tvorby statických webových stránek a nejpoužívanější metody používané při tvorbě stránek dynamických. Seznámíte se s jazyky HTML, CSS, PHP, JavaScript a databázemi MySQL. Dále jsou zpracovány základní informace o problematice programovatelných logických obvodů PLD a FPGA. This paper describes the principles of the creation of static Web pages and the most common methods used in creating dynamic pages. Acquainted with the languages of HTML, CSS, PHP, JavaScript ...

Role of catechins on ET-1 induced stimulation of PLD and NADPH oxidase activities in pulmonary smooth muscle cells: Determination of the probable mechanism by molecular docking studies.

Science.gov (United States)

Chakraborti, Sajal; Sarkar, Jaganmay; Bhuyan, Rajabrata; Chakraborti, Tapati

2017-12-05

Treatment of human pulmonary artery smooth muscle cells with ET-1 stimulated PLD and NADPH oxidase activities, which were inhibited upon pretreatment with bosentan (ET-1 receptor antagonist), FIPI (PLD inhibitor), apocynin (NADPH oxidase inhibitor) and EGCG & ECG (catechins having galloyl group), but not EGC & EC (catechins devoid of galloyl group). Herein, we determined the probable mechanism by which the galloyl group containing catechins inhibit ET-1 induced stimulation of PLD activity by molecular docking analyses based on our biochemical studies. ET-1 induced stimulation of PLD activity was inhibited by SecinH3 (inhibitor of cytohesin). Arf-6 and cytohesin-1 were associated in the cell membrane, which was not inhibited by the catechins during ET-1 treatment to the cells. However, EGCG and ECG inhibited binding of GTPγS with Arf-6 even in presence of cytohesin-1. The molecular docking analyses revealed that the galloyl group containing catechins (EGCG/ECG) with cytohesin1-Arf6GDP, but not the non-galloyl-containing catechins (EGC and EC), prevents GDP/GTP exchange in Arf-6 which seems to be an important mechanism for inhibition of ET-1 induced activation of PLD and subsequently increase in NADPH oxidase activities.

Receiving right/wrong feedback: consequences for learning.

Science.gov (United States)

Fazio, Lisa K; Huelser, Barbie J; Johnson, Aaron; Marsh, Elizabeth J

2010-04-01

Prior work suggests that receiving feedback that one's response was correct or incorrect (right/wrong feedback) does not help learners, as compared to not receiving any feedback at all (Pashler, Cepeda, Wixted, & Rohrer, 2005). In three experiments we examined the generality of this conclusion. Right/wrong feedback did not aid error correction, regardless of whether participants learned facts embedded in prose (Experiment 1) or translations of foreign vocabulary (Experiment 2). While right/wrong feedback did not improve the overall retention of correct answers (Experiments 1 and 2), it facilitated retention of low-confidence correct answers (Experiment 3). Reviewing the original materials was very useful to learners, but this benefit was similar after receiving either right/wrong feedback or no feedback (Experiments 1 and 2). Overall, right/wrong feedback conveys some information to the learner, but is not nearly as useful as being told the correct answer or having the chance to review the to-be-learned materials.

The Status of Pragmatics among Iranian EFL Learners

Science.gov (United States)

Mohammad-Bagheri, Mehri

2015-01-01

The present study attempted to investigate the status of pragmatics among Iranian EFL learners. Status of pragmatics was analyzed in terms of the amount of pragmatic knowledge EFL learners believed to have and the amount of pragmatic knowledge they believed to receive from teachers, classmates, course books, and exams. Additionally, attempts were…

Thin films of NdFeB deposited by PLD technique

International Nuclear Information System (INIS)

Constantinescu, C.; Scarisoreanu, N.; Moldovan, A.; Dinescu, M.; Petrescu, L.; Epureanu, G.

2007-01-01

Neodymium-iron-boron (NdFeB) is a material with important magnetic properties, mostly used in permanent magnet fabrication. Thin layers of NdFeB are needed for miniaturization in electrical engineering, electronics and for high-tech devices. In this paper we applied pulsed lased deposition (PLD) in vacuum for obtaining thin films of NdFeB from stoichiometric targets. The influence of different buffer layers and of the laser parameters (wavelength and fluence) on the NdFeB structures, composition and magnetic properties have been investigated. The obtained structures were characterized by atomic force microscopy (AFM) and optical microscopy. Vibrating sample magnetometry (VSM) has been performed for specific magnetic characterization

Thin films of NdFeB deposited by PLD technique

Energy Technology Data Exchange (ETDEWEB)

Constantinescu, C. [National Institute for Laser, Plasma and Radiation Physics, P.O. Box MG 16, RO-077125 Magurele, Bucharest (Romania); Scarisoreanu, N. [National Institute for Laser, Plasma and Radiation Physics, P.O. Box MG 16, RO-077125 Magurele, Bucharest (Romania); Moldovan, A. [National Institute for Laser, Plasma and Radiation Physics, P.O. Box MG 16, RO-077125 Magurele, Bucharest (Romania); Dinescu, M. [National Institute for Laser, Plasma and Radiation Physics, P.O. Box MG 16, RO-077125 Magurele, Bucharest (Romania)]. E-mail: dinescum@ifin.nipne.ro; Petrescu, L. [Department of Electrical Engineering, ' Politehnica' University of Bucharest, 313 Spl. Independentei, 060042 Bucharest (Romania); Epureanu, G. [Department of Electrical Engineering, ' Politehnica' University of Bucharest, 313 Spl. Independentei, 060042 Bucharest (Romania)

2007-07-31

Neodymium-iron-boron (NdFeB) is a material with important magnetic properties, mostly used in permanent magnet fabrication. Thin layers of NdFeB are needed for miniaturization in electrical engineering, electronics and for high-tech devices. In this paper we applied pulsed lased deposition (PLD) in vacuum for obtaining thin films of NdFeB from stoichiometric targets. The influence of different buffer layers and of the laser parameters (wavelength and fluence) on the NdFeB structures, composition and magnetic properties have been investigated. The obtained structures were characterized by atomic force microscopy (AFM) and optical microscopy. Vibrating sample magnetometry (VSM) has been performed for specific magnetic characterization.

Modified sol–gel preparation of LiNbO.sub.3./sub. target for PLD

Czech Academy of Sciences Publication Activity Database

Jakeš, V.; Rubešová, V.; Erben, J.; Nekvindová, P.; Jelínek, Miroslav

2013-01-01

Roč. 35, č. 12 (2013), s. 2540-2543 ISSN 0925-3467 R&D Projects: GA ČR(CZ) GAP106/10/1477 Institutional support: RVO:68378271 Keywords : lithium niobate * PLD * sol–gel * Pechini polyesterification * transmittance Subject RIV: BM - Solid Matter Physics ; Magnetism Impact factor: 2.075, year: 2013 http://dx.doi.org/10.1016/j.optmat.2013.07.019

Left to their own devices: medical learners' use of mobile technologies.

Science.gov (United States)

Ellaway, Rachel H; Fink, Patricia; Graves, Lisa; Campbell, Alanna

2014-02-01

Although many medical learners and teachers are using mobile technologies within medical education, there has been little evidence presented describing how they use mobile devices across a whole curriculum. The Northern Ontario School of Medicine (NOSM) introduced a new mobile device program in 2010. Incoming undergraduate medical learners received a laptop and an iPad and learners entering year three of the four-year program received a laptop and an iPhone. A survey was sent to all learners to gather information on their use of and attitudes toward these devices. A combination of quantitative and qualitative methods was used to analyze the data and to generate a series of themes that synthesized student behaviors, perceptions and attitudes. Context and learner autonomy were found to be important factors with learners using multiple devices for different purposes and adopting strategic approaches to learning using these devices. The expectation that school-issued devices would be regularly and enthusiastically used to replace more traditional study media was not reflected in practice. Learners' approaches to using mobile devices are heterogeneous as is the extent to which they use them. Learners adapt their use of mobile devices to the learning cultures and contexts they find themselves in.

Localization of peroxisome proliferator-activated receptor alpha (PPARα) and N-acyl phosphatidylethanolamine phospholipase D (NAPE-PLD) in cells expressing the Ca2+-binding proteins calbindin, calretinin, and parvalbumin in the adult rat hippocampus

Science.gov (United States)

Rivera, Patricia; Arrabal, Sergio; Vargas, Antonio; Blanco, Eduardo; Serrano, Antonia; Pavón, Francisco J.; Rodríguez de Fonseca, Fernando; Suárez, Juan

2014-01-01

The N-acylethanolamines (NAEs), oleoylethanolamide (OEA) and palmithylethanolamide (PEA) are known to be endogenous ligands of PPARα receptors, and their presence requires the activation of a specific phospholipase D (NAPE-PLD) associated with intracellular Ca2+ fluxes. Thus, the identification of a specific population of NAPE-PLD/PPARα-containing neurons that express selective Ca2+-binding proteins (CaBPs) may provide a neuroanatomical basis to better understand the PPARα system in the brain. For this purpose, we used double-label immunofluorescence and confocal laser scanning microscopy for the characterization of the co-existence of NAPE-PLD/PPARα and the CaBPs calbindin D28k, calretinin and parvalbumin in the rat hippocampus. PPARα expression was specifically localized in the cell nucleus and, occasionally, in the cytoplasm of the principal cells (dentate granular and CA pyramidal cells) and some non-principal cells of the hippocampus. PPARα was expressed in the calbindin-containing cells of the granular cell layer of the dentate gyrus (DG) and the SP of CA1. These principal PPARα+/calbindin+ cells were closely surrounded by NAPE-PLD+ fiber varicosities. No pyramidal PPARα+/calbindin+ cells were detected in CA3. Most cells containing parvalbumin expressed both NAPE-PLD and PPARα in the principal layers of the DG and CA1/3. A small number of cells containing PPARα and calretinin was found along the hippocampus. Scattered NAPE-PLD+/calretinin+ cells were specifically detected in CA3. NAPE-PLD+ puncta surrounded the calretinin+ cells localized in the principal cells of the DG and CA1. The identification of the hippocampal subpopulations of NAPE-PLD/PPARα-containing neurons that express selective CaBPs should be considered when analyzing the role of NAEs/PPARα-signaling system in the regulation of hippocampal functions. PMID:24672435

The Effects of Advance Organizers and Subtitles on EFL Learners' Listening Comprehension Skills

Science.gov (United States)

Yang, Hui-Yu

2014-01-01

The present research reports the findings of three experiments which explore how subtitles and advance organizers affect EFL learners' listening comprehension of authentic videos. EFL learners are randomly assigned to one of two groups. The control group receives no treatment and the experimental group receives the experimental conditions of one…

PLD prepared bioactive BaTiO.sub.3./sub. films on TiNb implants

Czech Academy of Sciences Publication Activity Database

Jelínek, Miroslav; Vaněk, Přemysl; Tolde, Z.; Buixaderas, Elena; Kocourek, Tomáš; Studnička, Václav; Drahokoupil, Jan; Petzelt, Jan; Remsa, Jan; Tyunina, Marina

2017-01-01

Roč. 70, Jan (2017), s. 334-339 ISSN 0928-4931 R&D Projects: GA ČR(CZ) GA15-05864S; GA ČR(CZ) GA15-01558S Institutional support: RVO:68378271 Keywords : BaTiO 3 * thin films * pld * implants * TiNb * ferroelectricity Subject RIV: BM - Solid Matter Physics ; Magnetism OBOR OECD: Condensed matter physics (including formerly solid state physics, supercond.)

Coronin 1B regulates S1P-induced human lung endothelial cell chemotaxis: role of PLD2, protein kinase C and Rac1 signal transduction.

Directory of Open Access Journals (Sweden)

Peter V Usatyuk

Full Text Available Coronins are a highly conserved family of actin binding proteins that regulate actin-dependent processes such as cell motility and endocytosis. We found that treatment of human pulmonary artery endothelial cells (HPAECs with the bioactive lipid, sphingosine-1-phosphate (S1P rapidly stimulates coronin 1B translocation to lamellipodia at the cell leading edge, which is required for S1P-induced chemotaxis. Further, S1P-induced chemotaxis of HPAECs was attenuated by pretreatment with small interfering RNA (siRNA targeting coronin 1B (∼36%, PLD2 (∼45% or Rac1 (∼50% compared to scrambled siRNA controls. Down regulation PLD2 expression by siRNA also attenuated S1P-induced coronin 1B translocation to the leading edge of the cell periphery while PLD1 silencing had no effect. Also, S1P-induced coronin 1B redistribution to cell periphery and chemotaxis was attenuated by inhibition of Rac1 and over-expression of dominant negative PKC δ, ε and ζ isoforms in HPAECs. These results demonstrate that S1P activation of PLD2, PKC and Rac1 is part of the signaling cascade that regulates coronin 1B translocation to the cell periphery and the ensuing cell chemotaxis.

A study on online learner profile for supporting personalized learning

Directory of Open Access Journals (Sweden)

Jie Yang

2013-09-01

Full Text Available Digital learning as a popular learning approach has received increasing attention in modern education. The learner profile in online learning plays a critical role in supporting personalized learning. This article uses an information flow-based approach to build the learner profile for supporting personalized learning. The learner profile includes the individual profile to capture the personal features and the community profile to capture the social features in online learning environment.

Improving Learner Handovers in Medical Education.

Science.gov (United States)

Warm, Eric J; Englander, Robert; Pereira, Anne; Barach, Paul

2017-07-01

Multiple studies have demonstrated that the information included in the Medical Student Performance Evaluation fails to reliably predict medical students' future performance. This faulty transfer of information can lead to harm when poorly prepared students fail out of residency or, worse, are shuttled through the medical education system without an honest accounting of their performance. Such poor learner handovers likely arise from two root causes: (1) the absence of agreed-on outcomes of training and/or accepted assessments of those outcomes, and (2) the lack of standardized ways to communicate the results of those assessments. To improve the current learner handover situation, an authentic, shared mental model of competency is needed; high-quality tools to assess that competency must be developed and tested; and transparent, reliable, and safe ways to communicate this information must be created.To achieve these goals, the authors propose using a learner handover process modeled after a patient handover process. The CLASS model includes a description of the learner's Competency attainment, a summary of the Learner's performance, an Action list and statement of Situational awareness, and Synthesis by the receiving program. This model also includes coaching oriented towards improvement along the continuum of education and care. Just as studies have evaluated patient handover models using metrics that matter most to patients, studies must evaluate this learner handover model using metrics that matter most to providers, patients, and learners.

Effective instruction for English learners.

Science.gov (United States)

Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

Introduction of Artificial Pinning Center into PLD-YBCO Coated Conductor on IBAD and Self-Epitaxial CeO2 Buffered Metal Substrate

International Nuclear Information System (INIS)

Kobayashi, H.; Yamada, Y.; Ishida, S.; Takahashi, K.; Konishi, M.; Ibi, A.; Miyata, S.; Kato, T.; Hirayama, T.; Shiohara, Y.

2006-01-01

In order to fabricate YBa2Cu3O7-x (YBCO) coated conductors with high critical current density Jc in magnetic fields, we fabricated YBCO coated conductors with artificial pinning centers by the pulsed laser deposition (PLD) method on a self epitaxial PLD-CeO2 layer and ion-beam assisted deposition (IBAD)-Gd2Zr2O7 (GZO) buffered Hastelloy tape. Artificial pinning centers were introduced by the PLD deposition using the yttria-stabilized zirconia (YSZ) oxide target (nano-dot method) and YBCO target including YSZ particles (mixed target method). In the experiments using YSZ oxide target, YSZ nano-dots were observed. They were approximately 15 nm in height and 10 nm to 70 nm in diameter. We found that the density of nano-dots was controlled by the number of laser pulses. These samples exhibited higher Jc than YBCO films in magnetic fields. Furthermore, a similar improvement of Jc was observed in the experiments using YBCO target including YSZ particles. TEM observation revealed that columnar nano-structure made of BaZrO3 was formed during YBCO deposition and it was effective for pinning. We call this new epitaxial nano-structure 'bamboo structure' from its anisotropic growth and morphology

Towards the practical PLD-IBAD coated conductor fabrication - Long wire, high production rate and J c enhancement in a magnetic field

International Nuclear Information System (INIS)

Yamada, Yutaka; Ibi, Akira; Fukushima, Hiroyuki; Kuriki, Reiji; Miyata, Seiki; Takahashi, Kazuhiro; Kobayashi, Hirokazu; Ishida, Satoru; Konishi, Masaya; Kato, Takeharu; Hirayama, Tsukasa; Shiohara, Yuh

2006-01-01

SRL-Nagoya Coated Conductor Center (NCCC) have succeeded in fabricating stably long coated conductor using ion-beam assisted deposition (IBAD) and pulsed laser deposition (PLD) methods. Reel-to-reel PLD equipment with a multi-plume and multi-turn deposition system (MPMT PLD) resulted in a long coated conductor with a high critical current, I c , of 245 A and length of 212.6 m. I c x L (length) reached the record of 52,087 A m. At the same time, the effort to enhance I c and J c in a magnetic filed are also carried out using artificial pinning center and RE element: YSZ mixed Y123 target brought about a high J c especially in the magnetic field parallel to the c-axis. This was attributed to a columnar structure of the 'bamboo structure' (BaZrO 3 /Y123 layer-stacked structure) in Y123 + YSZ sample. Gd123 was also found to be effective for enhancing pinning properties, which was considered to be due to the native stacking faults in the 123 structure. The combination of Gd element and YSZ introduction were also studied and clearly demonstrated the improvement of the anisotropy of J c for a magnetic field angle

A new approach to epitaxially grow high-quality GaN films on Si substrates: the combination of MBE and PLD.

Science.gov (United States)

Wang, Wenliang; Wang, Haiyan; Yang, Weijia; Zhu, Yunnong; Li, Guoqiang

2016-04-22

High-quality GaN epitaxial films have been grown on Si substrates with Al buffer layer by the combination of molecular beam epitaxy (MBE) and pulsed laser deposition (PLD) technologies. MBE is used to grow Al buffer layer at first, and then PLD is deployed to grow GaN epitaxial films on the Al buffer layer. The surface morphology, crystalline quality, and interfacial property of as-grown GaN epitaxial films on Si substrates are studied systematically. The as-grown ~300 nm-thick GaN epitaxial films grown at 850 °C with ~30 nm-thick Al buffer layer on Si substrates show high crystalline quality with the full-width at half-maximum (FWHM) for GaN(0002) and GaN(102) X-ray rocking curves of 0.45° and 0.61°, respectively; very flat GaN surface with the root-mean-square surface roughness of 2.5 nm; as well as the sharp and abrupt GaN/AlGaN/Al/Si hetero-interfaces. Furthermore, the corresponding growth mechanism of GaN epitaxial films grown on Si substrates with Al buffer layer by the combination of MBE and PLD is hence studied in depth. This work provides a novel and simple approach for the epitaxial growth of high-quality GaN epitaxial films on Si substrates.

Development of long GdBCO coated conductor using the IBAD/MPMT-PLD method

International Nuclear Information System (INIS)

Ibi, A; Fukushima, H; Yamada, Y; Miyata, S; Kuriki, R; Takahashi, K; Shiohara, Y

2006-01-01

We have developed long GdBa 2 Cu 3 O 7-X (GdBCO) coated conductors by a multi-plume and multi-turn pulsed laser deposition (MPMT-PLD) method and have successfully fabricated 32 and 60.7 m long GdBCO coated conductors with a high critical current, I c , and high deposition rate. The I c of the 32 and 60.7 m long GdBCO coated conductors were 205 A (J c = 1.36 MA cm -2 ) and 183 A (J c = 1.45 MA cm -2 ), respectively, at 77 K and 0 T. In addition, they exhibited higher I c values in a magnetic field than a YBa 2 Cu 3 O 7-X (YBCO) coated conductor: typically 20 A at 77 K and 3 T while the value for a YBCO coated conductor is 8 A. These high I c values are due to the smaller number of a-axis oriented grains in GdBCO than in YBCO. Furthermore, the speed of production of the GdBCO layer was increased to 10 m h -1 while that of the former YBCO coated conductor was 3.75 m h -1 . The material yield of long GdBCO layers using the MPMT-PLD method was about 26-28%. The high I c of GdBCO in a magnetic field, the high production rate and the high material yield are promising for applications

Antibacterial, mechanical and surface properties of Ag-DLC films prepared by dual PLD for medical applications

Czech Academy of Sciences Publication Activity Database

Písařík, Petr; Jelínek, Miroslav; Remsa, Jan; Mikšovský, Jan; Zemek, Josef; Jurek, Karel; Kubinová, Šárka; Lukeš, J.; Šepitka, J.

2017-01-01

Roč. 77, Aug (2017), s. 955-962 ISSN 0928-4931 R&D Projects: GA ČR(CZ) GA15-05864S; GA MŠk LO1409 Institutional support: RVO:68378271 Keywords : DLC * silver doped DLC * antibacterial properties * mechanical properties * dual PLD Subject RIV: BM - Solid Matter Physics ; Magnetism OBOR OECD: Condensed matter physics (including formerly solid state physics, supercond.)

Morphological and optical properties of silicon thin films by PLD

International Nuclear Information System (INIS)

Ayouchi, R.; Schwarz, R.; Melo, L.V.; Ramalho, R.; Alves, E.; Marques, C.P.; Santos, L.; Almeida, R.; Conde, O.

2009-01-01

Silicon thin films have been prepared on sapphire substrates by pulsed laser deposition (PLD) technique. The films were deposited in vacuum from a silicon target at a base pressure of 10 -6 mbar in the temperature range from 400 to 800 deg. C. A Q-switched Nd:YAG laser (1064 nm, 5 ns duration, 10 Hz) at a constant energy density of 2 J x cm -2 has been used. The influence of the substrate temperature on the structural, morphological and optical properties of the Si thin films was investigated. Spectral ellipsometry and atomic force microscopy (AFM) were used to study the thickness and the surface roughness of the deposited films. Surface roughness values measured by AFM and ellipsometry show the same tendency of increasing roughness with increased deposition temperature

Language Learner Strategies for Building EFL Learners’ Autonomy

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Hooshang Khoshsima

2015-11-01

Full Text Available The critical discussions and matters in enhancing students’ learning performance, knowledge, and language proficiency have received a remarkable degree of attention in educational contexts. This study was undertaken to encourage learners to build the required competence in the foreign language by utilizing learning strategies so that they could become autonomous learners. Language learners' learning difficulties while learning a foreign language were identified in this study. With regard to problems which language learners faced in learning a foreign language, the teachers are able to recognize and to utilize appropriate language learning strategies in order to develop autonomy in learners who conceptualize and use those strategies in the foreign language. The research design adopted for the present study was survey method. The data for the study were collected with the use of a questionnaire. This questionnaire was administered to a total of 60 EFL learners who were selected from a university in Iran. It was used to assess learners’ awareness and perceived use of strategies and to provide data on their best utilized strategies. Results have been driven through statistical analysis. The analyzed data reveal the students’ styles and assist teachers to take part in shifting the strategies and heighten language learners' autonomy. The findings support the claim that knowing and making language learners aware of the most appropriate strategy would assist learners to improve their autonomy and to enhance their learning.

Enhancing Learner Autonomy in an On-line Editing Programme

Directory of Open Access Journals (Sweden)

Hebe Wong

2011-09-01

Full Text Available Little (1999 argues that in formal educational contexts, “the basis of learner autonomy is acceptance of responsibility for one’s own learning” (p.11. An autonomous learner takes responsibility for various aspects of learning (Benson & Voller, 1997; Holec, 1981. This study examines how learner autonomy opportunities were provided at various stages of writing in an on-line editing programme for a group of electronic engineering students and how the students took charge of their language learning when receiving feedback on their technical writing. The impact on their own learning effectiveness of the decisions students made is also discussed.

In vitro holding and PLD-repair. Pt. 2

International Nuclear Information System (INIS)

Stevenson, A.F.G.; Palackal, T.; Lange, C.S.

1989-01-01

The repair of potentially lethal damage (PLDR) in mammalian cells is expected to be better in quiescent cultures since PLD is supposedly fixed during cycle progression. Plateau phase cultures, therefore, serve as models because of assumed mitotic quiescence. Four established cell lines (V79, CHO, L5178Y and HELA) and one euploid cell strain IMR-90 have been analysed by flow cytometry and electron microscopy to address questions on quiescence in the plateau phase and the effect of holding (induction of quiescence by nutrient privation). In contrast to commonly held views, our results indicate that the quiescent fraction in cultures from transformed cells is exceedingly low (1% or less). Plateau phase cultures of transformed cells are constantly turning over. Euploid cells like the IMR-90 show true quiescence in the plateau phase. Holding causes typical cytopathological changes. These changes have been ultrastructurely characterised. Resistant sub-populations of cells can be selected out under holding-conditions. Such selected cells show completely different radiobiological characteristics, which raise questions on the interpretation of data on PLDR. (orig.)

Flipped Instruction with English Language Learners at a Newcomer High School

Science.gov (United States)

Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…

Activity in SRL Nagoya Coated Conductor Center for YBCO Coated Conductor by IBAD+ PLD Method -Long, high Ic conductor and a new bamboo-like nanostructure for efficient pinning

International Nuclear Information System (INIS)

Yamada, Yutaka; Ibi, Akira; Fukushima, Hiroyuki; Kuriki, Reiji; Takahashi, Kazuhiro; Kobayashi, Hiroyoshi; Ishida, Satoru; Konishi, Masaya; Miyata, Seiki; Watanabe, Tomonori; Kato, Takeharu; Hirayama, Tsukasa; Shiohara, Yuh

2006-01-01

In SRL-Nagoya Coated Conductor Center (NCCC), long buffered substrate tapes and YBCO coated conductors have been successfully fabricated by using ion-beam assisted deposition (IBAD) and pulsed laser deposition (PLD) methods. For the buffered tape, the PLD-CeO2 method, what we call the 'Self-Epitaxial' method, realized the high degree of in-plane texturing around 4 degrees along the length of 220 m. For YBCO deposition, we have recently introduced new reel-to-reel PLD equipment with a multi-plume and multi-turn deposition system (MPMT PLD). This system succeeded in fabricating a long coated conductor with a high critical current, Ic, of 245 A and length of 212 m. Ic xL (length) reached the world record of 51940 Am. Furthermore, the introduction of artificial pinning center and RE 123 materials were also studied for improving flux pinning and enhancing Ic. A new columnar structure of the 'bamboo structure' (BaZrO3/Y123 layer-stacked structure) was found in Y123+YSZ sample. This columnar structure and the stacking faults in Gd123 were found to be effective for enhancing pinning properties. Using these techniques, we have succeeded in increasing Ic at 0 T to 480 A/cm and also enhancing Ic in a magnetic field

Closing the Distance: Bringing a Personal Librarian Program to Online Learners

Science.gov (United States)

Ziegler, Amanda

2017-01-01

In an effort to bridge the gap between the one-on-one attention that students receive when they come into the library and the attention given to online learners, the University of West Florida Libraries added an online learner component to its Personal Librarian Program. Personal librarian programs provide an opportunity for individualized…

Learning Strategies of the Arab EFL Learners: Finding Correlation with Outcomes

Science.gov (United States)

Al-Ahdal, Arif Ahmed Mohammed Hassan; Al-Ma'amari, Ahmed Ali Hassan

2015-01-01

Socio-psychological research and findings into learner differences led to the emergence of learner strategies research in the last century. With major contributions from the emerging field of Linguistics in the mid 1970s, language learning strategies began to receive considerable attention. It is worth noting that the primary concern of most of…

Posture verbs in French-speaking CLIL and non-CLIL learners of Dutch

OpenAIRE

Hiligsmann, Philippe; Spinhayer, Camille; Josse, Amélie; Eurosla 26 Conference

2016-01-01

Recent research on Content and Language Integrated Learning (CLIL) has confirmed that CLIL learners clearly outperform non-CLIL learners (Dalton-Puffer 2011). Although lexicon has often received pride of place in CLIL research, it is striking that studies have rarely been pushed beyond the word level. This paper therefore investigates the acquisition of Dutch posture verb constructions (PVs) in French-speaking (non-)CLIL learners. As in other Germanic languages, Dutch frequently uses compulso...

Does Multimedia Support Individual Differences?--EFL Learners' Listening Comprehension and Cognitive Load

Science.gov (United States)

Yang, Hui-Yu

2014-01-01

The present study examines how display model, English proficiency and cognitive preference affect English as a Foreign Language (EFL) learners' listening comprehension of authentic videos and cognitive load degree. EFL learners were randomly assigned to one of two groups. The control group received single coding and the experimental group received…

Students' Understanding of Dictionary Entries: A Study with Respect to Four Learners' Dictionaries.

Science.gov (United States)

Jana, Abhra; Amritavalli, Vijaya; Amritavalli, R.

2003-01-01

Investigates the effects of definitional information in the form of dictionary entries, on second language learners' vocabulary learning in an instructed setting. Indian students (Native Hindi speakers) of English received monolingual English dictionary entries of five previously unknown words from four different learner's dictionaries. Results…

Composition-ratio control of CuInS{sub 2} films using PLD

Energy Technology Data Exchange (ETDEWEB)

Wakita, Kazuki; Po-Han, Tseng; Yoshida, Ryo; Kyan, Issei [Department of Electrical and Electronic Engineering, Chiba Institute of Technology, 2-17-1 Tsudanuma, Narashino, Chiba 275-0016 (Japan); Shim, Yong-Gu [Department of Physics and Electronics, Osaka Prefecture University, 1-1 Gakuencho, Naka-ku, Sakai, Osaka 599-8531 (Japan)

2017-06-15

A sulfur-annealing treatment was investigated to control the sulfur content of epitaxial CuInS{sub 2} films grown on GaAs substrate by PLD. The sulfur-annealing treatment improved the surface roughness and film crystallinity. Photoluminescence measurements obtained using the confocal microspectroscopy demonstrated that the annealed films show band-edge emissions over a very large area. Electron-probe microanalysis measurements indicated that the sulfur content of the annealed films was about 50 at.%, and the content of the emission area was more than 50 at.%. Therefore, the sulfur content of epitaxial CuInS{sub 2} films was successfully controlled by the sulfur-annealing treatment. (copyright 2017 WILEY-VCH Verlag GmbH and Co. KGaA, Weinheim)

Cue generation: How learners flexibly support future retrieval.

Science.gov (United States)

Tullis, Jonathan G; Benjamin, Aaron S

2015-08-01

The successful use of memory requires us to be sensitive to the cues that will be present during retrieval. In many situations, we have some control over the external cues that we will encounter. For instance, learners create shopping lists at home to help remember what items to later buy at the grocery store, and they generate computer file names to help remember the contents of those files. Generating cues in the service of later cognitive goals is a complex task that lies at the intersection of metacognition, communication, and memory. In this series of experiments, we investigated how and how well learners generate external mnemonic cues. Across 5 experiments, learners generated a cue for each target word in a to-be-remembered list and received these cues during a later cued recall test. Learners flexibly generated cues in response to different instructional demands and study list compositions. When generating mnemonic cues, as compared to descriptions of target items, learners produced cues that were more distinct than mere descriptions and consequently elicited greater cued recall performance than those descriptions. When learners were aware of competing targets in the study list, they generated mnemonic cues with smaller cue-to-target associative strength but that were even more distinct. These adaptations led to fewer confusions among competing targets and enhanced cued recall performance. These results provide another example of the metacognitively sophisticated tactics that learners use to effectively support future retrieval.

Teaching Life Sciences to English Second Language Learners: What Do Teachers Do?

Science.gov (United States)

Ferreira, Johanna G.

2011-01-01

South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school phase study Life Sciences in their second language,…

Putting the PLE into PLD: Virtual Professional Learning and Development

Directory of Open Access Journals (Sweden)

Hazel Owen

2014-05-01

Full Text Available The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD program that was instigated in October 2009 by the NZ Ministry of Education, who also funded the project. The findings from the pilot of the VPLD program in 2010 indicated that when professional learning was situated within the practitioner's context, and with complementary, easily-accessible opportunities for sharing of practice within an online Community of Practice, participants demonstrated high levels of engagement as well as changes in their own teaching practice. The VPLD Programme was facilitated and researched again during 2011, building on findings from 2010. Findings to date suggest that the educators developed a sense of self-efficacy that motivated them to trial alternative approaches, and to initiate iterative cycles of trial, error, and improvement.

Factors Influencing Learner Permit Duration

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Johnathon P. Ehsani

2016-12-01

Full Text Available An increasing number of countries are requiring an extended learner permit prior to independent driving. The question of when drivers begin the learner permit period, and how long they hold the permit before advancing to independent licensure has received little research attention. Licensure timing is likely to be related to “push” and “pull” factors which may encourage or inhibit the process. To examine this question, we recruited a sample of 90 novice drivers (49 females and 41 males, average age of 15.6 years soon after they obtained a learner permit and instrumented their vehicles to collect a range of driving data. Participants completed a series of surveys at recruitment related to factors that may influence licensure timing. Two distinct findings emerged from the time-to-event analysis that tested these push and pull factors in relation to licensure timing. The first can be conceptualized as teens’ motivation to drive (push, reflected in a younger age when obtaining a learner permit and extensive pre-permit driving experience. The second finding was teens’ perceptions of their parents’ knowledge of their activities (pull; a proxy for a parents’ attentiveness to their teens’ lives. Teens who reported higher levels of their parents’ knowledge of their activities took longer to advance to independent driving. These findings suggest time-to-licensure may be related to teens’ internal motivation to drive, and the ability of parents to facilitate or impede early licensure.

PED/PEA-15 inhibits hydrogen peroxide-induced apoptosis in Ins-1E pancreatic beta-cells via PLD-1.

Directory of Open Access Journals (Sweden)

Francesca Fiory

Full Text Available The small scaffold protein PED/PEA-15 is involved in several different physiologic and pathologic processes, such as cell proliferation and survival, diabetes and cancer. PED/PEA-15 exerts an anti-apoptotic function due to its ability to interfere with both extrinsic and intrinsic apoptotic pathways in different cell types. Recent evidence shows that mice overexpressing PED/PEA-15 present larger pancreatic islets and increased beta-cells mass. In the present work we investigated PED/PEA-15 role in hydrogen peroxide-induced apoptosis in Ins-1E beta-cells. In pancreatic islets isolated from Tg(PED/PEA-15 mice hydrogen peroxide-induced DNA fragmentation was lower compared to WT islets. TUNEL analysis showed that PED/PEA-15 overexpression increases the viability of Ins-1E beta-cells and enhances their resistance to apoptosis induced by hydrogen peroxide exposure. The activity of caspase-3 and the cleavage of PARP-1 were markedly reduced in Ins-1E cells overexpressing PED/PEA-15 (Ins-1E(PED/PEA-15. In parallel, we observed a decrease of the mRNA levels of pro-apoptotic genes Bcl-xS and Bad. In contrast, the expression of the anti-apoptotic gene Bcl-xL was enhanced. Accordingly, DNA fragmentation was higher in control cells compared to Ins-1E(PED/PEA-15 cells. Interestingly, the preincubation with propranolol, an inhibitor of the pathway of PLD-1, a known interactor of PED/PEA-15, responsible for its deleterious effects on glucose tolerance, abolishes the antiapoptotic effects of PED/PEA-15 overexpression in Ins-1E beta-cells. The same results have been obtained by inhibiting PED/PEA-15 interaction with PLD-1 in Ins-1E(PED/PEA-15. These results show that PED/PEA-15 overexpression is sufficient to block hydrogen peroxide-induced apoptosis in Ins-1E cells through a PLD-1 mediated mechanism.

A Comparison of BLISS and PLD on Low-SNR WASP-29b Spitzer Observations

Science.gov (United States)

Challener, Ryan; Harrington, Joseph; Cubillos, Patricio E.; Blecic, Jasmina; Deming, Drake; Hellier, Coel

2018-01-01

We present an analysis of Spitzer secondary eclipse observations of exoplanet WASP-29b. WASP-29b is a Saturn-sized, short-period exoplanet with mass 0.24 ± 0.02 Jupiter masses and radius 0.84 ± 0.06 Jupiter radii (Hellier et al., 2010). We measure eclipse depths and midpoints using our Photometry for Orbits, Eclipses, and Transits (POET) code, which does photometry and light-curve modeling with a BiLinearly Interpolated Subpixel Sensitivity (BLISS) map, and our Zen Eliminates Noise (ZEN) code, which takes POET photometry and applies Pixel-Level Decorrelation (PLD). BLISS creates a physical map of pixel gain variations, and is thereby independent of any astrophysical effects. PLD takes a mathematical approach, using relative variations in pixel values near the target to eliminate position-correlated noise. The results are consistent between the methods, except in one outlier observation where neither model could effectively remove correlated noise in the light curve. Using the eclipse timings, along with previous transit observations and radial velocity data, we further refine the orbit of WASP-29b, and, when excluding the outlier, determine an eccentricity between 0.037 and 0.056. We performed atmospheric retrieval with our Bayesian Atmospheric Radiative Transfer (BART) code but find that, when the outlier is discarded, the planet is consistent with a blackbody, and molecular abundances cannot be constrained. This work is based on observations made with the Spitzer Space Telescope, which is operated by the Jet Propulsion Laboratory, California Institute of Technology under a contract with NASA. This work was supported by NASA Planetary Atmospheres grant NNX12AI69G and NASA Astrophysics Data Analysis Program grant NNX13AF38G.

Including the gifted learner: perceptions of South African teachers and principals

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Marietjie Oswald

2013-01-01

Full Text Available We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3 in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structuredfocus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.

Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction

Science.gov (United States)

Andersen, Jeffery C.

2013-01-01

The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants' demographic data, learner-instructor interaction data, learner-social…

Repair and fixation of potentially lethal damage (PLD) as demonstrated by delayed plating or incubation with araA in contact inhibited refed plateau-phase C3H mouse embryo 10T1/2 cells grown in the presence of BrdUrd

International Nuclear Information System (INIS)

Iliakis, G.; Wright, E.; Ngo, F.Q.H.

1987-01-01

CH3 mouse 10 T 1/2 cells showing strong inhibition of growth at confluency were grown under daily refeeding in the presence of BrdUrd (from 0 to 1 μM) and exposed to γ-rays either while exponentially growing or in the plateau phase. An increase in radiosensitivity was observed in both growth conditions mainly reflected by a reduction in Dq. Greater radiosensitization was observed in exponentially growing than in plateau-phase cells, and 3-4 times higher BrdUrd concentrations were required in plateau-phase cells for similar potentiation in killing. This effect could not be entirely attributed to a reduction in BrdUrd incorporation since measurements with 3 H-BrdUrd showed reductions in incorporation between only 17-47% in plateau-phase cells. The rate of repair of potentially lethal damage (PLD) as demonstrated by delayed plating was not affected by the incorporation of BrdUrd, but the amount of repair (measured as the relative increase in cell survival) was higher for BrdUrd containing cells. Post-irradiation treatment of cells in the plateau-phase (no BrdUrd) with 9-β-D-arabinofuranosyladenine (araA) caused fixation of radiation-induced PLD. AraA treatment of cells grown in the presence of various amounts of BrdUrd also caused fixation of PLD, but resulted in survival levels similar to those observed with cells growing in BrdUrd-free medium. This result indicates that BrdUrd mediated radiosensitization cannot be observed when cells are prevented from repairing PLD by postirradiation incubation with araA. Based on these findings we propose that the mechanism of radiosensitization by BrdUrd incorporation might be, by increasing probability of fixation, mediated by the postirrdiation progression of cells through the cycle, of a sector of PLD also sensitive to post-irradiation treatment with araA. For this sector of PLD the term α-PLD has been proposed. (orig.)

Localization of peroxisome proliferator-activated receptor alpha (PPAR alpha) and N-acyl phosphatidylethanolamine phospholipase D (NAPE-PLD) in cells expressing the Ca2+-binding proteins calbindin, calretinin, and parvalbumin in the adult rat hippocampus

OpenAIRE

Rivera, Patricia; Arrabal, Sergio; Vargas, Antonio; Blanco, Eduardo; Serrano, Antonia; Pavon, Francisco J.; Rodriguez de Fonseca, Fernando; Suarez, Juan

2014-01-01

The N-acylethanolamines (NAEs), oleoylethanolamide (OEA) and palmithylethanolamide (PEA) are known to be endogenous ligands of PPARα receptors, and their presence requires the activation of a specific phospholipase D (NAPE-PLD) associated with intracellular Ca(2+) fluxes. Thus, the identification of a specific population of NAPE-PLD/PPARα-containing neurons that express selective Ca(2+)-binding proteins (CaBPs) may provide a neuroanatomical basis to better understand the PPARα system in the b...

Corrective Feedback, Learner Uptake, and Feedback Perception in a Chinese as a Foreign Language Classroom

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Fu, Tingfeng; Nassaji, Hossein

2016-01-01

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult…

PLD of X7R for thin film capacitors

International Nuclear Information System (INIS)

Hino, Takanori; Matsumoto, Noriyuki; Nishida, Minoru; Araki, Takao

2008-01-01

Thin film capacitors with a thickness of 200 nm were prepared on SrTiO 3 (1 0 0), (1 1 0) and (1 1 1) single crystal substrates at a temperature of 973 K by pulsed laser deposition (PLD) using a KrF excimer laser in an O 2 -O 3 atmosphere with a gas pressure of 1 Pa using an X7R sintered target. As a result, perovskite BaTiO 3 solid solution films were obtained. In the X7R thin films on (1 0 0) and (1 1 0) SrTiO 3 , only diffraction peaks with strong intensities from BaTiO 3 (1 0 0) and (1 1 0), respectively, were observed. X7R films on SrTiO 3 (1 1 1) were grown epitaxially oriented to the crystal plane direction of the substrate by inserting an initial homoepitaxial SrTiO 3 layer with a thickness of 4 nm. The X7R/SrTiO 3 film capacitors yielded a large volumetric efficiency of 50 μF/mm 3 and a temperature coefficient of capacitance (TCC) of -1.3% to 1.3% which satisfies the EIA standard specifications for X7R

Why Do Learners Choose Online Learning: The Learners' Voices

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Ilgaz, Hale; Gulbahar, Yasemin

2017-01-01

Offering many advantages to adult learners, e-Learning is now being recognized--and preferred--by more and more people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner preferences for online learning, with most converging around the individual characteristics and differences, if not…

Whose voice matters? Learners

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Sarah Bansilal

2010-01-01

Full Text Available International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher assessment feedback. The study was conducted with five Grade 9 mathematics learners. Data were generated from one group interview, seven journal entries by each learner, video-taped classroom observations and researcher field notes. The study revealed that the learners have insightful perceptions of the concept of educator feedback. While some learners viewed educator feedback as a tool to probe their understanding, others viewed it as a mechanism to get the educator's point of view. A significant finding of the study was that learners viewed educator assessment feedback as instrumental in building or breaking their self-confidence.

An inhibitor of potentially lethal damage (PLD) repair reduces the frequency of γ-ray mutations in cultured Chinese hamster V79 cells

International Nuclear Information System (INIS)

Yokoiyama, A.; Kada, T.; Kuroda, Y.

1992-01-01

Cordycepin (3'-deoxyadenosine, 3 - dA) is an RNA antimetabolite and a radiosensitizer in cultured mammalian cells. In the present paper, the effects of 3'-dA on γ-ray-induced lethality and 6-thioguanine (6TG)-resistant mutations in cultured Chinese hamster V79 cells were examined. 3'-dA had the effect of sensitizing the lethality induced by γ-rays. The potentially lethal damage (PLD) repair produced by post-incubation cells in Hanks' solution after γ-irradiation was almost completely suppressed by 5x10 -5 M 3'-dA. When cells were irradiated with 10 Gy γ-rays and incubated with 3'-dA for 5 h, the frequency of 6TG-resistant mutations induced by γ-rays decreased to 1/6 of that of the irradiated cells incubated without 3'-dA. The decrease in the frequency of γ-ray-induced mutations was dependent on the length of incubation time with 3'-dA. It is suggested that the inhibition of PLD repair by 3'-dA may be that of error-prone repair. (author). 26 refs.; 5 figs

Learner corpus profiles the case of Romanian learner English

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Chitez, Madalina

2014-01-01

The first three chapters of the book offer relevant information on the new methodological approach, learner corpus profiling, and the exemplifying case, Romanian Learner English. The description of the Romanian Corpus of Learner English is also given special attention. The following three chapters include corpus-based frequency analyses of selected grammatical categories (articles, prepositions, genitives), combined with error analyses. In the concluding discussion, the book summarizes the features compiled as lexico-grammatical profiles.

Learner Personas in CALL

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Heift, Trude

2007-01-01

In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in…

Efficacy of using career and self-construction to help learners ...

African Journals Online (AJOL)

Antoinette Cook

Department of Educational Psychology, University of Pretoria, Pretoria, South Africa ... included the Collage, the Career Interest Profile and the lifeline technique. ... as well as more frequent and complex career challenges (Savickas, Nota, Rossier, ... Learners who receive this support in high school are seen to manage.

Focus on Form, Learner Uptake and Subsequent Lexical Gains in Learners' Oral Production

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Alcon-Soler, Eva

2009-01-01

This descriptive study reports findings on the relationship between focus on form, learner uptake and subsequent lexical gains in learners' oral production. The data for the study consisted in 17 45-minute audio-recorded teacher-led conversations, 204 learners' diaries (17 sessions x 12 learners) reporting what they had learned after each…

Working with language learner histories from three perspectives: Teachers, learners and researchers

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Sarah Mercer

2013-10-01

Full Text Available Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.

Exploring the Factors That Affect the Intention to Use Collaborative Technologies: The Differing Perspectives of Sequential/Global Learners

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Huang, Yong-Ming

2015-01-01

The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners' intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational…

PLD growth of CoPd thin films and characterization of their magnetic properties by magneto optical Kerr effect

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Sedrpooshan, Mehran; Ahmadvand, Hossein; Ranjbar, Mehdi; Salamati, Hadi

2018-06-01

CoPd alloy thin films with different thicknesses and Co/Pd ratios have been deposited on Si (100) substrate by pulsed laser deposition (PLD). The magnetic properties were investigated by using the magneto-optical Kerr effect (MOKE) in both longitudinal and polar geometries. The results show that the films with thickness in the range of 6-24 nm, deposited at a low substrate temperature of 200 °C, are mostly magnetized in the plane of film. Higher deposition temperature forces the magnetic easy axis to orient in the perpendicular direction of the films.

IZO deposited by PLD on flexible substrate for organic heterostructures

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Socol, M.; Preda, N.; Stanculescu, A.; Breazu, C.; Florica, C.; Rasoga, O.; Stanculescu, F.; Socol, G.

2017-05-01

In:ZnO (IZO) thin films were deposited on flexible plastic substrates by pulsed laser deposition (PLD) method. The obtained layers present adequate optical and electrical properties competitive with those based on indium tin oxide (ITO). The figure of merit (9 × 10-3 Ω-1) calculated for IZO layers demonstrates that high quality coatings can be prepared by this deposition technique. A thermal annealing (150 °C for 1 h) or an oxygen plasma etching (6 mbar for 10 min.) were applied to the IZO layers to evaluate the influence of these treatments on the properties of the transparent coatings. Using vacuum evaporation, organic heterostructures based on cooper phthalocyanine (CuPc) and 3,4,9,10-perylenetetracarboxylic dianhydride (PTCDA) were deposited on the untreated and treated IZO layers. The optical and electrical properties of the heterostructures were investigated by UV-Vis, FTIR and current-voltage ( I- V) measurements. For the heterostructure fabricated on IZO treated in oxygen plasma, an improvement in the current value with at least one order of magnitude was evidenced in the I- V characteristics recorded in dark conditions. Also, an increase in the current value for the heterostructure deposited on untreated IZO layer can be achieved by adding an organic layer such as tris-8-hydroxyquinoline aluminium (Alq3).

Learner-to-learner visual acuity screening: A solution for early ...

African Journals Online (AJOL)

The National School Health Policy guidelines (2002) stipulate that primary school learners should have their vision, speech, hearing, mental health, teeth, ... This project created greater awareness among learners, parents and teachers ...

Learner Perceptions and Experiences of Pride in Second Language Education

Science.gov (United States)

Ross, Andrew S.; Stracke, Elke

2016-01-01

Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human…

The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension

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Mania Nosratinia

2017-03-01

Full Text Available This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS and Collaborative Strategic Reading (CSR on English as a Foreign Language (EFL learners' Reading Comprehension (RC. The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24; they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002 model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998 model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.

The long-term therapeutic effect of central lumbar intervertebral disc herniation: a comparison between microendoscopy discectomy and percutaneous lumbar discectomy

International Nuclear Information System (INIS)

Li Yonggang; Wei Jinan; Lu Jun; Wang Chen; Wu Xiaotao; He Shicheng; Teng Gaojun

2012-01-01

Objective: To discuss the indications, long-term outcomes and complications of microendoscopy discectomy (MED) and percutaneous lumbar discectomy (PLD) in treating central lumbar intervertebral disc herniation, and to compare the advantages of the two procedures. Methods: During the period from Jan. 2001 to March 2002 surgical procedure was carried out in sixty-three patients with single central lumbar disc herniation. The surgeries included MED (n=23) and PLD (n=40). The clinical data were retrospectively analyzed. The lesion site, the operation time, the blood loss in operation, the time staying in bed, the hospitalization cost and the postoperative hospitalization days were recorded. Oswestry disability index (ODI) and MacNab score were determined. Statistical analysis was performed by using pair sample t-test, κ-test and Fisher exact test. All patients were followed up. Results: A mean follow-up time was (5.1±0.6) years for patients receiving MED and (6.6±0.7) years for patients receiving PLD. The ODI and MacNab scores of patients receiving MED were better than these of patients receiving PLD. The hospitalization cost and the postoperative hospitalization days of MED group was higher and longer than these of PLD group, the differences between the two groups were statistically significant. The occurrence of long-term complication in MED group was 3.49%, while no complication was seen in PLD group. Conclusion: For the treatment of central lumbar intervertebral disc herniation, both MED and PLD are safe and minimally-invasive procedures with satisfactory long-term effectiveness, and the patients recover from clinical symptoms quickly. The PLD has used more common than MED. The performance of MED needs more skill and experience. Therefore, an interventional radiologist has to follow a relatively long learning curve in order to get the sufficient training and practice before he or she can master the technique of MED with full confidence. However, the long

Danish Young Learners inside and outside the classroom

DEFF Research Database (Denmark)

Jensen, Signe Hannibal; aus der Wieschen, Maria Vanessa

This paper explores the importance of starting age for learning a foreign language taking into account classroom practices and extramural activities. Looking at learners receiving formal English education from the 1st and 3rd grade on respectively in terms of their classroom activities...... and their engagement in extramural English activities, the paper explores the following research questions: Which types of English language activities are 1st and 3rd grade Danish students engaged in inside and outside school? Is there a difference in receptive English proficiency between the two groups? If so, can...... this be explained by classroom practices or engagement in extramural activities? The study involves 300 Danish learners of English (ages 6-11). Receptive vocabulary (PPVT™-4 ) and grammar (Trog-2) tests were administered at the onset of formal teaching and after 1 year. Classroom practices were evaluated by video...

Learner's Passport

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Bogdan Jug

1996-12-01

Full Text Available For the first time learner's passport was pre­ sented at the international conference on permanent education, taking place in Rome in December 1994. This document is not meant for students only but for the entire population. It should contain notes on any format education, additional education, working experiences, cultural activities, sport results, awards, prizes and recommen­ dations. The mission of learner's passport is to gather all documents in one place, a handy book­ let which gives one an overall view over his/her achievements. It should help personnel departments in choosing the right person for a certain job as well as indirectly stimul ate additional activities of the learner's passport holder.

Metacognitive Strategy Instruction as a Means to Improve Listening SelfEfficacy among Iranian Undergraduate Learners of English

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Maryam Rahimirad

2015-01-01

Full Text Available Metacognitive strategy instruction (MetSI has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009 was used to measure the participants’ level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20 and control (n=20 groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003 while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.

Study on the diagnostic value of determination of serum IV-C, PC III, HA, LN and PLD concentrations for hepatic fibrosis in patients with B hepatitis of various types

International Nuclear Information System (INIS)

Li Zhuocheng; Chen Jianxiong; Xiong Ying

2004-01-01

Objective: To investigate the changes of serum levels of collagen type IV(IV-C), procollagen type III (PC III), hyaluronic acid (HA), laminin (LN) and prolidase (PLD) and their relationship with hepatic fibrosis in patients with B hepatitis of different types. Methods: Serum levels of IV-C, PC III, HA, LN and PLD were measured with RIA in 39 controls and 103 patients with HBV infection of various types (including acute hepatitis AH n=19, chronic persistent hepatitis CPH n=29, Chronic active hepatitis CAH n=25 and liver cirrhosis LH n=30. Degree of hepatic fibrosis (Grade 0-4) was ascertained with liver biopsy in 35 patients (CAH16, LC19) and correlationship with the corresponding levels of these 5 serum markers was steadied. Results: 1) Serum levels of IV-C, PC III, HA, LN and PLD were significantly higher in patients with CAH and LC than those in other patients and controls (P 0.05). 3) Serum levels of these markers were all positively correlated with the degree of hepatic fibrosis noted in the biopsy specimens obtained from patients with CAH (n=16) and LC (n=19) (r=+0.64 - + 0.89, P<0.01). Conclusion: Serum levels of these markers could reflect the degree of hepatic fibrosis and severity of liver damage; determination of which was of diagnostic and even prognostic value. HA and LN appeared to be better correlated with degree of hepatic fibrosis than the remaining three markers did. (authors)

Interface between problem-based learning and a learner-centered paradigm

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Karimi R

2011-05-01

Full Text Available Reza KarimiPacific University School of Pharmacy, Hillsboro, OR, USABackground: Problem-based learning (PBL has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm.Methods: The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator’s Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: “problem-based learning”, “medical education”, “traditional curriculum”, and one of the above four PBL objectives.Results: Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm.Conclusion: The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to

Ethical Issues in Computer-Assisted Language Learning: Perceptions of Teachers and Learners

Science.gov (United States)

Wang, Shudong; Heffernan, Neil

2010-01-01

Pedagogical theories and the applications of information technology for language learning have been widely researched in various dimensions. However, ethical issues, such as online privacy and security, and learners' personal data disclosure, are not receiving enough research attention. The perceptions and attitudes from those who participate in…

Fostering learners' interaction with content: A learner-centered mobile device interface

Science.gov (United States)

Abdous, M.

2015-12-01

With the ever-increasing omnipresence of mobile devices in student life, leveraging smart devices to foster students' interaction with course content is critical. Following a learner-centered design iterative approach, we designed a mobile interface that may enable learners to access and interact with online course content efficiently and intuitively. Our design process leveraged recent technologies, such as bootstrap, Google's Material Design, HTML5, and JavaScript to design an intuitive, efficient, and portable mobile interface with a variety of built-in features, including context sensitive bookmarking, searching, progress tracking, captioning, and transcript display. The mobile interface also offers students the ability to ask context-related questions and to complete self-checks as they watch audio/video presentations. Our design process involved ongoing iterative feedback from learners, allowing us to refine and tweak the interface to provide learners with a unified experience across platforms and devices. The innovative combination of technologies built around well-structured and well-designed content seems to provide an effective learning experience to mobile learners. Early feedback indicates a high level of satisfaction with the interface's efficiency, intuitiveness, and robustness from both students and faculty.

The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners

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Amir Mohammadian

2018-04-01

Full Text Available With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar.  The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group. Then, a pre-test of reading comprehension was administered to assess the participants’ reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials had a significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p = .000, <.05.

Assessing Learner Satisfaction by Simultaneously Measuring Learner Attitude, Motivation, Loyalty and Service Quality in English Academies

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Huong, Vu Thi; Casadesus, Marti; Marimon, Frederic

2017-01-01

The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect…

When learners become teachers: a review of peer teaching in medical student education.

Science.gov (United States)

Benè, Kristen L; Bergus, George

2014-01-01

Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.

Enhancing Reading Comprehension of Iranian Advanced EFL Learners through Task-based Reading Activities

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Vahid Fallah Golchin

2013-09-01

Full Text Available Language learning has experienced a shift of focus from a form-focused to a meaning-focused approach, and the necessity of using task-based learning, a relatively recent approach, has emerged. The vital role of task-based materials makes it obligatory not to exclude them from the language learning syllabi.  The current study aims at investigating whether task-based reading can contribute significantly to the development of reading comprehension of Iranian advanced EFL learners of English. An experimental study was carried out in order to scrutinize the applicability of task-based language teaching. To this end, 60 female advanced EFL learners, selected from among a pool of 100 learners, were assigned equally and randomly into two groups of thirty, consisting of an experimental and a control group. The selection of the participants was based on the results of a standard and piloted version of Paper-based TOEFL. The participant’s mean age was about 23, ranging from 20 to 27 years of age. Both groups received a pretest and a post-test of reading. During the treatment period the experimental group received task-based reading activities while the control group received reading instructions through traditional methods. The impact of the treatment upon the reading comprehension ability of the participants was analyzed through an independent-samples t-test, and comparisons between groups were made. The results clearly indicated the development of reading comprehension ability of the participants in the first group (the experimental group through the application of task-based reading activities.

Analyzing E-mail communication of prospective learners

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Anurag SAXENA

2005-10-01

Full Text Available Analyzing E-mail communication of prospective learners Vibha JOSHIAnurag SAXENA Reader School of Management IGNOU, New Delhi, INDIA ABSTRACT Today, computer has replaced all means of communication significantly. E-mail is the most popular means of communication through computers. It has vanished the boundaries between the cities, countries and continents. Earlier Studies that used this medium, had shown evidence of higher quality of responses and also significant cost savings feature of this method (mainly for convenience of dispatch for research purposes. In this communication, an attempt has been made to utilize email responses of prospective learners in education discipline based programs offered through open learning system. The inception of this study is linked to the creation of website (http://www.ignou.ac.in/ and availability of information related to all activated and prospective programs of studies, various school of studies, faculty email addresses and faculty vis-à-vis program coordinator in the University. The present study analyzed 65 email responses received from July 2002 to till date by the researcher on her email ID. These respondents got the email ID from the University website and due to their eagerness to attain qualifications in the field of education/guidance/educational management, sent an e-mail to the program coordinator(s. These email responses were analyzed in order to visualize the learner profiles and viability of the ongoing as well as prospective programs of studies. This paper tries to analyze the e-mail responses of the people who either by surfing IGNOU’s website or from other sources came to know about the various programs of studies offered by the School of Education. The study validates that there is an amount of hidden information even in the curiosity of the learners.

The Effect of Modified Collaborative Strategic Reading on EFL Learners' Reading Anxiety

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Shabnam Abbasnezhad

2016-12-01

Full Text Available The present study was an attempt to investigate the effectiveness of reading instructional approach called MCSR- Modified Collaborative Strategic Reading on reducing intermediate EFL learner's reading anxiety. Based on a pretest-posttest design, MCSR was implemented with 64 EFL learners at intermediate level. They received EFL reading instruction according to MCSR over two and a half months. A questionnaire called English as a Foreign Language Reading Anxiety Inventory EFLRAI was group-administered atthepretest and the posttest. Quantitative results indicated that participating students demonstrated significant gains in reducing reading anxiety. This study highlighted our understanding by considering the effectiveness of MCSR program and also it elaborated the effects of using strategies like MCSR in overcoming the big problem of reading anxiety among EFL learners as non-native students. And teachers changed the focus of attention from using traditional methods for teaching the essential skill of reading to modern programs like MCSR in order to remove their students' anxiety and stress in reading.

Metaphorical Awareness: A New Horizon in Vocabulary Retention by Asian EFL Learners

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Natasha Pourdana

2014-07-01

Full Text Available The present study investigates the impact of English metaphorical awareness on the vocabulary retention by 60 intermediate EFL learners in Iran. Participants in this study were all English as a Foreign language (EFL learners placed in the intermediate level of both genders ranging from 16 to 20 years of age at Qeshm language institute, Kerman, Iran. An Oxford Placement Test (OPT was administered to homogenize the participants and divided them into two intact experimental and control groups. The experimental group was exposed to and performed on 20 minutes English metaphorical awareness tasks of Pictorial Idioms, Poems, and Matching in sixteen 90-minute sessions. The controllgroup received the vocabulary exercises in New Cutting Edge (3rd Edition (Cunningham, Moor & Eales 2007 in turn The experimental group outperformed the controlgroup in this study.  In an independent sample t-Test, and a high effect size (Cohn’s d=2.84 supported the positive impact of metaphorical awareness on EFL learners' vocabulary retention.

Oncology education in Canadian undergraduate and postgraduate medical programs: a survey of educators and learners

Science.gov (United States)

Tam, V.C.; Berry, S.; Hsu, T.; North, S.; Neville, A.; Chan, K.; Verma, S.

2014-01-01

Background The oncology education framework currently in use in Canadian medical training programs is unknown, and the needs of learners have not been fully assessed to determine whether they are adequately prepared to manage patients with cancer. Methods To assess the oncology education framework currently in use at Canadian medical schools and residency training programs for family (fm) and internal medicine (im), and to evaluate opinions about the content and utility of standard oncology education objectives, a Web survey was designed and sent to educators and learners. The survey recipients included undergraduate medical education curriculum committee members (umeccms), directors of fm and im programs, oncologists, medical students, and fm and im residents. Results Survey responses were received from 677 educators and learners. Oncology education was felt to be inadequate in their respective programs by 58% of umeccms, 57% of fm program directors, and 50% of im program directors. For learners, oncology education was thought to be inadequate by 67% of medical students, 86% of fm residents, and 63% of im residents. When comparing teaching of medical subspecialty–related diseases, all groups agreed that their trainees were least prepared to manage patients with cancer. A standard set of oncology objectives was thought to be possibly or definitely useful for undergraduate learners by 59% of respondents overall and by 61% of postgraduate learners. Conclusions Oncology education in Canadian undergraduate and postgraduate fm and im training programs are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives might address the needs of learners. PMID:24523624

Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories

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Yang, Sha

2016-01-01

Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten…

Persistent photocurrent and deep level traps in PLD-grown In-Ga-Zn-O thin films studied by thermally stimulated current spectroscopy

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Wang, Buguo; Anders, Jason; Leedy, Kevin; Schuette, Michael; Look, David

2018-02-01

InGaZnO (IGZO) is a promising semiconductor material for thin-film transistors (TFTs) used in DC and RF switching applications, especially since it can be grown at low temperatures on a wide variety of substrates. Enhancement-mode TFTs based on IGZO thin films grown by pulsed laser deposition (PLD) have been recently fabricated and these transistors show excellent performance; however, compositional variations and defects can adversely affect film quality, especially in regard to electrical properties. In this study, we use thermally stimulated current (TSC) spectroscopy to characterize the electrical properties and the deep traps in PLD-grown IGZO thin films. It was found that the as-grown sample has a DC activation energy of 0.62 eV, and two major traps with activation energies at 0.16-0.26 eV and at 0.90 eV. However, a strong persistent photocurrent (PPC) sometimes exists in the as-grown sample, so we carry out post-growth annealing in an attempt to mitigate the effect. It was found that annealing in argon increases the conduction, produces more PPC and also makes more traps observable. Annealing in air makes the film more resistive, and removes PPC and all traps but one. This work demonstrates that current-based trap emission, such as that associated with the TSC, can effectively reveal electronic defects in highlyresistive semiconductor materials, especially those are not amenable to capacitance-based techniques, such as deeplevel transient spectroscopy (DLTS).

The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners

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Alroudhan, Hayat Eid

2016-01-01

This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL) in acquiring English restrictive relative clauses (RRCs), as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2) research. The present study discusses the…

EFL Learners' Use of Direct Strategies in Competitive and Cooperative Learning Contexts

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Zarei, Abbas Ali; Layeq, Hamide

2016-01-01

This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' use of direct strategies. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment…

The Relationship between Learner Autonomy and Vocabulary Learning Strategies in Iranian EFL Learners with Different Language Proficiency Level

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Ebrahim Azimi Mohammad Abadi

2013-05-01

Full Text Available Vocabulary learning is incredibly noteworthy to English language acquisition. It is unfeasible for a learner to communicate without the required vocabulary. In high education levels, learners are habitually forced to become autonomous and make conscious effort to learn vocabulary outside of the classroom. Consequently, the autonomy of the learners plays an important role in developing and enhancing their vocabulary. Learner autonomy is a huge assistance for learners in vocabulary learning since it provides the learners with numerous diverse privileges such as independency from teacher. The researcher investigated whether there is any statistically significant relationship between learner autonomy and vocabulary learning strategies use in Iranian EFL learners with different language proficiency levels. To meet the above purpose, a total number of 190 male and female EFL learners participated in this study. The methodology underlying this study was quantitative (thorough the administration of two questionnaires and two language proficiency test – TOEFL for advanced group, and Nelson for intermediate level. The quantitative data was analyzed using a set of correlational analysis revealing a significant positive correlation between learner autonomy and vocabulary learning strategies use in high proficient group, and a significant positive relationship between these two constructs in low proficient group, however not as strong as in the advanced group.

Interface between problem-based learning and a learner-centered paradigm.

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Karimi, Reza

2011-01-01

Problem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm. The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator's Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: "problem-based learning", "medical education", "traditional curriculum", and one of the above four PBL objectives. Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm. The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a

Perceptions of conflict of interest: surgeons, internists, and learners compared.

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de Gara, Christopher J; Rennick, Kim C; Hanson, John

2013-05-01

Making a conflict of interest declaration is now mandatory at continuing medical education CME accredited events. However, these declarations tend to be largely perfunctory. This study sought to better understand physician perceptions surrounding conflict of interest. The same PowerPoint (Microsoft, Canada) presentation (http://www.youtube.com/watch?v=mQSOvch7Yg0&feature=g-upl) was delivered at multiple University of Alberta and Royal College CME-accredited events to surgeons, internists, and learners. After each talk, the audience was invited to complete an anonymous, pretested, and standardized 5-point Likert scale (strongly disagree to strongly agree) questionnaire. A total of 136 surveys were analyzed from 31 surgeons, 49 internists, and 56 learners. In response to the question regarding whether by simply making a declaration, the speaker had provided adequate proof of any conflicts of interest, 71% of surgeons thought so, whereas only 35% of internists and 39% of learners agreed or strongly agreed (P = .004). Further probing this theme, the audience was asked whether a speaker must declare fees or monies received from industry for consulting, speaking, and research support. Once again there was a variance of opinion, with only 43% of surgeons agreeing or strongly agreeing with this statement; yet, 80% of internists and 71% of learners felt that such a declaration was necessary (P = .013). On the topic of believability (a speaker declaration makes him or her and the presentation more credible), the 3 groups were less polarized: 50% of surgeons, 41% of internists, and 52% of learners (P = .2) felt that this was the case. Although two thirds of surgeons (68%) and learners (66%) and nearly all internists (84%) felt that industry-sponsored research was biased, these differences were not significant (P = .2). Even when they are completely open and honest, conflict of interest declarations do not negate the biases inherent in a speaker's talk or research when it is

Attention to Orthographic and Phonological Word Forms in Vocabulary Instruction for Kindergarten English Learners

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Vadasy, Patricia F.; Sanders, Elizabeth A.

2016-01-01

This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century.

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Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-05-01

Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

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Shannon L. Toohey

2016-05-01

Full Text Available Introduction: Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM residency program’s curriculum to accommodate the modern learner. Discussion: These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion: While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

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Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

2013-11-01

As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

Learner-Generated Noticing Behavior by Novice Learners: Tracing the Effects of Learners' L1 on Their Emerging L2

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Park, Eun Sung

2013-01-01

This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and…

Learners' perceptions of learners regarded as having a homosexual orientation in an independent secondary school environment.

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Mostert, Hendrik P; Myburgh, Chris; Poggenpoel, Marie

2012-10-04

In schools today discrimination based on sexual orientation takes place on a regular basis. This form of discrimination leads to aggression towards learners perceived to be homosexual, as well as towards those with a homosexual orientation. For more than 15 years South Africa has been a democratic country with laws that protect learners who have a homosexual orientation. Nevertheless, aggression and discrimination towards these learners still occur in schools. Aggression often leads to verbal and physical bullying of the victims by perpetrators. The objectives of this research were to explore and describe Grade 11 learners' experiences of aggression towards learners perceived to be homosexual as well as those with a homosexual orientation in an independent secondary school environment. The research design was qualitative, exploratory, descriptive and contextual in nature. The data for this investigation consisted of essays based on a published newspaper photograph, phenomenological group interviews, observations and field notes. Tesch's method of data analysis was used, and an independent coder assisted. Three themes were identified, discussed and supported by a literature control: that learners experience that it is right and acceptable to have a homosexual orientation; that they experience ambivalence towards homosexual orientation of learners; and experienced feelings that it is wrong to have a homosexual orientation. Recommended guidelines are provided to address aggression towards learners perceived to be homosexual and those with a homosexual orientation.

A New Approach of an Intelligent E-Learning System Based on Learners' Skill Level and Learners' Success Rate

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Mohamed, Hafidi; Lamia, Mahnane

2015-01-01

Learners usually meet cognitive overload and disorientation problems when using e-learning system. At present, most of the studies in e-learning either concentrate on the technological aspect or focus on adapting learner's interests or browsing behaviors, while, learner's skill level and learners' success rate is usually neglected. In this paper,…

ECG Rhythm Analysis with Expert and Learner-Generated Schemas in Novice Learners

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Blissett, Sarah; Cavalcanti, Rodrigo; Sibbald, Matthew

2015-01-01

Although instruction using expert-generated schemas is associated with higher diagnostic performance, implementation is resource intensive. Learner-generated schemas are an alternative, but may be limited by increases in cognitive load. We compared expert- and learner-generated schemas for learning ECG rhythm interpretation on diagnostic accuracy,…

41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

Science.gov (United States)

2010-07-01

... than the minimum wage prescribed in § 50-202.2 to the same extent such employment is permitted under... Management Other Provisions Relating to Public Contracts PUBLIC CONTRACTS, DEPARTMENT OF LABOR 202-MINIMUM WAGE DETERMINATIONS Groups of Industries § 50-202.3 Learners, student learners, apprentices, and...

Connected minds technology and today's learners

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Pedrò, Francesc

2012-01-01

In all OECD countries, digital media and connectedness are integral to the lives of todays learners. It is often claimed that these learners are ""new millennium learners"", or ""digital natives"", who have different expectations about education. This book contributes to the debate about the effects of technology attachment and connectedness on todays learners, and their expectations about teaching. The book sets out to answer the following questions: Can the claim that todays students are ""new millenium learners"" or ""digital natives be sustained empirically? Is there consistent research evidence demonstrating the effects of technology on cognitive development, social values, and learning expectations? What are the implications for educational policy and practice?

Multidimensional Learner Model In Intelligent Learning System

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Deliyska, B.; Rozeva, A.

2009-11-01

The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

The Effect of Glosses on Incidental Vocabulary Learning of Iranian EFL learners

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Abbas Moradan

2016-11-01

Full Text Available Reading passages contain many new words. Looking up every word in the dictionary and finding the exact meaning can be a difficult job for learners and may hinder the process of reading. Providing glosses can help learners deal with this issue. The objective of the present study is to make enquiries about the effect of glosses on incidental vocabulary learning. To this end, 45 Iranian EFL learners were selected from 70 according to their performance on KET test. Then they were divided into three groups of 15 randomly. Ten reading texts were selected and unfamiliar vocabularies were glossed in three ways: pictorial, textual and pictorial-textual glosses. Participants were required to read the texts under one of the three conditions. After the completion of ten sessions of treatment, participants were given a vocabulary post-test to measure vocabulary learning. The outcome of the study indicated that the group that received the combination of pictorial and textual glosses outperformed the other two groups. The findings can be of great importance for language teachers and material developers.

Factors that determine the presence of particles in YBCO films grown by PLD

International Nuclear Information System (INIS)

Barrales-Guadarrama, V R; Rodríguez-Rodríguez, E M; Barrales-Guadarrama, R; Reyes Ayala, N

2017-01-01

The method of growing thin films PLD, is widely used in applications and possesses great potential in thin YBa 2 Cu 3 O 7-δ films production with outstanding physical properties. However, it is limited in nano and micro technology due to the presence of particles on the surface of the films. This article describes some causes that create these particles. YBa 2 Cu 3 O 7-δ films have been grown on electrolytic copper used as a variable model the distance target-substrate. The effects are studied through Scanning Electronic Microscopy. It is observed particles with a large variety of shapes and distributions. The results show that ranging the target-substrate distance, the superficial morphology is modified. An evidence of it, is that the evaporation of d B-S = 7 cm, is more coherent that d B-S = 3 cm. Therefore, exist a relation between the morphology and the parameters of growing. Also affect, the structural change that exists among the substrate and the film formation, the substrate preparation and it must not be monocrystalline, these factors define a kinetic and a mechanism of growing that promotes a heterogeneous nucleation. (paper)

Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers

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Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan

2018-05-01

Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.

Chinese English Learners' Strategic Competence.

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Wang, Dianjian; Lai, Hongling; Leslie, Michael

2015-12-01

The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.

What Is This Thing Called Learner's Lexicography?

DEFF Research Database (Denmark)

Nielsen, Sandro

2010-01-01

Learner lexicography as a research area has attracted increased attention during the past decades, but what is actually the true nature of learner lexicography? This question calls for a complex answer. Learner lexicography has as its objective to develop principles that help practitioners......, namely its functions, data and structures, as this strengthens the basis of learner lexicography because it leads to a proper study and understanding of the competences and needs of learners. Finally, the modern theory of dictionary functions encourages theoretical and practical lexicographers to adopt...

LEARNER AUTONOMY ON ESSAY WRITING ACCURACY

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Mohammad Hafidz

2018-01-01

Full Text Available Abstract: Learner autonomy on writing is independently teaching and learning that keeps students’ control to explore their knowledge and experiences in written language, find out and evaluate their errors based on the conceptual courses to make accurately simple essay. The aim was to know the effectiveness of the learner autonomy on writing accuracy. This quantitative research conducted in one group pretest and posttest design. The number of samples was 21 students in Bangkalan. The instrument were tests to gain students’ writing score before and after treatment. Researcher statistically analyzed the data using SPSS 23 version by running a Paired Samples Test. The result shown the means of pretes score was 66,83 and posttest score was 74,57, Paired Samples Correlations was 0,614 (strong correlation. Significance was 0,005, it means that  a (0,05 is higher than r value (0,005 with high variance of mean value (14,091. As a result, the hypothesis (H1­ was received that learner autonomy contributed effectively to learners’ in organizing own ideas (Ene, 2006 such as making a topic  map becomes some explanable sub-topics, writing down main and supporting idea, clustering some objects, editing next and learners  absolutely accumulate some selected vocabularies inappropriate topics  (Chengping W, 2008. Keyword: Learner Autonomy, Learning process, outcomes Absrak: Pembelajaran otonomi  adalah pembelajaran mandiri yang mengontrol mahasiswa untuk menyampaikan gagasan dan pengalamannya, mencatat dan mengevaluasi kesalahan yang terjadi dalam penulisan esai sederhana berdasarkan pembelajaran yang tersetruktur. Tujuan adalah untuk mengetahui efektifitas pembelajaran otonomi terhadap akurasi tulisan secara statistik. Penelitian ini dilakukan dengan menggunakan desain tes awal dan akhir. Jumlah sampel terdiri dari 21 siswa di Bangkalan. Isntrumen yang digunakan adalah tes untuk mengetahui hasil nilai mahasiswa sebelum dan sesudah melakukan

Teachers of adults as learners

DEFF Research Database (Denmark)

Lund Larsen, Lea

This poster is a part of an on-going qualitative empirical research project: “Teachers of adults as learners. A study on teachers’ experiences in practice”. Adult learners have particular needs and characteristics that their teachers must be able to address. Some of the competencies that teachers...... need can be taught in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/-teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address...... (cf. Knowles, Brookfield, Illeris, Lawler, King, Wahlgreen). If we study adult teachers as learners in practice, we may be able to identify what the teachers’ practice requires, and thereby qualify the efforts of teacher educators....

Emotional Intelligence of Self Regulated Learners

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Rathore, Ami

2018-01-01

The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

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Li, Hongli; Suen, Hoi K.

2015-01-01

This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

Science.gov (United States)

Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

2017-01-01

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

Impact of Training Deep Vocabulary Learning Strategies on Vocabulary Retention of Iranian EFL Learners

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Seyed Javad Es-hagi Sardroud

2013-05-01

Full Text Available Considering the overall tendency of foreign language learners to use mechanical strategies of rote rehearsal in vocabulary learning and their resistance towards use of 'deep' vocabulary learning strategies, namely contextual guessing, Keyword Method, metacognitive strategy, and semantic mapping, this study intended (a to explore what impact the instruction of these deep strategies, on vocabulary retention of 32 post-intermediate adult EFL Iranian learners, (b to determine how the variable of gender influences the vocabulary retention of students after receiving training in these strategies. To this end, on the basis of a strategy-based model of instruction–CALLA (Chamot & O'Malley, 1994, the experimental group received training in using 'deep' vocabulary learning strategies while the control group received only the common method of vocabulary teaching. After the treatment, following factorial design, the performance of the participants in the teacher-made vocabulary test as posttest was analyzed statistically.  The results indicated higher vocabulary retention for the experimental group, and it was revealed that female students were more receptive to strategy training. This study provides evidence for confirmation of 'depth of processing' hypothesis and the emerging theory about the impact of gender on effective strategy teaching and use, and it recommends incorporation of teaching these 'deep' strategies of vocabulary learning into EFL classrooms.

Researching transformative learning spaces through learners' stories

DEFF Research Database (Denmark)

Maslo, Elina

spaces, learning to learn through languages, learners´ stories, qualitative research method Methodology or Methods/Research Instruments or Sources Used A number of semi structured qualitative interviews have been conducted with three learners of Danish as second language. The language learners...... in the paper is on the research process and methodological tools. The goal of this paper is to show, that learners´ stories have a huge potential in researching learning processes. References Benson, P. & D. Nunan (2004). Lerners´ stories. Difference and Diversity in Language Learning. Cambridge University...... to use learners´ stories as a research methodology in the field of learning in general and language learning in particular....

Reduction in L10 phase transition temperature of PLD grown FePt thin by pre-annealing pulse laser exposure

International Nuclear Information System (INIS)

Wang, Y.; Rawat, R.S.; Bisht, A.

2013-01-01

A pre-annealing atmospheric pulsed laser exposure was applied to decrease the phase transition (from chemically disordered A1 phase to chemically ordered L1 0 phase) temperature of FePt nano-particles on a Si (100) substrate. Different pre-annealing laser energy densities of 0.024 and 0.079 J/cm2 were utilized to expose the pulsed laser deposition (PLD) FePt thin film samples under atmospheric conditions. Subsequently, FePt thin film samples were annealed at different temperatures of 300 and 400 ºC to observe the influence of laser exposure on the phase transition temperature. The phase transition temperature was decreased from conventional 600 ºC to 400 ºC by one shot pre-annealing atmospheric pulsed laser exposure. (author)

External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer.

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Figueiredo, L S; Ugrinowitsch, H; Freire, A B; Shea, J B; Benda, R N

2018-04-01

Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.

Profiling Learners' Achievement Goals when Completing Academic Essays

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Ng, Chi-Hung Clarence

2009-01-01

This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…

The Effects of Cultural Familiarity and Question Preview Type on the Listening Comprehension of L2 Learners at the Secondary Level

Science.gov (United States)

Li, Chen-Hong; Chen, Cai-Jun; Wu, Meng-Jie; Kuo, Ya-Chu; Tseng, Yun-Ting; Tsai, Shi-Yi; Shih, Hung-Chun

2017-01-01

We examined the effect of cultural familiarity and question-preview types on the listening comprehension of L2 learners. The results showed that the participants who received the full question-preview format scored higher than those receiving either the answer-option preview or question-stem preview, despite a statistically nonsignificant…

PLD prepared nanostructured Pt-CeO{sub 2} thin films containing ionic platinum

Energy Technology Data Exchange (ETDEWEB)

Vorokhta, M., E-mail: vorohtam@gmail.com [Charles University in Prague, Faculty of Mathematics and Physics, Department of Surface and Plasma Science, V Holešovičkách 2, 18000 Prague 8 (Czech Republic); Khalakhan, I.; Matolínová, I.; Nováková, J.; Haviar, S. [Charles University in Prague, Faculty of Mathematics and Physics, Department of Surface and Plasma Science, V Holešovičkách 2, 18000 Prague 8 (Czech Republic); Lančok, J.; Novotný, M. [Institute of Physics, Academy of Sciences of the Czech Republic, Na Slovance 2, 182 21 Prague, Czhech Republic (Czech Republic); Yoshikawa, H. [National Institute for Materials Science, Sengen 1-2-1, Tsukuba, Ibaraki 305-0047 (Japan); Matolín, V. [Charles University in Prague, Faculty of Mathematics and Physics, Department of Surface and Plasma Science, V Holešovičkách 2, 18000 Prague 8 (Czech Republic)

2017-02-28

Highlights: • Nanostructured Pt-CeO{sub 2} thin catalyst films were grown on plasma etched and non-etched carbon substrates by pulsed laser deposition. • The surface composition of the nanostructured Pt-CeO{sub 2} films was investigated by surface analysis techniques. • The effect of film roughening was separated from the effect of platinum-ceria atomic interactions. - Abstract: The composition of nanostructured Pt-CeO{sub 2} films on graphite substrates prepared by pulsed laser deposition has been investigated by means of hard X-ray photoelectron spectroscopy, scanning electron microscopy, high resolution transmission electron microscopy, and atomic force microscopy. The influence of morphology of the graphite substrates was investigated with respect to the relative concentrations of ionic and metallic Pt species in the films. It was found that the degree of Pt{sup 2+} enrichment is directly related to the surface morphology of graphite substrates. In particular, the deposition of Pt-CeO{sub 2} films on rough graphite substrate etched in oxygen plasma yielded nanostructured Pt-CeO{sub 2} catalyst films with high surface area and high Pt{sup 2+}/Pt{sup 0} ratio. The presented results demonstrate that PLD is a suitable method for the preparation of thin Pt-CeO{sub 2} catalyst films for fuel cell applications.

Issues of promoting learner autonomy in EFL context

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Pichugova Inna L.

2016-01-01

Full Text Available The paper is focuded on investigating the phenomenon of learner autonomy, which has mostly been explored in Europe and the USA and is now attracting attention of researchers and academics in many other countries including Russia. Learner autonomy through a focus on learner reflection and taking responsibility for one’s own learning processes has become a central concern in the recent history of language teaching. However, many language teachers, who are committed to concepts of learnercentredness and autonomy, struggle with the ways to foster learner autonomy or at least to encourage the idea of learner autonomy in language classroom. The study aims at investigating what the most important issues which have a great impact on developing learner autonomy are. Having given special attention to conditions which can insure development of learner autonomy, a model covering seven issues relating to the subject matter has been designed. The authors state that such aspects as choice, goals and needs, support, emotional climate, learning strategies, learner attitude and motivation, and self-esteem should be considered as the goal to promote learner autonomy in EFL context.

What's Possible for First-Grade At-Risk Literacy Learners Receiving Early Intervention Services

Science.gov (United States)

Bufalino, Janet; Wang, Chuang; Gomez-Bellenge, Francisco X.; Zalud, Garreth

2010-01-01

This paper summarizes a study that was conducted on data from children who received a one-on-one intervention called Reading Recovery[R] during the first half of their first-grade year in school. The purpose was to investigate the relationship between accelerated progress children made during and after receiving a Reading Recovery intervention,…

Flexible provisioning for adult learners

NARCIS (Netherlands)

Hermans, Henry; Janssen, José; Vogten, Hubert; Koper, Rob

2014-01-01

In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more

ICT USAGE BY DISTANCE LEARNERS IN INDIA

Directory of Open Access Journals (Sweden)

Ashish Kumar AWADHIYA

2014-07-01

Full Text Available Open Universities across the world are embracing ICT based teaching and learning process to disseminate quality education to their learners spread across the globe. In India availability and access of ICT and learner characteristics are uneven and vary from state to state. Hence it is important to establish the facts about ICT access among learners, their ICT usage patterns and their readiness to use ICT for educational purpose. In view of this, a study was conducted with the objective to find out the access level of ICT among distance learners. The analysis indicates that maximum learners have desktop/laptops and most of them are accessing internet very frequently from their home. The analysis also indicates that maximum respondents are browsing social networking sites followed by educational and e-mail service providing websites. Findings suggest that there is a need to generate ICT based tutorials complemented with social networking tools and mobile applications. Study also shows that learners are equipped with mobile phones and they are browsing internet through it and also availing support services offered by the university. Hence possibility of integrating mobile phone services may be used for providing learner support services and content delivery.

Learners' independent records of vocabulary

DEFF Research Database (Denmark)

Shaw, Philip; Leeke, Philip

1999-01-01

Handbooks recommend a variety of quite complicated procedures for learning and remembering vocabulary, but most learners only engage in very simple procedures. The aim of this project was to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners...

Buffalo City learners' knowledge of abortion legislation

African Journals Online (AJOL)

2014-06-19

Jun 19, 2014 ... Objectives: This research investigated Grade 11 learners' knowledge of the CTOP Act and ... those learners attending schools formerly designated for African learners during Apartheid .... be performed if, in the opinion of a medical practitioner, ..... of pre-termination of pregnancy counselling to the woman.

Dimensionality in Language Learners' Personal Epistemologies

Science.gov (United States)

Nikitina, Larisa; Furuoka, Fumitaka

2018-01-01

This study aimed to examine dimensionality in language learners' epistemic beliefs. To achieve this, a survey was conducted using a newly-developed research instrument-"Language Learners' Epistemic Beliefs" (LLEB) questionnaire. Based on a review of literature, it was proposed that language learners' epistemic beliefs would cluster in…

THE RELATIONSHIP BETWEEN CHARACTERISTICS OF GOOD LANGUAGE LEARNERS AND THE ESPECIAL EMPLOYED LEARNING STRATEGIES DURING EDUCATIONAL CONTEXT

Directory of Open Access Journals (Sweden)

Fateme BEHABADI

2013-07-01

Full Text Available Most of the early studies in the field of language learning strategies focused on identifying the characteristics of good language learners. Identifying and discussing the strategies used by good language learners were considered as a good way to make the learners aware of the notion of language learning strategies. The present study was an attempt to collect and classify the characteristics of representative good language learners, developing English as a foreign /second language in Iran; specifically those who had achieved high scores in the IELTS General Module. And also this study aimed at identifying the characteristics associated with a good language learner in one area: learning strategies. Thirty-four Iranian IELTS candidates receiving 6+ band score were selected to participate in this study. They were interviewed and asked to write down their own reports of the experiences they had in developing their second language. They were asked to report their preferred strategies while studying English as well. They were also requested to fill out the learning strategy and learning style questionnaires. The results of interviews and open ended questions were specifically organized and classified via employing both descriptive and explanatory methods. The learners’ responses to the standardized questionnaires also were analyzed by SPSS system Version 20. The findings of the present study although revealed that there is a high correlation between IELTS scores, strategy taking inventory scores. This revealed that the learners recording high scores in IELTS use appropriate learning strategies.

Exploring high school learners' perceptions of bullying.

Science.gov (United States)

Blake, Patricia; Louw, Johann

2010-12-01

Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.

Effect of substrate temperature and post annealing temperature on ZnO:Zn PLD thin film properties

Science.gov (United States)

Hasabeldaim, E.; Ntwaeaborwa, O. M.; Kroon, R. E.; Coetsee, E.; Swart, H. C.

2017-12-01

The pulsed laser deposition (PLD) substrate temperature and post-annealing temperature are effective methods to control the film optical and structural properties. The structure, morphology and optical properties of the deposited and post-annealed PLD ZnO:Zn films were studied. The films were deposited at different substrate temperatures of 50 °C, 200 °C and 400 °C. The films deposited at the substrate temperature of 50 °C and 200 °C were post-annealed in air at 400 °C and 600 °C for two hours. The films all had a highly preferential orientation with the hexagonal c-axis perpendicular to the substrate surface. The stress was found to be compressive stress with values -3.289 GPa, -4.864 GPa and -4.425 GPa for the film deposited at 50 °C, 200 °C and 400 °C, respectively. After post-annealing treatments, the stress of the films was almost completely released and stress-free films were obtained. The crystallite sizes were 19 nm, 25 nm and 39 nm, while the average particles sizes were 95 nm, 85 nm and 129 nm for the film deposited at 50 °C, 200 °C and 400 °C respectively. The crystallite sizes and particles sizes seemed to increase with the increase in the substrate temperature. Contrary to this, the change in crystallite sizes were inversely proportional to the particles size when increasing the post-annealing temperatures. Deconvoluted X-ray photoelectron spectroscopy peaks of the O1s binding energy region revealed that the films deposited at different substrate temperatures contained oxygen-related defects. Photoluminescence studies revealed that the films all emitted ultra-violet emission around 379 nm. The film deposited at 50 °C emitted a broad green emission centered at ∼524 nm. By increasing the substrate temperature up to 200 °C and 400 °C a new orange emission around 621 nm and 634 nm as well as a weak emission around 416 nm and 500 nm were observed, respectively. After post-annealing treatments, new bands over the visible region (blue, green

Individualized Education Program (IEP) Mata Pelajaran Kimia untuk Siswa Slow Learner

OpenAIRE

Rovik Rovik

2017-01-01

The implementation of inclusive education is one of the government's efforts to providing quality education for all levels of society. However, to date, inclusive education is not working correctly, students with special needs must adapt to learning tailored to their abilities, interests and talents (integration education). As a result, they can not achieve learning objectives, and the worst thing is they will stay class or drop out. A slow learner is one type of disability who received less ...

Development of affective modelling competencies in primary school learners

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Piera Biccard

2011-09-01

Full Text Available Learner affect and beliefs about mathematics are complex and multifaceted aspects of mathematical learning. Traditional teaching and learning approaches in mathematics education often result in problematic beliefs about mathematics. Since beliefs influence what learners learn and how they deal with learning mathematics, it is essential that the roles of beliefs and affect in mathematics classrooms are carefully examined. In solving modelling problems, learners and teachers take on new roles in the classroom: learners are placed in an active, self-directing situation in which they solve real-world problems. When learners engage in modelling tasks, they display and integrate cognitive, meta-cognitive and affective competencies. A modelling approach therefore allows one to detect learner beliefs in an authentic learning environment. Will this environment lead to students having more positive and productive dispositions towards mathematics? This article presents partial results of a study documenting the development of modelling competencies in learners working in groups over a period of 12 weeks. Through a design research approach, 12 learners working in groups solved three modelling problems, and transcriptions of learner interactions, questionnaires and informal interviews revealed that learner beliefs improved over this short period when exposed to modelling tasks. The results are encouraging, and may provide mathematics education with an avenue to develop more positive learner beliefs in mathematics.

Autonomous Learner Model Resource Book

Science.gov (United States)

Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.

2016-01-01

"Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…

High school learners' mental construction during solving ...

African Journals Online (AJOL)

Structured activity sheets with three tasks were given to learners; these tasks were done in groups, and the group leaders were interviewed. It was found that learners tended to do well with routine-type questions, implying that they were functioning at an action level. From the interviews it appeared that learners might have ...

An Analysis of Lexical Errors of Korean Language Learners: Some American College Learners' Case

Science.gov (United States)

Kang, Manjin

2014-01-01

There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed…

Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’ Attitude in Focus

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Hooshang Khoshsima

2018-04-01

Full Text Available Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS or Teaching English as a Foreign Language (TOEFL, play a crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than .05 (p < .001.  Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than .05.

Technologies for learner-centered feedback

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Jane Costello

2013-09-01

Full Text Available As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.

Learners, teachers and curriculum

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2008-01-01

of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

Artificial learners adopting normative conventions from human teachers

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Cederborg Thomas

2017-11-01

Full Text Available This survey provides an overview of implemented systems, theoretical work, as well as studies of biological systems relevant to the design of artificial learners trying to figure out what a human teacher would like them to do. Implementations of artificial learners are covered, with a focus on experiments trying to find better interpretations of human behavior, as well as algorithms that autonomously improve a model of the teacher. A distinction is made between learners trying to interpret teacher behavior in order to learn what the teacher would like the learner to do on the one hand, and learners whose explicit or implicit goal is to get something from the teacher on the other hand (for example rewards, or knowledge about how the world works. The survey covers the former type of systems. Human teachers are covered, focusing on studies that say something concrete about how one should interpret the behavior of a human teacher that is interacting with an artificial learner. Certain types of biological learners are interesting as inspiration for the types of artificial systems we are concerned with. The survey focus on studies of biological learners adopting normative conventions, as well as joint intentionality team efforts.

Learner Motivation and Interest

OpenAIRE

Daskalovska, Nina; Gudeva, Liljana Koleva; Ivanovska, Biljana

2012-01-01

There are a lot of factors which influence success in learning. However, one of the most important factors is the learner’s motivation to reach the desired goals. Research and experience show that learners with strong motivation can achieve a lot regardless of circumstances. Studies of motivation in second language learning have led to several distinctions, one of which is the distinction between integrative and instrumental motivation. According to this distinction, some learners are motivat...

Tweetalige aanleerderswoordeboek . bilingual learner's dictionary ...

African Journals Online (AJOL)

Correct pronunciation is not guaranteed, because only syllabification and the main stress are indicated in words. Grammatical guidance is also not given to such an extent that learners will be able to generate correct sentences on their own. The role that contrastive analysis and error analysis can play to anticipate learners' ...

Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

Science.gov (United States)

Yang, Jinsuk; Rehner, Katherine

2015-01-01

This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners

Science.gov (United States)

Spinelli, Cathleen G.

2008-01-01

Existing research indicates that there is a disproportionate number of students with cultural and linguistic differences, English Language Learners (ELL), who are misidentified as learning disabled when their problems are due to cultural and/or linguistic differences. As a consequence, these students do not receive appropriate services. With the…

Technologies for Learner-Centered Feedback

Science.gov (United States)

Costello, Jane; Crane, Daph

2013-01-01

As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes.…

d/Deaf and Hard of Hearing Multilingual Learners: The Development of Communication and Language.

Science.gov (United States)

Pizzo, Lianna

2016-01-01

The author examines the theory and research relevant to educating d/Deaf and Hard of Hearing Multilingual Learners (DMLs). There is minimal research on this population, yet a synthesis of related theory, research, and practice on spoken-language bilinguals can be used to add to the body of knowledge on these learners. Specifically, the author reports on three major areas: (a) population characteristics of DMLs, (b) theories relevant to understanding the language development of DMLs, and (c) considerations for programs in designing and implementing educational services for DMLs. In the interest of ensuring that children receive the foundation for linguistic success, aspects of linguistically responsive teaching (Lucas & Villegas, 2013) are addressed, with a focus on adopting an asset-based perspective on educating DMLs that honors all of a child's language, identity, and cultural memberships.

Learner-Centred Teaching Contributes in Promising Results in Improving Learner Understanding and Motivation: A Case Study at Malaysia Tertiary Education

Science.gov (United States)

Yap, Wei-Li; Neo, Mai; Neo, Tse-Kian

2016-01-01

In Malaysia, traditional teaching is still a common approach among many lecturers. There have been many studies that have reported its limitations and many lecturers have started to adopt a more learner-centred teaching approach to promote better learner understanding and learner motivation. Throughout this effort, it is noticed there are…

WORK AND LEARNER IDENTITY

DEFF Research Database (Denmark)

Kondrup, Sissel

2015-01-01

The aim of this article is to suggest a theoretical framework than can assess to how people’s engagement in specific historical and social work practices are significant to their development, maintenance or transformation of a learner identity. Such a framework is crucial in order to grasp how...... different groups have distinctive conditions for meeting the obligation of forming a proactive learner identity and engage in lifelong learning prevalent in both national and transnational policies on lifelong learning....

Learner Agency within the Design of an EAP Course

Science.gov (United States)

Seppälä, Riina

2015-01-01

To meet the demands of today's society and working life, higher education should support the development of learner agency. How the agency of individual learners emerges in university courses and what kind of agency empowers the learners to face new challenges should be considered. In this article, the focus is on learner agency enabled and…

Experiences of learners from informal settlements

African Journals Online (AJOL)

Erna Kinsey

problem is further compounded if educators are not trained to work with learners from ... to locate problems that emerge with the learners themselves rather than within the system ..... "Black students' school success: coping with the burden of ...

THE EFFECT OF COOPERATIVE AND INDIVIDUALISTIC GAMES ON WORD SPELLING: A STUDY OF YOUNG IRANIAN EFL LEARNERS

Directory of Open Access Journals (Sweden)

Shokooh SHAHZADEH

2016-12-01

Full Text Available This study builds on the instructional effectiveness and efficiency of two game approaches on word spelling of EFL beginners. The approaches under study were cooperative approach and individualistic approach. The participants of this study consisted of 59 fifth and sixth grade students from two elementary schools in the same district in Firoozeh, Neyshabur- Iran. They received 90 minutes instruction per week for a total of ten sessions in two groups of cooperative and individualistic. The results of the study indicated that there is not a significant difference between the performance of learners in cooperative and individualistic groups. A questionnaire was also given to the learners at the end in order to measure learners' attitude toward the games. The results showed that there is not a big difference between students' attitude toward learning spelling in cooperative group and individualistic group, and both groups have positive attitude toward the games. The researcher concluded that the combination of these two approaches seems more favorable.

Profiling Mobile English Language Learners

Science.gov (United States)

Byrne, Jason; Diem, Robert

2014-01-01

The purpose of this study was to use an app-embedded survey to profile language learner demographics. A total of 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish and Thai) responded to the survey embedded within a popular English grammar app. This app has over 500,000…

Turning university professors into competent learners

NARCIS (Netherlands)

Stefanova, Eliza; Ilieva, Miroslava; Nikolova, Nikolina; Stefanov, Krassen

2008-01-01

Stefanova, E., Ilieva, M., Nikolova, N, & Stefanov, K. (2008). Turning university professors into competent learners. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and

The Impact of Embedded Story Structures versus Sequential Story Structures on Critical Thinking of Iranian Intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Sara Samadi

2016-09-01

Full Text Available Confirming the constructive effects of reading comprehension on critical thinking, this paper attempted to investigate the impact of story structures on critical thinking of Iranian EFL learners. In doing so, the researcher utilized a quasi–experimental design with 60 intermediate students who were divided into two embedded story structures and sequential story structures groups (experimental groups. After taking PET, a critical thinking questionnaire was employed as a pre-test. The two groups received 16 sessions of treatment. All participants received similar amount of instruction but one group was given embedded short stories and the other group sequential short stories. To compare the two groups, they were received the parallel critical thinking questionnaire as a post-test. The two null hypotheses in this study were rejected due to different performance of the two groups. Statistical results did not support the superiority of neither structures. Therefore, the researcher was not able to suggest which structure caused a better or higher impact on critical thinking. However, the findings reveal that teaching story structures in EFL context can develop critical thinking of intermediate EFL learners. The study have some implications for test-designers, teachers, and students.

The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners

OpenAIRE

Hayat Eid Alroudhan

2016-01-01

This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL) in acquiring English restrictive relative clauses (RRCs), as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2) research. The present study discusses the syntactic structure of RRCs in English and Arabic with regard to the use of resumptive pronouns and the use of overt versus covert relative markers as relat...

Literacy development of English language learners: The outcomes of an intervention programme in grade R

Directory of Open Access Journals (Sweden)

Anna-Mari Olivier

2010-12-01

Full Text Available This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs, i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004 and were compared to those of English first language (L1 and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.

Whose voice matters? LEARNERS | Bansilal | South African Journal ...

African Journals Online (AJOL)

International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher ...

Advancing Learner Autonomy in TEFL via Collaborative Learning

Science.gov (United States)

Jacobs, George M.; Shan, Tan Hui

2015-01-01

The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are…

Thinking Like Twenty-First Century Learners: An Exploration of Blog Use in a Skills-Based Counselor Education Course

Science.gov (United States)

Buono, Lisa L.

2011-01-01

Twenty-first century learners and millennial generation students have integrated technology into their personal lives; there is a growing expectation for technology to be integrated into their classroom experiences as well. Incorporating technology, including the use of blogs, into teaching and learning is receiving attention in the literature.…

The Effect of Flipped Model of Instruction on EFL Learners' Reading Comprehension: Learners' Attitudes in Focus

Science.gov (United States)

Karimi, Mehrnoosh; Hamzavi, Raouf

2017-01-01

The present study aimed at investigating the effect of flipped model of instruction on EFL learners' reading comprehension ability. Moreover, this study aimed at identifying EFL students' attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first…

South African law and policy regulating learner absenteeism

African Journals Online (AJOL)

Packard Bell

Learner absenteeism often occurs involuntarily due to learners' social and economic circumstances. ..... still a child; e.g. under 18 years of age, and ... schools to take the age and maturity of the ... 5). The Policy on Learner Attendance (DBE, RSA,. 2010, para. 13(i)) allows the ..... Emotional literacy and the ecology of.

Online Games for Young Learners' Foreign Language Learning

Science.gov (United States)

Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji

2014-01-01

Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…

The planning illusion: Does active planning of a learning route support learning as well as learners think it does?

NARCIS (Netherlands)

Bonestroo, W.J.; de Jong, Anthonius J.M.

2012-01-01

Is actively planning one’s learning route through a learning domain beneficial for learning? Moreover, can learners accurately judge the extent to which planning has been beneficial for them? This study examined the effects of active planning on learning. Participants received a tool in which they

Identifying Successful Learners from Interaction Behaviour

Science.gov (United States)

McCuaig, Judi; Baldwin, Julia

2012-01-01

The interaction behaviours of successful, high-achieving learners when using a Learning Management System (LMS) are different than the behaviours of learners who are having more difficulty mastering the course material. This paper explores the idea that conventional Learning Management Systems can exploit data mining techniques to predict the…

Learners' experiences of learning support in selected Western Cape ...

African Journals Online (AJOL)

The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...

When Is an English Language Learner Not an English Language Learner? Exploring Individual Differences in Developmental Language and Literacy Acquisition for At-Risk Learners: A Latent Transition Approach

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Guzman-Orth, Danielle Alicia

2012-01-01

Empirical evidence suggests oral language proficiency is correlated with literacy outcomes; however, the relationship between oral language proficiency and literacy outcomes for English Language Learners is highly variable. As a result, the field lacks critical direction to identify children who are English Language Learners experiencing general…

The Acquisition of Relative Clauses: How Do Second Language Learners of Arabic Do It?

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Algady, Dola

2013-01-01

The new developments in syntactic theory under Minimalism reconsiders the relation between the language faculty and general cognitive systems whereby language acquisition is accomplished by the interaction of Chomsky (2005)'s three factors: (F1) a minimally specified UG (Genetic endowment); (F2) Primary Linguistic Data (PLD), i.e., input; and (F3)…

LANGUAGE LEARNING ACTIVITIES OF DISTANCE EFL LEARNERS IN THE TURKISH OPEN EDUCATION SYSTEM AS THE INDICATOR OF THEIR LEARNER AUTONOMY

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Dilek ALTUNAY

2013-10-01

Full Text Available This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.

Implementing learnerships: learner recruitment and selection B ...

African Journals Online (AJOL)

Implementing learnerships: learner recruitment and selection B lessons learnt from the KwaZulu-Natal pilot projects. ... 2001 in KwaZulu-Natal, with specific reference to the recruitment and selection of learners. ... AJOL African Journals Online.

E-learning for medical education: reflections of learners on patients.

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Walsh, Kieran

2018-01-01

There is a growing research interest in how healthcare professionals learn online. This paper reports an analysis of reflections that relate to patients from users of an e-learning resource, BMJ Learning. Healthcare professionals who use BMJ Learning are encouraged to reflect on their learning. Over one year, all of the learners' reflections that related to patients were captured by the programme's software and were analysed using thematic analysis. A number of key themes emerged from this analysis: many learners reflected on patients in the context of their disease; many learners reflected on how they had put their learning into action or planned to put their learning into action for the benefit of patients; many learners reflected on how they would pass on what they had learned to patients; learners greatly appreciated patients contributing to the learning. Learners predominantly reflect about patients in the context of their disease. The reflections demonstrate that learners are keen to put their learning into action for the benefit of their patients. Learners' reflections show a keen interest in the patient-centredness of the learning resources.

Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.

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Melby-Lervåg, Monica; Lervåg, Arne

2014-03-01

We report a systematic meta-analytic review of studies comparing reading comprehension and its underlying components (language comprehension, decoding, and phonological awareness) in first- and second-language learners. The review included 82 studies, and 576 effect sizes were calculated for reading comprehension and underlying components. Key findings were that, compared to first-language learners, second-language learners display a medium-sized deficit in reading comprehension (pooled effect size d = -0.62), a large deficit in language comprehension (pooled effect size d = -1.12), but only small differences in phonological awareness (pooled effect size d = -0.08) and decoding (pooled effect size d = -0.12). A moderator analysis showed that characteristics related to the type of reading comprehension test reliably explained the variation in the differences in reading comprehension between first- and second-language learners. For language comprehension, studies of samples from low socioeconomic backgrounds and samples where only the first language was used at home generated the largest group differences in favor of first-language learners. Test characteristics and study origin reliably contributed to the variations between the studies of language comprehension. For decoding, Canadian studies showed group differences in favor of second-language learners, whereas the opposite was the case for U.S. studies. Regarding implications, unless specific decoding problems are detected, interventions that aim to ameliorate reading comprehension problems among second-language learners should focus on language comprehension skills.

Are Choice-Making Opportunities Needed in the Classroom? Using Self-Determination Theory to Consider Student Motivation and Learner Empowerment

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Brooks, Catherine F.; Young, Stacy L.

2011-01-01

Self-determination theory (SDT) underpins research on learner empowerment, but it is rarely discussed in empowerment-related literature. In addition, a motivational measure stemming from SDT has received little visibility in communication research. To address these concerns, this study focuses on motivational theory and measurement in an attempt…

Which Dictionary? A Review of the Leading Learners' Dictionaries.

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Nesi, Hilary

Three major dictionaries designed for learners of English as a second language are reviewed, their elements and approaches compared and evaluated, their usefulness for different learners discussed, and recommendations for future dictionary improvement made. The dictionaries in question are the "Oxford Advanced Learner's Dictionary," the…

Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom

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Tingfeng Fu

2016-03-01

Full Text Available The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997 coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

TOWARDS UNDERSTANDING THE SUCCESSFUL LEARNER: A Case Study of IGNOU

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Sindhu P. NAIR

2012-04-01

Full Text Available The growth of enrolment in the ODL system has been considerable. However, another parameter of significance in the context of Open and Distance learning is the learner success rate. While enrolment rates have been very encouraging in distance education, the pass-out rates haven’t been similar. There is a need to focus on the dynamics involved after a learner enrols himself in an OU and what drives him to stay focussed and complete his academic pursuit successfully or alternatively what holds or slows his academic progress and eventually makes him drop out. The study highlights that there are both institution-based (that is OU-based and learner-centric factors that could facilitate learners to successfully complete their studies. There are both controllable and uncontrollable factors that affect the OU learners’ success rate. This study attempts to capture the learner-centric factors and OU-related factors that have facilitated the learners to successfully complete their study. The paper delves into those key aspects or factors which would have facilitated the passed out learners in successfully completing their programmes in the open system. The findings are of direct interest, both from an institution perspective and that of a distance learner. It provides inputs to the Open and distance learning system, towards formulating appropriate strategies that further facilitate learners to successfully pass out. Also the findings serve as indicators/guide rules for any learner in the open system.

Assessment concessions for learners with impairments

African Journals Online (AJOL)

Erna Kinsey

Vol 25(3)185–189. Assessment ... We focus on the use of different types of assessment concessions as a basis for the development of .... to facilitate the development of meaning. .... changing the vocabulary in the test to make them more accessible to learners. .... For learners who are not able to produce recognizable words.

The Application of Podcasting as a Motivational Strategy to Iranian EFL Learners of English: A View toward Listening Comprehension

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Saeed Shiri

2015-06-01

Full Text Available This study was conducted in order to inspect the impact of podcasts as learning and teaching tools on Iranian EFL learners’ motivation for listening as well as on their listening comprehension ability. It also investigated the learners’ perception towards podcasts. 34 intermediate learners who were homogeneous in terms of listening ability were chosen and then assigned into two groups. While the experimental group were given the treatment i.e. podcasts, the control group received the traditional practice. Data analysis results showed that the learners in the podcasting group surpassed the participants in the control group in their listening comprehension tests and in ELCMS scale as used to measure changes in the motivation of learners for listening. Students' views about the program were also elicited via podcast contribution questionnaire and individual interviews. The analysis of qualitative data showed that students perceived improvement in their listening achievement. Keywords: CALL, Listening skill, Motivation, Motivational strategies, Podcast

Nurturing gifted learners in Mainland China

DEFF Research Database (Denmark)

Shi, Jiannong; Zhang, X.; Chen, N.

2013-01-01

-socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation......In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio...... or social and interpersonal development, and mental maturation or intellectual development. It was proved that BSI model has its theoretical rationality and practical validity in Mainland China...

How textbooks (and learners get it wrong: A corpus study of modal auxiliary verbs

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Hayo Reinders

2013-02-01

Full Text Available Many elements contribute to the relative difficulty in acquiring specific aspects of English as a foreign language (Goldschneider & DeKeyser, 2001. Modal auxiliary verbs (e.g. could, might, are examples of a structure that is difficult for many learners. Not only are they particularly complex semantically, but especially in the Malaysian context reported on in this paper, there is no direct equivalent in the students’ L1. In other words, they are a good example of a structure for which successful acquisition depends very much on the quality of the input and instruction students receive. This paper reports on analysis of a 230,000 word corpus of Malaysian English textbooks, in which it was found that the relative frequency of the modals did not match that found in native speaker corpora such as the BNC. We compared the textbook corpus with a learner corpus of Malaysian form 4 learners and found no direct relationship between frequency of presentation of target forms in the textbooks and their use by students in their writing. We also found a very large percentage of errors in students’ writing. We suggest a number of possible reasons for these findings and discuss the implications for materials developers and teachers.

Language diversity in the mathematics classroom: does a learner ...

African Journals Online (AJOL)

In this study, the researchers developed an 'aid' that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners' performance in mathematics. Also what the educators' views ...

Dynamics of learner affective development in early FLL

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Jelena Mihaljević Djigunović

2012-10-01

Full Text Available Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006 have considered them an important outcome, especially in early foreign language learning (FLL. Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.

Learner Analysis Framework for Globalized E-Learning: A Case Study

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Mamta Saxena

2011-06-01

Full Text Available The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to a rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis.The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed.

Language, Learners and Levels. Progression and Variation

NARCIS (Netherlands)

Haan, P.J.M. de; Vries, C.M. de; Vuuren, S. van

2017-01-01

Learner Corpus Research (LCR) is a vibrant discipline, which combines methodological rigour in the analysis of authentic learner data with a focus on practical pedagogical application. Following earlier successful conferences in Louvain and Bergen, the third LCR conference, hosted by Radboud

Action towards hope: Addressing learner behaviour in a classroom

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Raelene LeeFon

2013-11-01

Full Text Available Unruly learners and disciplinary problems are an intractable part of every teacher’s teaching experience. It appears that, even though most schools have enacted a code of conduct to regulate learner behaviour, this does not always have the desired effect. Disciplinary problems in schools impact negatively on the teaching and learning environment as well as on teachers’ personal and professional well-being and morale. Framed within the context of a biblical worldview, this article narrates the experiences of one teacher who decided to take action towards hope. The situation in her classroom was quite desperate with learners coming to school unprepared and behaving very badly and parents being uninterested in the performance of their children at school. She realised that she could not change the learners or their parents unless she started with herself. In this context, she, as a postgraduate student under the supervision of the co-authors, embarked on an action-research project to promote positive learner behaviour. By collaborating with the learners on a set of classroom rules, engaging in reflective teaching and changing her own behaviour towards the learners, the situation in her classroom improved. Based on her experiences, this article argues that teachers should empower themselves with knowledge and a better understanding of the concept of discipline rather than viewing the classroom as a battlefield. It is important to acknowledge and show respect and appreciation for each learner in his or her own context.

Supporting learner-centered technology integration through situated mentoring

Science.gov (United States)

Rosenberg, Marian Goode

Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.

Relational aggression: the voices of primary school learners

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Johan Botha

2014-06-01

Full Text Available The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted with a purposeful sample of learners from two primary schools in the Dr Kenneth Kaunda District, North-West Province. Data analysis was done using Tesch's systematic open coding process. Social Learning Theory underscored the theoretical foundation that emphasises relational aggression as a socially learned phenomenon through observation. Although existing theory supports the findings, the reality, however, is that the effects of relational aggression impede negatively on learners' social and academic development and well-being. This jeopardises schools' endeavours to effectively socialise learners in order to establish and maintain effective personal and social relationships. Curtailing relational aggression has the possibility of reducing other forms of aggression in schools and will enhance the creation of effective teaching-learning environments that are conducive to teaching and learning that will support the task of schooling, which is the socialisation of learners to optimally achieve their potential in schools. The article provides some suggestions to assist teachers in endeavours to effectively curtail relational aggression.

Using Learner Corpora for L2 Lexicography: Information on ...

African Journals Online (AJOL)

In this paper, we describe an on-going project of the corpus of EFL (English as a Foreign Language) learners in Japan and its application for pedagogical dictionary compilation. We especially focus on the learners' errors in verb collocation patterns and describe how the leamer's dictionary can benefit from the learners' ...

Strategies to address learner aggression in rural South African secondary schools

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Gunam D. Singh

2013-11-01

Full Text Available Managing learner aggression in the school system is central to learners’ academic performance and holistic development. In order to manage learner aggression, it is important to understand the contributory factors and the forms of learner aggression. This article reports on an investigation of factors contributing to learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal in order to identify the forms of learner aggression and to establish strategies to manage such aggression in these secondary schools. A qualitative research design was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. The findings showed that the factors contributing to learner aggression include family factors, environmental factors and school-related factors whilst the most common forms of learner aggression in schools are verbal aggression, physical aggression and bullying. The article concludes with the role that the school, parents and the Department of Education can play in addressing learner aggression in schools.

The Impact of a Systematic and Explicit Vocabulary Intervention in Spanish with Spanish-Speaking English Learners in First Grade

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Cena, Johanna; Baker, Doris Luft; Kame'enui, Edward J.; Baker, Scott K.; Park, Yonghan; Smolkowski, Keith

2013-01-01

This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were…

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

Science.gov (United States)

Yilmaz, Ozkan

2017-01-01

"Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered…

Young Learner Perspectives on Four Focus-on-Form Tasks

Science.gov (United States)

Shak, Juliana; Gardner, Sheena

2008-01-01

Recent studies suggest that focus-on-form (FonF) instruction has a positive effect on the second language proficiency of young learners. However, few have looked at learner perspectives on different FonF tasks, particularly in those young learners. This study investigates children's attitudes towards four FonF task-types in three Primary 5 English…

Opinions of Elementary Level EFL Learners on The Use of Weblogs

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Ilknur ISTIFCI

Full Text Available Technology is an indispensable part of our lives and education cannot be taught without it. Since technology is in every part of our lives, foreign language education also makes use of the new technology. By the use of the Internet, virtual classrooms and materials are easy to access and learning takes place beyond the boundaries of the classrooms. Weblogs or blogs are one of the tools that are used to teach language skills in EFL courses and students have a chance to reflect on what they wrote in the blogs. The aim of this study is to find the opinions of elementary level EFL learners on using weblogs and distance education. The subjects of the study were 10 Native speakers of English in London and 15 Turkish EFL learners who are learning English in the School of Foreign Languages. Turkish EFL learners created a class blog and every week they were given assignments by their class teacher. They wrote paragraphs and they gave and receive feedback on their writing in terms of content, vocabulary and grammar by their classmates and by native English speakers in a virtual environment. This procedure lasted for 6 weeks. At the end of 6 weeks, students were given an evaluation questionnaire and they were asked to write their opinions about using weblogs. They were also interviewed by their teacher and the opinions of the students were categorized. Findings indicate that the students found the idea of weblogs as a distant learning tool motivating, enjoyable and encouraging.

Digital Native and Digital Immigrant Use of Scholarly Network for Doctoral Learners

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Ronald Berman

2014-01-01

Full Text Available The Doctoral Community Network (DC is a learner driven, scholarly community designed to help online doctoral learners successfully complete their dissertation and program of study. While digital natives grew up in an environment immersed in technology, digital immigrants adapted to this environment through their ability to learn and adjust to new technologies. With several thousand Doctoral Community Network users, it was not known to what extent digital immigrants had embraced the technology. A study of 988 users determined that digital immigrants used the Doctoral Community Network more often and for a larger variety of purposes than digital natives did. Specifically, digital immigrants log-on more frequently, view leadership content at higher rates, read more blogs, use more doctoral community network research resources, and send and receive more peer messages than digital natives do. This research supports existing literature that found that digital immigrants possess higher levels of social reliance than digital natives while contradicting other literature that found that digital natives tend to use the internet for social networking and blog diaries at higher rates.

A Learner-led, Discussion-based Elective on Emerging Infectious Disease.

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Mathias, Clinton

2015-08-25

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

A career exploration programme for learners with special educational needs.

Science.gov (United States)

van Niekerk, Matty

2007-01-01

Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.

Clinical Trials with Pegylated Liposomal Doxorubicin in the Treatment of Ovarian Cancer

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Carmela Pisano

2013-01-01

Full Text Available Among the pharmaceutical options available for treatment of ovarian cancer, increasing attention has been progressively focused on pegylated liposomal doxorubicin (PLD, whose unique formulation prolongs the persistence of the drug in the circulation and potentiates intratumor accumulation. Pegylated liposomal doxorubicin (PLD has become a major component in the routine management of epithelial ovarian cancer. In 1999 it was first approved for platinum-refractory ovarian cancer and then received full approval for platinum-sensitive recurrent disease in 2005. PLD remains an important therapeutic tool in the management of recurrent ovarian cancer in 2012. Recent interest in PLD/carboplatin combination therapy has been the object of phase III trials in platinum-sensitive and chemonaïve ovarian cancer patients reporting response rates, progressive-free survival, and overall survival similar to other platinum-based combinations, but with a more favorable toxicity profile and convenient dosing schedule. This paper summarizes data clarifying the role of pegylated liposomal doxorubicin (PLD in ovarian cancer, as well as researches focusing on adding novel targeted drugs to this cytotoxic agent.

Video Self-Modeling for English Language Learners

Science.gov (United States)

Boisvert, Précille; Rao, Kavita

2015-01-01

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

Kokugo Dictionaries as Tools for Learners: Problems and Potential

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Tom GALLY

2012-10-01

Full Text Available For second-language learners, monolingual dictionaries can be useful tools because they often provide more detailed explanations of meanings and more extensive vocabulary coverage than bilingual dictionaries do. While learners of English have access to many monolingual dictionaries designed specifically to meet their needs, learners of Japanese must make do with Kokugo dictionaries, that is, monolingual dictionaries intended for native Japanese speakers. This paper, after briefly describing Kokugo dictionaries in general, analyzes a typical entry from such a dictionary to illustrate the advantages and challenges of the use of Kokugo dictionaries by learners of Japanese.

THE ELUSIVENESS OF LEARNER-CENTRED TEACHING

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Ervin Kovačević

2016-03-01

Full Text Available This research will explore teaching styles of university professors. Teaching style is an umbrella term for teaching decisions made during the entire teaching process – planning, delivery, and evaluation. Contemporary university teachers are advised to adopt the learner-centred teaching style which is assumed to produce remarkable possibilities. In the Fall Semester 2015 fifty-two respondents in different faculties of International University of Sarajevo were surveyed using The Principles of Adult Learning Scale inventory designed by Gary J. Conti. Inventory scores were calculated according to guidelines suggested by the author of the inventory. The scores revealed that majority of respondents strongly supported teacher-centred rather than learner-centred styles of instruction. Scores were analysed on gender lines and across three different faculties, namely: Arts and Social Sciences; Business and Administration; Engineering and Natural Sciences. In all five groups none of the seven teaching style indicators was found to conform with the learner-centred teaching criteria. There was no statistically significant difference between the two genders’ preference for a teaching style. And there was no statistically significant difference between teaching style preference across the three different faculties.The results of this research imply that the learner-centred style of instruction is not frequently implemented. Secondly, the results indicate that the requirements necessary for proper application of the learner-centred teaching style are not easy to meet in current written and unwritten norms. Finally, the results show that traditional teaching styles, which have been preserved in different scientific fields, still predominate in universities.

LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

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Nenden Sri Lengkanawati

2017-01-01

Full Text Available Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA.  Therefore, it is very essential  to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for professional development.  After the data were qualitatively and quantitatively analyzed, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by  the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English.  LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to

Between the Social and the Selfish: Learner Autonomy in Online Environments

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Lewis, Tim

2013-01-01

This paper explores what it means to be an autonomous learner in an online social context. Using distinctions originally drawn by Jürgen Habermas, it argues that classic accounts of learner autonomy as teleological action are inadequate to explain learner activity in group settings. It points out that learners in such settings display attitudes…

Specialised Translation Dictionaries for Learners

DEFF Research Database (Denmark)

Nielsen, Sandro

2010-01-01

Specialised translation dictionaries for learners are reference tools that can help users with domain discourse in a foreign language in connection with translation. The most common type is the business dictionary covering several more or less related subject fields. However, business dictionaries...... the needs of learners, it is proposed that specialised translation dictionaries should be designed as augmented reference tools. It is argued that electronic and printed dictionaries should include sections or CD-ROMs with syntactic, translation etc. data as well as exercises and illustrative documents...

QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer

OpenAIRE

Moebs, Sabine

2011-01-01

One of the challenges for the future of technology-enhanced learning is the retention of learners. On-line learning environments should engage learners and provide an appropriate “Quality of Experience” (QoE). For more than a decade, adaptive hypermedia systems have been used to adapt content and instruction to individual knowledge, goals and preferences in an effort to engage learners. However, even if the content is highly engaging it can be very difficult to achieve good Quality ...

Elderly Learners and Massive Open Online Courses: A Review.

Science.gov (United States)

Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

2016-01-07

Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course "Managing people") to 16.3% (on the course "Our changing climate"), while for the over-56 age group it ranged from 3.0% (on "A beginners guide to writing in English") to 39.5% (on "Heart health"). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their

Learner Autonomy in Foreign Language Education and in Cultural Context

OpenAIRE

Ivanovska, Biljana

2015-01-01

The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study ...

An Empirical Investigation into Nigerian ESL Learners ...

African Journals Online (AJOL)

General observations indicate that ESL learners in Nigeria tend to manifest fear and anxiety in grammar classes, which could influence their performance negatively or positively. This study examines empirically some of the reasons for some ESL learners' apprehension of grammar classes. The data for the study were ...

The Impact of Multimodal Texts on Reading Achievement: A Study of Iranian Secondary School Learners

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Bahareh Baharani

2015-07-01

Full Text Available This study was designed to investigate the impact of multimodal text on reading comprehension test performance of Iranian intermediate learners. A total of 80 students participated in this study. All of them were Iranian female EFL learners with the age ranging from 16 to 18. They were selected from a boarding high school in Nasr Abad, Torbat Jam in Khorasan e Razavi, Iran. The students were randomly settled in four groups, who received different instructional approaches through using linear texts, multimodal printed texts, non-printed multimodal texts, and both multimodal printed and non-printed texts.  A pre-test and post-test were used to find out the differences before and after the experimental treatment.  The results reflected that the printed and non-printed multimodal texts had significant impact on reading comprehension test performance. In contrast, applying linear texts or traditional texts did not exert significant influence on reading comprehension ability of the participants. The findings provide useful hints for language instructors to improve effectiveness of instructional reading curriculums and reading ability of language learners. The participants who learned reading comprehension through using multimodal printed and non-printed texts enjoy reading programs and develop their intrinsic and extrinsic motivation for improving reading ability.

Overview English Asa Second Language for Young Learners

OpenAIRE

Rini, Setia

2016-01-01

Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is ...

ADULT LEARNERS IN DISTANCE HIGHER EDUCATION

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NORICA-FELICIA BUCUR

2012-05-01

Full Text Available This paper attempts at identifying the main features that characterize distance higher education and adult education, respectively, in order to be able to establish to what extent adult learners can fit in distance higher education programs. The historical background of distance learning education, the factors that influence adult learners, and distance learning’s key objectives, effects, issues, advantages, and disadvantages are to be briefly investigated in order to reach the purpose of this paper. Recent developments in Information Technology have led to a new approach to teaching and learning, especially as far as adult learning and distance learning are concerned. Thus, this study will also focus on the consequences of using technology for course design, delivery, and the perception of adult learners participating in distance learning.

Enhancement in (BHmax of PLD-made isotropic Nd-Fe-B thick film magnets deposited on Si substrates

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M. Nakano

2017-05-01

Full Text Available Increase in Nd contents of a PLD-made isotropic Nd-Fe-B thick-film magnet enabled us to enhance the thickness of the film magnet deposited on a Si substrate because the linear expansion coefficient of Nd is an intermediate value between Nd2Fe14B and Si. The large amount of Nd, however, degraded the residual magnetic polarization and (BHmax. In the study, we reduced the Nd contents of each Nd-Fe-B film by inserting a Nd or a Nd-rich Nd-Fe-B buffer layer between a Nd-Fe-B film and a Si substrate in order to suppress the mechanical destruction together with the improvement in magnetic properties. It was found that the mechanical property of a Nd-Fe-B film comprising the Nd-Fe-B buffer layer in the thickness range from 10 to 60 μm was superior than that of a sample with the Nd buffer layer. Resultantly, an average (BHmax value of Nd-Fe-B films with each Nd-Fe-B buffer layer deposited on Si substrates could be enhanced by approximately 15 kJ/m3 compared to that of non-buffer-layered films.

Very smooth FeSb.sub.2./sub.Te and Ce.sub.0.1./sub.Fe.sub.0.7./sub.Co.sub.3.3./sub.Sb.sub.12./sub. layers prepared by modified PLD

Czech Academy of Sciences Publication Activity Database

Remsa, Jan; Jelínek, Miroslav; Kocourek, Tomáš; Zeipl, Radek; Navrátil, Jiří

2016-01-01

Roč. 45, č. 3 (2016), s. 1921-1926 ISSN 0361-5235 R&D Projects: GA ČR(CZ) GA13-33056S Institutional support: RVO:68378271 ; RVO:61389013 Keywords : PLD * RTA * thermoelectric layer * Harman * FeSb 2 Te * Ce 0.1 Fe 0.7 Co 3.3 Sb 12 Subject RIV: BM - Solid Matter Physics ; Magnetism; CD - Macromolecular Chemistry (UMCH-V) Impact factor: 1.579, year: 2016

How Do Novice and Expert Learners Represent, Understand, and Discuss Geologic Time?

Science.gov (United States)

Layow, Erica Amanda

This dissertation examined the representations novice and expert learners constructed for the geologic timescale. Learners engaged in a three-part activity. The purpose was to compare novice learners' representations to those of expert learners. This provided insight into the similarities and differences between their strategies for event ordering, assigning values and scale to the geologic timescale model, as well as their language and practices to complete the model. With a qualitative approach to data analysis informed by an expert-novice theoretical framework grounded in phenomenography, learner responses comprised the data analyzed. These data highlighted learners' metacognitive thoughts that might not otherwise be shared through lectures or laboratory activities. Learners' responses were analyzed using a discourse framework that positioned learners as knowers. Novice and expert learners both excelled at ordering and discussing events before the Phanerozoic, but were challenged with events during the Phanerozoic. Novice learners had difficulty assigning values to events and establishing a scale for their models. Expert learners expressed difficulty with determining a scale because of the size of the model, yet eventually used anchor points and unitized the model to establish a scale. Despite challenges constructing their models, novice learners spoke confidently using claims and few hedging phrases indicating their confidence in statements made. Experts used more hedges than novices, however the hedging comments were made about more complex conceptions. Using both phenomenographic and discourse analysis approaches for analysis foregrounded learners' discussions of how they perceived geologic time and their ways of knowing and doing. This research is intended to enhance the geoscience community's understanding of the ways novice and expert learners think and discuss conceptions of geologic time, including the events and values of time, and the strategies used

Promising Instructional Practices for English Language Learners

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Prince, Johanna

2018-01-01

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…

The Indonesian EFL Learners' Motivation in Reading

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Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji

2017-01-01

The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…

"Harry Potter" and the English Language Learner.

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Coatney, Kathy

2001-01-01

Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

Treating the Non-Learner: Penicillin or Placebo?

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McDonald, Carl B.; Cotroneo, Keith

Non-learners are externally controlled students conditioned to expect both failure and success. They are aware of their basic skill deficiencies yet know that passive behavior in high school classrooms has resulted in passing grades. Given the nature of the non-learner, developmental educators cannot achieve positive results through manipulating…

Educating English Learners: What Every Classroom Teacher Needs to Know

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Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

2014-01-01

In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

An Investigation of Pronunciation Learning Strategies of Advanced EFL Learners

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Hismanoglu, Murat

2012-01-01

This paper aims at investigating the kinds of strategies deployed by advanced EFL learners at English Language Teaching Department to learn or improve English pronunciation and revealing whether there are any significant differences between the strategies of successful pronunciation learners and those of unsuccessful pronunciation learners. After…

The Evolving Military Learner Population: A Review of the Literature

Science.gov (United States)

Ford, Kate; Vignare, Karen

2015-01-01

This literature review examines the evolving online military learner population with emphasis on current generation military learners, who are most frequently Post-9/11 veterans. The review synthesizes recent scholarly and grey literature on military learner demographics and attributes, college experiences, and academic outcomes against a backdrop…

English Language Learners in a Digital Classroom

Science.gov (United States)

Prince, Johanna

2017-01-01

English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…

User-Centered Design through Learner-Centered Instruction

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Altay, Burçak

2014-01-01

This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and…

Scaffolding Learner Autonomy in Online University Courses

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Ribbe, Elisa; Bezanilla, María José

2013-01-01

This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout…

Pairing the Adult Learner and Boutique Wineries

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Holyoke, Laura; Heath-Simpson, Delta

2013-01-01

This study explored connections between adult learners and their experiences in the context of small boutique wineries operating in the start-up phase of the organizational life cycle. The research objective was to gain insight regarding the pairing of adult learners with the entering of a specialty industry. Fourteen individuals from four…

Video Chat vs. Face-to-Face Recasts, Learners' Interpretations and L2 Development: A Case of Persian EFL Learners

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Rassaei, Ehsan

2017-01-01

This study investigated the effects of two modes of corrective feedback, namely, face-to-face recasts and computer-mediated recasts during video-conferencing on Iranian English as a foreign language (EFL) learners' second language (L2) development. Moreover, the accuracy of the learners' interpretations of recasts in the two modalities was…

Cognitive Load Theory and the Use of Worked Examples as an Instructional Strategy in Physics for Distance Learners: A Preliminary Study

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Kim Guan SAW

2017-10-01

Full Text Available This article revisits the cognitive load theory to explore the use of worked examples to teach a selected topic in a higher level undergraduate physics course for distance learners at the School of Distance Education, Universiti Sains Malaysia. With a break of several years from receiving formal education and having only minimum science background, distance learners need an appropriate instructional strategy for courses that require complex conceptualization and mathematical manipulations. As the working memory is limited, distance learners need to acquire domain specific knowledge in stages to lessen cognitive load. This article charts a learning task with a lower cognitive load to teach Fermi-Dirac distribution and demonstrates the use of sequential worked examples. Content taught in stages using worked examples can be presented as a form of didactic conversation to reduce transactional distance. This instructional strategy can be applied to similar challenging topics in other well-structured domains in a distance learning environment.

Learner-to-teacher bullying as a potential factor influencing teachers ...

African Journals Online (AJOL)

Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed ...

[Dichotic perception of Mandarin third tone by Mexican Chinese learners].

Science.gov (United States)

Wang, Hongbin

2014-05-01

To investigate the relationship between the advantage ear (cerebral hemisphere) of Spanish-speaking Mexican learners and the third Chinese tone. Third tone Chinese vowel syllables were used as experimental materials with dichotic listening technology to test the Spanish-speaking Mexican Chinese learners (20-32 years old) who studied Chinese about 20 h. In terms of error rates to identify the third Chinese tone, the Spanish-speaking Mexican Chinese learners's reaction to the third tone suggested that their left ears were the advantageous ear (the right cerebral hemisphere) (Z=-2.091, P=0.036). The verbal information of tones influenced the perception of Mexican Chinese learners' mandarin tones. In the process of learning mandarin tones, Mexican Chinese learners gradually formed the category of tones.

Evaluating Learner Autonomy: A Dynamic Model with Descriptors

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Maria Giovanna Tassinari

2012-03-01

Full Text Available Every autonomous learning process should entail an evaluation of the learner’s competencies for autonomy. The dynamic model of learner autonomy described in this paper is a tool designed in order to support the self-assessment and evaluation of learning competencies and to help both learners and advisors to focus on relevant aspects of the learning process. The dynamic model accounts for cognitive, metacognitive, action-oriented and affective components of learner autonomy and provides descriptors of learners’ attitudes, competencies and behaviors. It is dynamic in order to allow learners to focus on their own needs and goals.The model (http://www.sprachenzentrum.fuberlin.de/v/autonomiemodell/index.html has been validated in several workshops with experts at the Université Nancy 2, France and at the Freie Universität Berlin, Germany and tested by students, advisors and teachers. It is currently used at the Centre for Independent Language Learning at the Freie Universität Berlin for language advising. Learners can freely choose the components they would like to assess themselves in. Their assessment is then discussed in an advising session, where the learner and the advisor can compare their perspectives, focus on single aspects of the leaning process and set goals for further learning. The students’ feedback gathered in my PhD investigation shows that they are able to benefit from this evaluation; their awareness, self-reflection and decision-making in the autonomous learning process improved.

A Systemic-Functional Analysis of English Language Learners' Writing

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Luciana C. DE OLIVEIRA

2015-06-01

Full Text Available This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP Examination written by English language learners (ELLs. The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors, and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.

Course-embedded student support for online English language learners

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Maureen Andrade

2014-02-01

Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

Self-regulation across time of first-generation online learners

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Lucy Barnard-Brak

2010-12-01

Full Text Available Self-regulatory skills have been associated with positive outcomes for learners. In the current study, we examined the self-regulatory skills of students who are firstgeneration online learners over the course of their first semester of online instruction. The purpose of this study is to determine whether the online selfregulatory skills of learners changed across time as associated with being immersed in their first online learning environment. The results of the current study indicate no significant differences in the online self-regulatory skills of learners across time. Results suggest that environmental factors such as being immersed in an online learning environment for the first time is not, in and of itself, associated with the development of self-regulatory skills of online learners. We conclude that the design of online courses needs to consider ways of developing self-regulatory skills as these skills are not automatically developed with students' online learning experiences.

ICT Usage by Distance Learners in India

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Awadhiya, Ashish Kumar; Gowthaman, K.

2014-01-01

Open Universities across the world are embracing ICT based teaching and learning process to disseminate quality education to their learners spread across the globe. In India availability and access of ICT and learner characteristics are uneven and vary from state to state. Hence it is important to establish the facts about ICT access among…

Vocabulary Growth of the Advanced EFL Learner

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Ozturk, Meral

2015-01-01

This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

English and Socio-Economic Disadvantage: Learner Voices from Rural Bangladesh

Science.gov (United States)

Hamid, M. Obaidul; Baldauf, Richard B., Jr.

2011-01-01

L2 education research has shown immense interest in learners and their views of L2 learning. Nevertheless, the different directions of learner-focused research have been inadequate in highlighting learners' learning experiences in relation to their social backgrounds, particularly in the developing world. Drawing on the first author's PhD…

Chinese Learners' Acquisition of English Verbs: A Corpus-Driven Approach

Science.gov (United States)

Wang, Linxiao; Jo, Hie-myung

2012-01-01

Limited research has investigated advanced language learners' acquisition of English verbs. The current study examines and compares the acquisition pattern of English verbs among Chinese second language (L2) learners at both intermediate and advanced levels to answer the following questions: (1) Do L2 learners acquire regular verbs and irregular…

Discomfort in e-Learning: Does it Impact Learners?

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Issham Ismail

2012-06-01

Full Text Available This study is designed to measure readiness among distance learner to embrace new technologies in their studies. This study involved 190 distance learner from the School of Distance Education, Universiti Sains Malaysia as a respondent and the data were collected by questionnaire that adapted from Parasuraman and Colby (2001 [1]. The study was carried out to see whether distance education learners are comfortable to study by using new technology. The results show that all respondent are comfortable and confidence enough to embrace new technology in their learning.

HOW TO MOTIVATE ENGLISH LEARNERS FACED WITH PSYCHOLOGICAL BURDEN

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Himpun Panggabean

2007-01-01

Full Text Available The misleading assumptions of Indonesian-speaking learners of English on the nature of English results in psychological burden inhibiting the process of teaching and learning. The assumptions should be eliminated at the beginning of English class. Besides, the instructor should extensively motivate and encourage the learners to maximize their potentials in learning process. Such approach will gradually lead the learners to self-confidence and self-discovery.

Maximing Learning Strategies to Promote Learner Autonomy

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Junaidi Mistar

2001-01-01

Full Text Available Learning a new language is ultimately to be able to communicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social startegies at a high frequency, while memory, cognitive, conpensation, and affective strategies were exercised at a medium frewuency. This finding implies that the learners have acquired some degrees of autonomy because metacognive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.

Learner discipline: An Australian perspective

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D. Stewart

2004-07-01

Full Text Available Australian schools by and large are safe schools. Nonetheless discipline problems do exist – including bullying behaviour. For this kind of problem schools should have management policies in place. As traditional behaviour-management practices – including corporal punishment – are largely prohibited in Australian schools, contemporary practices centre on management through supportive school programmes, including appropriate curricula and school-support structures. This article supports the belief that measures such as the exclusion of misbehaving learners should be treated with caution. Measures such as this might not reflect accepted international principles and practices and should only be exercised in the most extreme circumstances. The article also supports the view that it is part of the school’s role to ensure that all learners are aware of the reality that while they have rights, they also have corresponding responsibilities. This awareness is more likely to be achieved in a supportive school culture where each learner is recognised as having unique qualities that can mature and grow in an appropriate learning environment.

Ultrasound sonication with microbubbles disrupts blood vessels and enhances tumor treatments of anticancer nanodrug

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Lin CY

2012-04-01

Full Text Available Chung-Yin Lin1*, Hsiao-Ching Tseng1*, Heng-Ruei Shiu1, Ming-Fang Wu2, Cheng-Ying Chou3, Win-Li Lin1,41Institute of Biomedical Engineering, 2Laboratory Animal Center, 3Department of Bio-Industrial Mechatronics Engineering, National Taiwan University, Taipei, Taiwan; 4Division of Medical Engineering Research, National Health Research Institutes, Miaoli, Taiwan*These authors contributed equally to this workAbstract: Ultrasound (US sonication with microbubbles (MBs has the potential to disrupt blood vessels and enhance the delivery of drugs into the sonicated tissues. In this study, mouse ear tumors were employed to investigate the therapeutic effects of US, MBs, and pegylated liposomal doxorubicin (PLD on tumors. Tumors started to receive treatments when they grew up to about 15 mm3 (early stage with injection of PLD 10 mg/kg, or up to 50 mm3 (medium stage with PLD 6 (or 4 mg/kg. Experiments included the control, PLD alone, PLD + MBs + US, US alone, and MBs + US groups. The procedure for the PLD + MBs + US group was that PLD was injected first, MB (SonoVue injection followed, and then US was immediately sonicated on the tumor. The results showed that: (1 US sonication with MBs was always able to produce a further hindrance to tumor growth for both early and medium-stage tumors; (2 for the medium-stage tumors, 6 mg/kg PLD alone was able to inhibit their growth, while it did not work for 4 mg/kg PLD alone; (3 with the application of MBs + US, 4 mg/kg PLD was able to inhibit the growth of medium-stage tumors; (4 for early stage tumors after the first treatment with a high dose of PLD alone (10 mg/kg, the tumor size still increased for several days and then decreased (a biphasic pattern; (5 MBs + US alone was able to hinder the growth of early stage tumors, but unable to hinder that of medium stage tumors. The results of histological examinations and blood perfusion measurements indicated that the application of MBs + US disrupts the tumor blood

The Effects of Audio-Visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners' Oral Production

Science.gov (United States)

Drood, Pooya; Asl, Hanieh Davatgari

2016-01-01

The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and…

Shopping [for] Power: How Adult Literacy Learners Negotiate the Marketplace

Science.gov (United States)

Ozanne, Julie L.; Adkins, Natalie Ross; Sandlin, Jennifer A.

2005-01-01

Little empirical evidence exists on how adult literacy learners act as consumers. Yet, adult literacy programs often employ a "functional" approach to consumer education and assume that adult learners are deficient in consumer skills. Data from a qualitative study of the consumer behaviors of adult literacy learners are used to explore how adult…

Automatic Annotation Method on Learners' Opinions in Case Method Discussion

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Samejima, Masaki; Hisakane, Daichi; Komoda, Norihisa

2015-01-01

Purpose: The purpose of this paper is to annotate an attribute of a problem, a solution or no annotation on learners' opinions automatically for supporting the learners' discussion without a facilitator. The case method aims at discussing problems and solutions in a target case. However, the learners miss discussing some of problems and solutions.…

South African law and policy regulating learner absenteeism

African Journals Online (AJOL)

Packard Bell

Department of Psychology of Education, College of Education, University of ... Keywords: ecosystemic theory; learner absenteeism; management approach; South African law and policy ..... learners, but can also be cultural and systemic ..... tesis. Pretoria, Suid-Afrika: Universiteit van Suid-. Afrika. Beskikbaar te .... Phd thesis.

Learner-centred medical education: Improved learning or increased stress?

Science.gov (United States)

McLean, Michelle; Gibbs, Trevor J

2009-12-01

Globally, as medical education undergoes significant reform towards more "learner-centred" approaches, specific implications arise for medical educators and learners. Although this learner-centredness is grounded in educational theory, a point of discussion would be whether the application and practice of these new curricula alleviate or exacerbate student difficulties and levels of stress. This commentary will argue that while this reform in medical education is laudable, with positive implications for learning, medical educators may not have understood or perhaps not embraced "learner-centredness" in its entirety. During their training, medical students are expected to be "patient-centred". They are asked to apply a biopsychosocial model, which takes cognisance of all aspects of a patient's well-being. While many medical schools profess that their curricula reflect these principles, in reality, many may not always practice what they preach. Medical training all too often remains grounded in the biomedical model, with the cognitive domain overshadowing the psychosocial development and needs of learners. Entrusted by parents and society with the education and training of future healthcare professionals, medical education needs to move to a "learner-centred philosophy", in which the "whole" student is acknowledged. As undergraduate and post-graduate students increasingly apply their skills in an international arena, this learner-centredness should equally encapsulate the gender, cultural and religious diversity of both patients and students. Appropriate support structures, role models and faculty development are required to develop skills, attitudes and professional behaviour that will allow our graduates to become caring and sensitive healthcare providers.

Teaching English to Young Learners Through Indonesian - Translated Songs

Science.gov (United States)

Sukirmiyadi

2018-01-01

As an international language, English is taught and learnt by almost all of the people in the world. In Indonesia for example, English has been introduced since the learners are studying at the elementary school. Even many of the Kindergarten Schools too, have already introduced this language to their students. However, we cannot deny that teaching foreign language is not such an easy thing due to the fact thatmany of the learners are not capable of speaking English very well although they have been learning it for more than ten years (Elementary: 6 years, Junior and Senior High School: 6 years). In line with this problem, this study aims at providing a solution by offering one teaching technique which seems to make the learners (especially young learners) enjoy learning through singing songs (Kasihani, 1999).Furthermore, Phillips(1995) said that young learners really enjoyed learning and singing songs with highly motivating. Based on those two researches andin efforts to make it easier in English language learning, especially to young learners, the writer translated the very common and popular Indonesian kid songs into English. Thesetranslated songswere then used to teach the students of Kindergarten up to Elementary ones of the first and second grade. This meant that before a teacher started to teach, s/he had to translate the Indonesian kid songsat first into English.Due to its popularity and familiarity, it was expected that this teaching technique would be more effective and efficient to apply especially to young learners.

Structural and dielectric properties of Ba{sub 0.7}Sr{sub 0.3}TiO{sub 3} thin films grown by PLD

Energy Technology Data Exchange (ETDEWEB)

James, K. K.; Satish, B.; Jayaraj, M. K. [Nanophotonic and Optoelectronic Devices Laboratory, Department of Physics, Cochin University of Science and Technology, Kerala (India)

2014-01-28

Ferroelectric thin films of Ba{sub 0.7}Sr{sub 0.3}TiO{sub 3} (BST) were deposited on Si/SiO{sub 2}/TiO{sub 2}/Pt (PtSi) substrate by pulsed laser deposition (PLD). Crystalline films with perovskite structure were obtained without post-deposition annealing. Phase purity of the deposited films was confirmed by x-ray diffraction. The lowest value of FWHM obtained for the film deposited at oxygen pressure 5.4×10{sup −4} mbar and substrate temperature 600°C, indicates the high crystallinity of the film. The room temperature dielectric constant at 100 kHz was 85. Butterfly loop, which is the characteristic of ferroelectric materials, was obtained in the regime of −4 to +4V. The leakage current density was nearly 9×10{sup −13} Acm{sup −2}.

Learner Outcomes in Science in South Africa: Role of the Nature of Learner Difficulties with the Language for Learning and Teaching Science

Science.gov (United States)

Oyoo, Samuel Ouma

2017-08-01

Paul Leslie Gardner pioneered the study of student difficulties with everyday words presented in the science context (Gardner 1971); several similarly designed studies (e.g. Cassels and Johnstone 1985; Tao in Research in Science Education, 24, 322-330, 1994; Farell and Ventura in Language and Education, 12(4), 243-254, 1998; Childs and O'Farell in Chemistry Education: Research and Practice, 4(3), 233-247, 2003) have since been reported in literature. This article draws from an exploratory study of the difficulties South African High School physical science learners encounter with everyday English words when presented in the science context. The participants (1107 learners and 35 respective physical science teachers) were drawn from 35 public secondary schools in Johannesburg area of South Africa. Data were obtained through a word test to participant learners followed by group interviews but face-to-face interviews with each physical science teacher. This study has revealed that in similar ways as have been reported in each of the studies so far, South African learners also face difficulties with meanings of everyday words presented in a science context. The main source of difficulties encountered was learner inability to distinguish between the meanings of familiar everyday words as used in everyday parlance from the `new' meanings of the same everyday words when used in the science context. Interpretations of learner interview responses revealed that fewer difficulties would have been experienced by learners if science teachers generally explained the context meanings of the words as used during science teaching. The findings suggest that focusing on contextual proficiency more than on general proficiency in the language of learning and teaching (LOLT) during teaching perhaps holds more promise for enhanced learning and achievement in science. Steps necessary to raise teacher awareness of the potential impact of context on meanings of everyday words of the LOLT

EFL Instructors' Perception and Practices on Learner Autonomy in Some Turkish Universities

Science.gov (United States)

Dogan, Gizem; Mirici, Ismail Hakki

2017-01-01

Learner autonomy has become a central ability to develop in learners for a fruitful language learning/teaching process in EFL classes. Particularly, in this world of knowledge, teaching learners how to access resources and how to use them for their learning needs has become increasingly important. Teachers' perception on learner autonomy is…

Cognitive Load Theory and the Use of Worked Examples as an Instructional Strategy in Physics for Distance Learners: A Preliminary Study

Science.gov (United States)

Saw, Kim Guan

2017-01-01

This article revisits the cognitive load theory to explore the use of worked examples to teach a selected topic in a higher level undergraduate physics course for distance learners at the School of Distance Education, Universiti Sains Malaysia. With a break of several years from receiving formal education and having only minimum science…

Motivation and Attitude of Grade Nine Learners Towards ...

African Journals Online (AJOL)

Mathematics and Science Study (TIMSS, 2003) conducted a test in ... sharpen their skills and tap into modern learners' natural affinity for all things ... and psychological influence of learners and educators towards positive ... regulation theory postulates that individuals can fortify their own motivation ... The mastering of.

Learner Autonomy in Language Education : A Cross-Cultural Perspective

OpenAIRE

Kojima, Hideo

2006-01-01

In recent years, the importance of developing learner autonomy in language education hasbeen one of its more prominent themes in Japan as well as in the West. In spite of agreementconcerning its importance, there remains a good deal of uncertainty about its meaning inteaching and learning English as a foreign language (EFL). This paper aims to consider theconcept of learner autonomy amongst different cultures. Autonomy has a social as well as anindividual dimension. The promotion of learner a...

Convergent differential regulation of parvalbumin in the brains of vocal learners.

Directory of Open Access Journals (Sweden)

Erina Hara

Full Text Available Spoken language and learned song are complex communication behaviors found in only a few species, including humans and three groups of distantly related birds--songbirds, parrots, and hummingbirds. Despite their large phylogenetic distances, these vocal learners show convergent behaviors and associated brain pathways for vocal communication. However, it is not clear whether this behavioral and anatomical convergence is associated with molecular convergence. Here we used oligo microarrays to screen for genes differentially regulated in brain nuclei necessary for producing learned vocalizations relative to adjacent brain areas that control other behaviors in avian vocal learners versus vocal non-learners. A top candidate gene in our screen was a calcium-binding protein, parvalbumin (PV. In situ hybridization verification revealed that PV was expressed significantly higher throughout the song motor pathway, including brainstem vocal motor neurons relative to the surrounding brain regions of all distantly related avian vocal learners. This differential expression was specific to PV and vocal learners, as it was not found in avian vocal non-learners nor for control genes in learners and non-learners. Similar to the vocal learning birds, higher PV up-regulation was found in the brainstem tongue motor neurons used for speech production in humans relative to a non-human primate, macaques. These results suggest repeated convergent evolution of differential PV up-regulation in the brains of vocal learners separated by more than 65-300 million years from a common ancestor and that the specialized behaviors of learned song and speech may require extra calcium buffering and signaling.

College English Learners' Discursive Motivation Construction in China

Science.gov (United States)

Gu, Mingyue

2009-01-01

There are abundant studies of second/foreign language learning motivation. However, there appears to be insufficient research into how language learners' discourses mediate the construction of their learning/motivation. This paper investigated the discursive construction of two English language learners' motivation in a comprehensive university in…

Learner Centred Design for a Hybrid Interaction Application

Science.gov (United States)

Wood, Simon; Romero, Pablo

2010-01-01

Learner centred design methods highlight the importance of involving the stakeholders of the learning process (learners, teachers, educational researchers) at all stages of the design of educational applications and of refining the design through an iterative prototyping process. These methods have been used successfully when designing systems…

Whose voice matters? LEARNERS

African Journals Online (AJOL)

Erna Kinsey

the education quality and more specifically learners' mathematical skills are .... worth). Students with a high self-esteem displayed acceptance of feedback .... Thus feedback is portrayed as means of communication of the teacher's view.

University EFL Learners' Perceptions of Their Autonomous Learning Responsibilities and Abilities

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Abdel Razeq, Anwar Ahmad

2014-01-01

This study investigated the readiness of university students for autonomous learning of English as a foreign language. Data was collected using questionnaires and interviews. The study assessed learners' readiness for autonomous learning across three dimensions: a) learners' perceptions of their educational responsibilities; b) learners' abilities…

Construction of a Learner Corpus for Japanese Language Learners: Natane and Nutmeg

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Kikuko NISHINA

2014-12-01

Full Text Available Japanese language learners aim to acquire reading, listening, writing and speaking skills. We at the Hinoki project (https://hinoki-project.org/ have recently been working on the Natsume collocation search system (https://hinoki-project.org/natsume/, the Natane learner corpus to support Natsume (https://hinoki-project.org/natane/ and the Nutmeg writing support system (http://hinoki-project.org/nutmeg/. In order to test the effectiveness of Nutmeg, we conducted an online experiment with 36 participants who used the system's register misuse identification feature to correct four writing assignments. Results show that Nutmeg can be an effective tool in correcting common register-related errors, especially those involving auxiliary verbs. However, the accuracy of verb and adverb identification was too low, suggesting the need for improvements in the variety of corpora used for identifying register misuse.

A Study of Corrective Feedback and Learner's Uptake in Classroom Interactions

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Fatemeh Esmaeili

2014-07-01

Full Text Available The present study aims to examine corrective feedback and learner uptake in classroom interactions. Inspired by Lyster and Ranta’s corrective feedback framework (1997, this study intends to describe and analyze the patterns of corrective feedback utilized by Iranian teachers, and learners' uptake and the repair of those errors. To this aim, 400 minutes of classroom interaction from three elementary EFL classes which comprised 29 EFL learners were audiotaped and transcribed. The learners were within age range of 16-29 and were native speakers of Turkish language. The teachers were within 26-31 age range and had 3-4 years experience of teaching and hold MA degree in TOEFL. Analysis of data constituted the frequency of six different feedback types used by three teachers, in addition distribution of learners' uptake following each feedback type. The findings indicated that among six corrective feedback types, recast was the most frequent feedback utilized by teachers although it did not lead to high amount of learner uptake. Metalinguistic feedback, elicitation and clarification request led to higher level of uptake. It was also found that explicit feedback was more effective than implicit feedback in promoting learner uptake.

Learner characteristics involved in distance learning

Energy Technology Data Exchange (ETDEWEB)

Cernicek, A.T.; Hahn, H.A.

1991-01-01

Distance learning represents a strategy for leveraging resources to solve educational and training needs. Although many distance learning programs have been developed, lessons learned regarding differences between distance learning and traditional education with respect to learner characteristics have not been well documented. Therefore, we conducted a survey of 20 distance learning professionals. The questionnaire was distributed to experts attending the second Distance Learning Conference sponsored by Los Alamos National Laboratory. This survey not only acquired demographic information from each of the respondents but also identified important distance learning student characteristics. Significant distance learner characteristics, which were revealed statistically and which influence the effectiveness of distance learning, include the following: reading level, student autonomy, and self-motivation. Distance learning cannot become a more useful and effective method of instruction without identifying and recognizing learner characteristics. It will be important to consider these characteristics when designing all distance learning courses. This paper will report specific survey findings and their implications for developing distance learning courses. 9 refs., 6 tabs.

Learner Behaviors and Perceptions of Autonomous Language Learning

Science.gov (United States)

Bekleyen, Nilüfer; Selimoglu, Figen

2016-01-01

The purpose of the present study was to investigate the learners' behaviors and perceptions about autonomous language learning at the university level in Turkey. It attempts to reveal what type of perceptions learners held regarding teachers' and their own responsibilities in the language learning process. Their autonomous language learning…

Barriers to Education for the Marginalized Adult Learner

Science.gov (United States)

Flynn, Sarah; Brown, Jason; Johnson, Andrew; Rodger, Susan

2011-01-01

This qualitative study examines barriers to adult education by the marginalized adult learner. We adopted an inclusive approach by interviewing potential adult learners who had not participated in adult education programs due to illiteracy. Five overlapping themes related to barriers emerged and were categorized as: family values and…

Supporting Academic Persistence in Low-Skilled Adult Learners

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O'Neill, Susan; Thomson, Margareta Maria

2013-01-01

The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

Learning Difficulty and Learner Identity: A Symbiotic Relationship

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Hirano, Eliana

2009-01-01

This paper reports on a longitudinal case study of an adult EFL learner who perceived himself as having difficulty learning English. Both learning difficulty and learner identity are viewed as being constructed in discursive interactions throughout one's life and, hence, amenable to reconstruction. Data collected from classroom interactions,…

Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

Science.gov (United States)

Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed

2016-01-01

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

Developing Responsible Learners

Science.gov (United States)

Gautum, Satyen; Jangam, Sachin; Loh, Kai Chee

2018-01-01

Developing responsible learners is one of the key education challenges of our time. Education literature suggests that for students to see themselves as active and necessary participants in their own learning, it is important that they view themselves as stakeholders in education. This research aims at exploring the effectiveness of instructional…

Comparing the Cultural Dimensions and Learner's Perceived Effectiveness of Online Learning Systems (OLS) among American and Malaysian Learners

OpenAIRE

Seng C. Keng

2018-01-01

With the rapid and exponential growth of Internet use worldwide, online learning has become one of the most widely used learning paradigms in the education environment. Yet despite the rapidly increasing cultural diversity of online learners, few studies have investigated the effectiveness of cross-cultural Online Learning Systems (OLS) using a suitable measurement to answer the question, “Do culturally different learners perceive OLS effectiveness differently?” The aim of this co...

Secondary school teachers' experiences of teaching pregnant learners in Limpopo Province, South Africa

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Sogo F Matlala

2014-11-01

Full Text Available This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1 identification of pregnant learners; (2 continuation of pregnant learners' school career; (3 dilemmas related to school-attending pregnant learners; (4 support of school-attending pregnant learners; (5 gender in pregnancy caretaking; and (6 communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.

233 Meaning and the Second Language Learner Jane Nkechi ...

African Journals Online (AJOL)

Ike Odimegwu

second language learner seeks to interpret word meaning without reference to the .... Meaning can be natural but language is conventional - that is there is no .... language learner is usually engaged in processing contextual information to ...

Exploring Lifelong Learners Engaged in an Astronomy-Related Massively Open Online Course

Science.gov (United States)

Buxner, Sanlyn; Impey, Chris David; Wenger, Matthew; Formanek, Martin; Romine, James M.

2016-01-01

Massively open online courses (MOOCs) are becoming increasingly popular ways to reach diverse lifelong learners all over the world. Although MOOCs resemble more formal classes (e.g. videos of content, quizzes, activities), they are often used by informal audiences from home. Recently, MOOCs have become more utilized by universities to conduct outreach as they explore how to use MOOCs to reach new potential learners. Despite the rapid adaption of MOOCs, little is known about individuals who choose to take a MOOC, how they interact with the course materials, and what motivates them to finish the course.We present results of a study of lifelong learners engaged in an astronomy "101" MOOC. Through analysis of registered learners' behaviors as well as self-reported responses to a survey about science, we were able to characterize a subset of the learners engaged in the MOOC during its first offering. Overall, 25363 learners from over 100 countries registered for the MOOC. Of those, 14900 accessed at least one part of the course. Learners were recruited to complete a survey of their knowledge and attitudes towards science. Of the learner group who opened the course, 2889 individuals completed the survey, 2465 of those were able to be linked to their usage of the MOOC through a unique identifier.Learners represented a wide-range of ages, professions, and previous science experience. The best predictors for MOOC completion were engagement in the first activity and first writing assignment and engagement in the online forum. Learners were very interested in science prior to their registration, had higher basic science knowledge that most undergraduate students enrolled in a parallel astronomy course, and used online searches and science sites to get their information about science. As we reach out to a worldwide audience to learners in these massively open online courses, understanding their motivations and behaviors will be essential. This work is helping us understand and

Relational Aggression: The Voices of Primary School Learners

Science.gov (United States)

Botha, Johan

2014-01-01

The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted…

Sensitizing Young English Language Learners Towards Environmental Care

Science.gov (United States)

Castillo, Rigoberto; Rojas, María del Pilar

2014-01-01

This paper reports an action research study aimed at understanding how to sensitize young English language learners towards caring for the environment. The pedagogical intervention in a 5th grade class consisted in the use of creative writing strategies to express learners' ideas. Three stages were followed: "recognizing facts,"…

Emotional Intelligence in Learners with Attention Deficit Disorder

Science.gov (United States)

Wootton, Carol Anne; Roets, H. E.

2013-01-01

This study was undertaken to analyse and evaluate the nature and quality of emotional intelligence in learners with Attention Deficit Disorder (ADD), and to investigate whether their emotional intelligence was enhanced, and whether the symptoms and behaviour of these learners improved, after exposure to a programme on emotional intelligence.…

A Learner Perspective on Barriers to E-Learning

Science.gov (United States)

Becker, Karen; Newton, Cameron; Sawang, Sukanlaya

2013-01-01

This study aims to identify and categorize barriers to e-learning adoption and the relative impact of those barriers on learners. It contributes to the understanding of learner perceptions of barriers, the different types of barriers and their relative importance. This study used a quantitative methodology grounded in previous literature. The…

Developing Information Skills for Special Needs Learners Through ...

African Journals Online (AJOL)

... the school librarian will use assistive devices like listenaiders and telephone relay system, as well as visual display facilities. In developing information skills for the gifted learner, the teacher librarian will teach and demonstrate in such a way that as fast learners, their learning programmes are not boring and uninteresting.

("PROSECUTORS") IN LEARNER D

African Journals Online (AJOL)

21616744

actions against those learners who disrupt teaching and learning or challenge the Code of Conduct. .... American "law" television series and movies);. 2. arrange ..... disciplinary committee, because they wanted to protect their children. It is the ...

Pronunciation in Face-to-Face and Audio-Only Synchronous Computer-Mediated Learner Interactions

Science.gov (United States)

Loewen, Shawn; Isbell, Daniel R.

2017-01-01

Studies of learner-learner interactions have reported varying degrees of pronunciation-focused discourse, ranging from 1% (Bowles, Toth, & Adams, 2014) to 40% (Bueno-Alastuey, 2013). Including first language (L1) background, modality, and task as variables, this study investigates the role of pronunciation in learner-learner interactions.…

Iranian Female Language Learners' Listening Strategy Preferences in Multimedia Environment

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Shabnam Talebi Eskandari

2016-11-01

Full Text Available Listening skill has been recently paid great attention comparing with the other three language skills since having communication is the first and most essential need. Language learners have been using the three different listening strategies (Cognitive, Meta-cognitive, and Socio-affective to improve their listening skills in multimedia environments in particular. The main focus of this study is to determine the most preferable listening strategies employed in improving listening skills in multimedia environment by female Iranian English language learners. To achieve the goals, thirty female English language learners – twenty to twenty five - out of sixty were selected. In order to collect data IELTS test as pre-test and post-test questionnaire and interview were used. The result indicated that these language learners mainly employed meta-cognitive strategies the most in the multimedia environment. Thus, it is implied that the findings would be beneficial to the classroom practice, guide learners and lecturers as well as syllabus planners and material designers

Language Learner Beliefs from an Attributional Perspective

OpenAIRE

Gabillon, Zehra

2013-01-01

International audience; This qualitative study, aimed to analyze eight French-speaking learners' beliefs about English and English language learning. The data were obtained via semi-structured interviews. The study drew on Weiner's attribution theory of achievement motivation and Bandura's self-efficacy theory. The novelty about this research is the employment of an attributional analysis framework to study and explain the learners' stated beliefs about English and English language learning.

Experiences of learners from informal settlements | Pillay | South ...

African Journals Online (AJOL)

Analysis of the data revealed that learners experience a variety of negative feelings, that they were misunderstood by their educators and other learners and that they experienced racial discrimination, bullying and ganging-up. On the positive side, however, they felt privileged to be in schools where there was a good quality ...

A Revised Production Model of Learner-Generated Comic: Validation through Expert Review

OpenAIRE

Azman Farah Nadia; Zaibon Syamsul Bahrin; Shiratuddin Norshuhada

2018-01-01

Recent advancement of authoring tools has fostered a widespread interest towards using comics as a Digital Storytelling medium. This technology integrated learning approach is known as learner-generated comic production; where learners constructively produce digital stories in a form of educational comics. However, there were concerns towards the obstacles and challenges of producing learner-generated comics. Hence, a conceptual production model of learner-generated comic was proposed to guid...

Collaborative E-Learning with Multiple Imaginary Co-Learner: Design, Issues and Implementation

OpenAIRE

Melvin Ballera; Mosbah Mohamed Elssaedi; Ahmed Khalil Zohdy

2013-01-01

Collaborative problem solving in e-learning can take in the form of discussion among learner, creating a highly social learning environment and characterized by participation and interactivity. This paper, designed a collaborative learning environment where agent act as co-learner, can play different roles during interaction. Since different roles have been assigned to the agent, learner will assume that multiple co-learner exists to help and guide him all throughout the ...

Task Complexity and Modality: Exploring Learners' Experience from the Perspective of Flow

Science.gov (United States)

Cho, Minyoung

2018-01-01

Despite an increased awareness of language learner performance in task-based instruction, little is known about how learners perceive and respond to different task factors. This study investigates the effects of task complexity and modality on (a) learners' perception of task difficulty, skill, and its balance, and on (b) learners' task…

Emotion Chat: A Web Chatroom with Emotion Regulation for E-Learners

Science.gov (United States)

Zheng, Deli; Tian, Feng; Liu, Jun; Zheng, Qinghua; Qin, Jiwei

In order to compensate for lack of emotion communication between teachers and students in e-learning systems, we have designed and implemented the EmotionChat -- a web chatroom with emotion regulation. EmotionChat perceives e-learners' emotional states based on interactive text. And it recommends resources such as music, cartoons, and mottos to an e-learner when it detects negative emotional states. Meanwhile, it recommends emotion regulation cases to the e-learner's listeners and teachers. The result of our initial experiment shows that EmotionChat can recommend valuable emotion regulation policies for e-learners.

Complexities and constraints influencing learner performance in physical science

Directory of Open Access Journals (Sweden)

Mavhungu Abel Mafukata

2016-01-01

Full Text Available This paper explores complexities and constraints affecting performance and output of physical science learners in Vhembe District, Limpopo Province, South Africa. The study was motivated by the desire of the researcher to establish, profile and characterise the complexities and constraints reminiscence of poor performance of learners in physical science as measured through end-of-year Grade 12 (final year of high school education examination results. Twenty six schools (n=26 were purposively selected from three circuits of education (n=3. From these schools, two learners were randomly selected (n=52 for interviews. In addition, two circuit managers (n=2 were conveniently selected as part of Key Informant Interviews (KII. For the Focus Group Discussions (FGDs, twelve (n=12 parents were randomly selected to form two groups of six members each. Multi-factor complexities and constraints impeding performance of learners were discovered. Intensive teacher in-service programme is recommended. Community engagement should be encouraged to educate parents on the value of involvement in the education of their children. Free access learner support structures such as Homework and Extra-lessons Assistance Centre (H&EACs should be established.

Pedagogy of Possibility for EFL Learners: Principles, Application, and Course Development

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Rahman Sahragard

2015-08-01

Full Text Available This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension competence, their motivation to read English materials, their democratic attitudes towards their English classrooms, and also their attitudes towards the critical course. The present study is, in fact, a step forward to scrutinize the outcomes of the beginning phases of a dissertation which was intended to develop a tentative model of Critical Pedagogy for English language teaching practice in Iran. Sixty one sophomore students (in two groups were the participants of the present study. One group was randomly assigned to the control group (n=31 who received instruction based on the conventional method of teaching reading comprehension practiced in most reading comprehension courses in Iran, while the other one made the experimental group (n=30 who received instruction based on the Critical Pedagogy course. Results of the statistical analyses comparing the participants' performance on pre- and post-tests regarding reading comprehension, a questionnaire on motivation, and a democratic attitude questionnaire which were administered before and after the treatment, besides the qualitative data from a semi-structured interview, suggested that despite some problem issues rising while practicing the principles of Critical Pedagogy, the developed course proved to have a significant positive impact on EFL learners’ reading comprehension ability, developing a positive democratic attitude towards their English classroom and also their motivation towards reading English materials. Students’ attitude towards the critical reading comprehension course was also discussed in terms of four emerging themes driven out of the qualitative data analysis. The most important message, however, may be the applicability of Critical Pedagogy principles in Iran, which had been reported

Through the Lens of Good Language Learners: What Are Their Strategies?

Science.gov (United States)

Nazri, Nurhuda Mohamad; Yunus, Melor Md; Nazri, Nur Dalila Mohamad

2016-01-01

Often times, many English as Second Language (ESL) facilitators speculate why some learners learn faster than other learners. Provided the students were exposed with the same amount of years in the formal education system in Malaysia, the language instructors curious about the variety of performance in the English language among the learners. This…

The Comparative Effect of Using Competitive and Cooperative Learning on the Reading Comprehension of Introvert and Extrovert EFL Learners

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Touran Ahour

2014-08-01

Full Text Available This study was an attempt to investigate the effect of two types of learning, competitive and cooperative, on the reading comprehension of introvert and extrovert EFL learners. To this end, 120 learners studying at Marefat English Language Institute in Tehran, Iran were selected, after taking a Preliminary English Test (PET, to participate in this quasi-experimental research. The participants  also answered the Eysenck Personality Inventory (EPI to categorize them into two personality types of introverts and extroverts. Therefore, there were four subgroups: 30 introverts and 30 extroverts undergoing the cooperative learning treatment, and 30 introverts and 30 extroverts experiencing the competitive learning treatment. The reading part of the PET was administered as the posttest of the study after each group was exposed to the treatment for 18 sessions in seven weeks. A two-way ANOVA was run on the collected data in the posttest of four groups. The results revealed that while learners generally outperformed in the competitive setting compared to the cooperative one, the extrovert was better off receiving cooperative instruction. Moreover, introverts excelled extroverts in the competitive group. However, there was no difference between the two personality groups in the cooperative situation.

Work-life Experience and Learner Identity

DEFF Research Database (Denmark)

Kondrup, Sissel

2013-01-01

In order to examine how orientations toward learning activities are situated in and conditioned by specific work-life experiences it is crucial to develop a dialectic concept of learner identity. Based on a qualitative research-project (Kondrup 2012) this paper outlines how unskilled work forms...... a specific condition for engaging in lifelong learning. The aim of the study was to examine how an unskilled work-life presents certain conditions for the formation, maintenance and transformation of a learner identity, enabling workers to position themselves as educable subjects and engage in formal...

Individualized Education Program (IEP Mata Pelajaran Kimia untuk Siswa Slow Learner

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Rovik Rovik

2017-06-01

[Siswa slow learner menempati populasi tertinggi untuk siswa berkebutuhan khusus. Sebagai salah satu jenis learning disability, slow learner masih dapat belajar dengan teman sebayanya asalkan guru mempersiapkan program pembelajaran khusus yang telah dimodifikasi dari pembelajaran reguler. Program ini disebut Individualized Education Program (IEP. Penelitian ini mencoba mengembangkan IEP mata pelajaran kimia untuk slow learner, mengidentifikasi komponen yang dibutuhkan dalam menyusun IEP untuk slow learner, dan menganalisis judgement reviewers (guru kimia dan guru pendamping khusus dan peer reviewers terhadap IEP yang dikembangkan. Hasil penelitian menunjukkan slow learner membutuhkan IEP sebagai dokumen utama panduan guru dalam pembelajaran kimia di kelas. Komponen pengembangan IEP meliputi identitas peserta didik, tim pengembangan dan pelaksana, asesmen yang pernah dilakukan, hambatan dan kekuatan, kebutuhan dan perlakuan, faktor pendukung dan penghambat, rencana perlakuan, dan modifikasi terhadap perangkat pembelajaran kimia reguler

Fostering EFL Learners' Reading Comprehension: Animation Film Technique

Science.gov (United States)

Torabian, Asefeh; Tajadini, Massoud

2017-01-01

The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group). After three months of instruction, twice a week, 2story books named the…

High Ability and Learner Characteristics

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Huda Hindal

2013-01-01

Full Text Available The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being ‘gifted’. This study looks at the inter-correlations between performance in various subjects in examinations and then considers how examination performance correlates with measures of working memory capacity, extent of field dependency, extent of divergency and visual-spatial abilities. A very large sample of grade 7 Kuwaiti students (aged ~13 was involved, the sample being selected in such a way that it contained a high proportion of those regarded as ‘gifted’ under the procedures used in Kuwait. While specific learner characteristics have been related to examination performance, this study brings four different characteristics together to gain a picture of the way these characteristics may be seen in those who perform extremely well in examinations. Principal components analysis using varimax rotation, was used to look at the examination data and one factor accounted for 87% of the variance. A consideration of the examination papers led to the conclusion that the national examinations tested only recall-recognition. It was also found that those who performed best in all six subjects tended to be those who are highly divergent and strongly visual-spatial as well as those tending to have higher working memory capacities and being more field independent. The inter-correlations between the various learner characteristics are explained in terms of the way the brain is known to process information. The implications of the findings for assessment and for the way high ability is considered are discussed.

BENCHMARKING LEARNER EDUCATION USING ONLINE BUSINESS SIMULATION

Directory of Open Access Journals (Sweden)

Alfred H. Miller

2016-06-01

Full Text Available For programmatic accreditation by the Accreditation Council of Business Schools and Programs (ACBSP, business programs are required to meet STANDARD #4, Measurement and Analysis of Student Learning and Performance. Business units must demonstrate that outcome assessment systems are in place using documented evidence that shows how the results are being used to further develop or improve the academic business program. The Higher Colleges of Technology, a 17 campus federal university in the United Arab Emirates, differentiates its applied degree programs through a ‘learning by doing ethos,’ which permeates the entire curricula. This paper documents benchmarking of education for managing innovation. Using business simulation for Bachelors of Business, Year 3 learners, in a business strategy class; learners explored through a simulated environment the following functional areas; research and development, production, and marketing of a technology product. Student teams were required to use finite resources and compete against other student teams in the same universe. The study employed an instrument developed in a 60-sample pilot study of business simulation learners against which subsequent learners participating in online business simulation could be benchmarked. The results showed incremental improvement in the program due to changes made in assessment strategies, including the oral defense.

A Literature Review on Relationship between Learner Autonomy and Learning Motivation

Institute of Scientific and Technical Information of China (English)

LI Lu-lu

2014-01-01

This paper sets out to review the relationship of learner autonomy and motivation in English learning based on previ-ous theoretical and empirical studies. This study can be of great help for learners to realize the great importance of learner autono-my and learning motivation, making them more autonomous, motivated and successful in English learning.

Blogging Identity: How L2 Learners Express Themselves

Directory of Open Access Journals (Sweden)

Kiyomi FUJII

2015-06-01

Full Text Available This study discusses language learning and identity, particularly pertaining to intermediate-advanced-level Japanese-language learners, focusing on their target language and identity expression through their interactions with peers and Japanese college students. When learners of Japanese express their identities while interacting with others in their target language, they feel a gap between the self-image they want to present, and the image they are capable of presenting in Japanese (Siegal, 1994, 1995, 1996. Along with adjusting their L1 and L2 usage depending on their interlocutor (Kurata 2007, learners also use different sentence-ending styles depending on the role they want to assume (Cook 2008. By conducting a case study, the present inquiry attempts to address how learners of Japanese express their identities through blog conversations, focusing on their language choice and expressions. Results suggest that participants use the formal endings for self-presentation and projection of their student and classmate identity. However, when expressing emotion some students preferred informal endings, or sentence-final particles.

Learner-to-teacher bullying as a potential factor influencing teachers' mental health

OpenAIRE

Woudstra, Marit Helen; Janse van Rensburg, Estie; Visser, Maretha; Jordaan, Joyce

2018-01-01

Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed for this research. Additionally, the potential effect that learner-to-teacher bullying may have on teachers' experience of mental health was investigated using the Hospital Anxiet...

FY 1997 report on the study on cryogenic aggregate target PLD process by multi-laser excitation for using gaseous materials; 1997 nendo chosa hokokusho (kitai genryo riyo no tame no taju laser reiki ni yoru gokuteion gyoshutai target PLD process ni kansuru kenkyu)

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-03-01

This paper reports the result in fiscal 1995 of the study on PLD (pulse laser deposition) thin film formation process having been made since 1993. In fiscal 1995, the effect of irradiation of excimer laser and YGA(SHG) on ablation of aggregates of N2, CH4, Ar, Kr and Xe, and the effect of time-delayed irradiation of YGA(SHG) and KrF excimer laser on ablation of N2 aggregate were studied aiming at exciting ablation by cryogenic aggregate alone. Experimental results by a newly developed multi-laser excitation experiment equipment are as follows. Ablation was not caused by KrF excimer laser irradiation, while caused by YGA(SHG) irradiation. Ablation was caused by 1mm thick N2 or CH4 aggregate alone. Kr target was the most promising among rare gas solid targets expected as seed of ablation occurrence. Multi-irradiation showed a different ablation behavior as compared with single YGA(SHG) irradiation, and in some cases, multi-irradiation not increased scattering of particles. Time-delayed multi- irradiation (YGA(SHG) excitation after excimer excitation) was effective. 23 figs., 4 tabs.

Understanding Learner Agency as a Complex Dynamic System

Science.gov (United States)

Mercer, Sarah

2011-01-01

This paper attempts to contribute to a fuller understanding of the nature of language learner agency by considering it as a complex dynamic system. The purpose of the study was to explore detailed situated data to examine to what extent it is feasible to view learner agency through the lens of complexity theory. Data were generated through a…

State assessment policy and practice for English language learners a national perspective

CERN Document Server

Rivera, Charlene; Albus, Debra

2014-01-01

State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments. *an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners; *a Survey and Description of Test Translation Practices; and *an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of stat...

Empowering Leaders & Learners

Science.gov (United States)

Umphrey, Jan

2013-01-01

Trevor Greene, the 2013 MetLife/NASSP National High School Principal of the Year, empowers staff members and students to be the best teachers and learners they can be and provides the community resources to support them. In this article, Greene, principal of Toppenish High School in Washington, shares his biggest motivator as a school leader and…

The influence of township schools on the resilience of their learners

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Ruth Mampane

2011-01-01

Full Text Available Many learners living in townships require protection and resilience to overcome obstacles and adversities in their context of development. The literature on resilience indicates strongly that resilience is embedded systemically. In the absence of constructive and supportive conditions in the home environment, the school would logically appear to be the next resource in line to be tapped. We investigated the contribution of two South African township schools to the resilience of their middleadolescent learners. Case studies with focus groups of resilient and less-resilient Grade 9 learners were used, following the Interactive Qualitative Analysis method, to determine the participants' perceptions of how the school contributes to the degree and nature of their resilience. The influence of the school varied depending on the degree of the learners' resilience, but also depending on factors within the school itself, suggesting that schools play a distinctive and determining role. Contributions particularly highlighted included creation, or failure to create, a supportive teaching and learning environment with effective implementation of rules and educational policy to provide care and safety for its learners and develop them to reach their future goals. Resilient learners were more ready than less resilient learners to acknowledge and utilise these characteristics. All focus groups placed much emphasis on goal attainment, suggesting a strong relationship with resilience.

Quality indicators for learner-centered postgraduate medical e-learning

NARCIS (Netherlands)

de Leeuw, Robert A; Westerman, Michiel; Scheele, Fedde

2017-01-01

Objectives: The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. Methods: We performed four focus-group discussions with e-learning end-users (learners) and

A Longitudinal Study on Learner Career Advancement in MOOCs

Science.gov (United States)

Wang, Yuan; Paquette, Luc; Baker, Ryan

2014-01-01

In this paper, we present progress towards a longitudinal study of the post-course career advancement of MOOC learners. We present initial results and analysis plans for how to link this to in-course behaviour, towards better understanding the goals of all MOOC learners.

Optimising the treatment of the partially platinum-sensitive relapsed ovarian cancer patient

Directory of Open Access Journals (Sweden)

Nicoletta Colombo

2014-12-01

Full Text Available The choice of second-line chemotherapy in patients with recurrent ovarian cancer (ROC is complex, with several factors to be considered, the most important of which is the length of the platinum-free treatment interval (PFI. Recently ROC patients have been further stratified into platinum sensitive (PS, partially platinum sensitive (PPS and platinum resistant (PR subgroups depending on the length of the PFI. Response to second-line therapy, progression-free survival (PFS and overall survival (OS are linked to the PFI, all of them improving as the PFI increases. Consequently, there is increasing interest in PFI extension strategies with platinum-free therapeutic options. Such strategies are currently being studied in patients with partially platinum-sensitive disease (PFI 6-12 months, as the treatment of these patients remains clinically challenging. A non-platinum option, trabectedin + pegylated liposomal doxorubicin (PLD combination, has been evaluated in ROC patients in the pivotal phase III OVA-301 study. The OVA-301 study differed from previous trials in the same setting as it included only patients who were not expected to benefit from or who were ineligible for or who were unwilling to receive re-treatment with platinum-based chemotherapy, including those with PPS and PR disease. Subset analysis of patients with PPS disease in OVA-301 showed that the trabectedin + PLD combination significantly improved PFS compared with PLD alone; median PFS 7.4 versus 5.5 months, p=0.0152. Final survival data from the same subset of patients, showed that trabectedin + PLD also achieved a significant 36% decrease in the risk of death compared with PLD alone (HR=0.64; 95% CI, 0.47–0.88; p=0.0027. Median overall survival (OS was 22.4 months in the trabectedin + PLD arm versus 16.4 months in the PLD arm. This represents a statistically significant 6-month improvement in median OS in patients treated with trabectedin + PLD compared to those treated with PLD

Learners misperceive the benefits of redundant text in multimedia learning.

Science.gov (United States)

Fenesi, Barbara; Kim, Joseph A

2014-01-01

Research on metacognition has consistently demonstrated that learners fail to endorse instructional designs that produce benefits to memory, and often prefer designs that actually impair comprehension. Unlike previous studies in which learners were only exposed to a single multimedia design, the current study used a within-subjects approach to examine whether exposure to both redundant text and non-redundant text multimedia presentations improved learners' metacognitive judgments about presentation styles that promote better understanding. A redundant text multimedia presentation containing narration paired with verbatim on-screen text (Redundant) was contrasted with two non-redundant text multimedia presentations: (1) narration paired with images and minimal text (Complementary) or (2) narration paired with minimal text (Sparse). Learners watched presentation pairs of either Redundant + Complementary, or Redundant + Sparse. Results demonstrate that Complementary and Sparse presentations produced highest overall performance on the final comprehension assessment, but the Redundant presentation produced highest perceived understanding and engagement ratings. These findings suggest that learners misperceive the benefits of redundant text, even after direct exposure to a non-redundant, effective presentation.

Teachers' use of questioning in supporting learners doing science investigations

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Umesh Ramnarain

2011-01-01

Full Text Available I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.

Empowering the Learner through Digital Animated Storytelling

DEFF Research Database (Denmark)

Gjedde, Lisa

2012-01-01

The advent of new media offer potentials for multimodal learning [1] to the learners. This also calls for new learning designs that fully make use of digital media and explore how they can be used to create a motivating and meaningful learning environment that addresses the learner’s individual...... to the general ability to make meaning out of experience.” One way to design for narrative multimodal learning is to introduce the learners to the tools to make digital animated stories as a way to work with literacies in the classroom. In this way it may offer the learners a platform for meaningful involvement....... Storytelling and narrative is fundamental to the process of meaning making according to the seminal works of cultural psychologist Jerome Bruner [2]. .As the Canadian educational theorist Kieran Egan [3] suggests, there is an important relationship between storytelling and imagination because it is ”central...

Highly scalable and robust rule learner: performance evaluation and comparison.

Science.gov (United States)

Kurgan, Lukasz A; Cios, Krzysztof J; Dick, Scott

2006-02-01

Business intelligence and bioinformatics applications increasingly require the mining of datasets consisting of millions of data points, or crafting real-time enterprise-level decision support systems for large corporations and drug companies. In all cases, there needs to be an underlying data mining system, and this mining system must be highly scalable. To this end, we describe a new rule learner called DataSqueezer. The learner belongs to the family of inductive supervised rule extraction algorithms. DataSqueezer is a simple, greedy, rule builder that generates a set of production rules from labeled input data. In spite of its relative simplicity, DataSqueezer is a very effective learner. The rules generated by the algorithm are compact, comprehensible, and have accuracy comparable to rules generated by other state-of-the-art rule extraction algorithms. The main advantages of DataSqueezer are very high efficiency, and missing data resistance. DataSqueezer exhibits log-linear asymptotic complexity with the number of training examples, and it is faster than other state-of-the-art rule learners. The learner is also robust to large quantities of missing data, as verified by extensive experimental comparison with the other learners. DataSqueezer is thus well suited to modern data mining and business intelligence tasks, which commonly involve huge datasets with a large fraction of missing data.

Serving Culturally Diverse E-Learners in Business Schools

Science.gov (United States)

van de Bunt-Kokhuis, Sylvia; Weir, David

2013-01-01

Purpose: The purpose of this paper is to highlight how future teaching in business schools will probably take place in an online (here called 24/7) classroom, where culturally diverse e-learners around the globe meet. Technologies such as iPhone, iPad and a variety of social media, to mention but a few, give management learners of any age easy…

Balancing Generalization and Lexical Conservatism: An Artificial Language Study with Child Learners

Science.gov (United States)

Wonnacott, Elizabeth

2011-01-01

Successful language acquisition involves generalization, but learners must balance this against the acquisition of lexical constraints. Such learning has been considered problematic for theories of acquisition: if learners generalize abstract patterns to new words, how do they learn lexically-based exceptions? One approach claims that learners use…

English learners in the mathematics classroom

CERN Document Server

Coggins, Debra S (Susan)

2014-01-01

Research-based strategies to reach English learners - now aligned with the Common Core!Enable your English learners to build higher-level math skills and gain greater fluency in their new language-all while achieving the goals of the Common Core. Now in its second edition, this trusted resource includes:  Mathematics lesson scenarios in every chapter, directly connected to Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit ALL students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development.

Equity in changing patterns of enrolment, in learner retentionand ...

African Journals Online (AJOL)

This article highlights the need to address the kind of knowledge and skills that staff need in order to design and deliver transformed curricula whilst designing and implementing comprehensive integrated learner-centred support strategies to ensure learner success and retention. South African Journal of Higher Education ...

Expanding Roles: Teacher Educators' Perspectives on Educating English Learners

Science.gov (United States)

Daniel, Shannon; Peercy, Megan Madigan

2014-01-01

Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and…

The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners

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Hayat Eid Alroudhan

2016-02-01

Full Text Available This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL in acquiring English restrictive relative clauses (RRCs, as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2 research. The present study discusses the syntactic structure of RRCs in English and Arabic with regard to the use of resumptive pronouns and the use of overt versus covert relative markers as related to the definiteness of the head noun. This study is carried out using an acceptability judgment test as the tool for data collection. A sample of 100 male and female adult Arabic speakers is used with the aim of identifying potential acquisition problems. The results obtained provide further support for first language (L1 transfer. This study concludes that participants accepted the use of resumptive pronouns and preferred the overt relative markers determined by definiteness. It is further discovered that certain factors influenced the acquisition process such as participants’ age, age of learning, and age of immersion. The current study has some pedagogical implications for the teaching of relative clauses in the EFL context. Keywords: English Relative Clauses, Restrictive Relative Clauses, Relative pronoun, Arab Learners of English

Negotiating Content with Learners Using Technology Enhanced Teaching and Learning Solutions

Directory of Open Access Journals (Sweden)

Richard Smith

2011-09-01

Full Text Available This paper examines issues around learning ‘content’ and its place in the new digital learning culture. We focus on the increasing demands of digital learners for content that is relevant and the challenges this poses if educators are to stay relevant to them. We say ‘relevance’ is best achieved when content is negotiated with learners in collaboration with instructors. We describe strategies in which technology enhanced teaching and learning solutions have enabled learners to negotiate and create digitised learning content that is educationally, culturally and socially relevant. We cite two case studies that exemplify this approach: a trial of negotiated content with primary school aged digital learners at Brisbane School of Distance Education (BSDE, Australia, and the content decision-making processes used for the development of e-learning courses for hearing health professionals and Auditory-Verbal Therapy at Hear and Say WorldWide Brisbane, Australia. We focus on the changing demands and skill sets of digital learners, their learning managers and subject matter experts, and the use of technology enhanced teaching and learning solutions as the negotiating tool in the development of digital content that is academically rigorous and also learner friendly.

Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

Directory of Open Access Journals (Sweden)

Vida Yousefian

2015-11-01

Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.

Educators’ perspectives on risk factors for learner-onlearner bullying

Directory of Open Access Journals (Sweden)

Corene de Wet

2013-09-01

Full Text Available Educators are the key role-players in the successful development and implementation of most anti-bullying programmes and/or intervention strategies. This article sets out to report on findings from a qualitative study on educators’ perspectives of the risk factors for learner-on-learner bullying. Educators who were furthering their studies at the University of the Free State, South Africa, were invited to take part in the study on different types of bullying. This article focuses on the narratives of 91 participants who described the incidence of learner-on-learner bullying. The study uses a four-level, social-ecological model as the theoretical framework. Individual, family, institutional and societal risk factors for bullying were identified by means of a qualitative content analysis. It is suggested in the article that although risk-focused prevention strategies may lead to a reduction in bullying, prevention strategies should not target only these (negative factors, but try to promote protective factors on all four social-ecological levels.

The Development of Individual Learners in an L2 Listening Strategies Course

Science.gov (United States)

Yeldham, Michael; Gruba, Paul

2016-01-01

This study examined the idiosyncratic development of second language (L2) learners in a listening strategies course. The progress of four Taiwanese EFL learners was examined longitudinally through a variety of quantitative and qualitative techniques as the learners participated in a course combining direct instruction of strategies with their…

Variation of crystallinity and stoichiometry in films of gallium oxide, gallium nitride and barium zirconate prepared by means of PLD; Variation von Kristallinitaet und Stoechiometrie in mittels PLD hergestellten Schichten aus Galliumoxid, Galliumnitrid und Bariumzirkonat

Energy Technology Data Exchange (ETDEWEB)

Brendt, Jochen

2011-08-05

Pulsed Laser Deposition (PLD) is an ablation technique for thin film preparation of many materials. The film properties can be well controlled by the process parameters. Therefore, in many cases a given material can be deposited with different properties by changing one or more process parameters. In this thesis thin films of gallium oxide, gallium nitride and barium zirconate were deposited with a large variation in structure and stoichiometry by means of Pulsed Laser Deposition. The characterization of the film crystallinity, phase purity and short range structural order was completed by means of X-ray diffraction and X-ray absorption spectroscopy. The stoichiometry was investigated using electron probe microanalysis. For analyzing the correlation between the structure and stoichiometry with the optical and electrical properties, optical absorption and electrical conductivity measurements were carried out. The investigation of all three material systems showed that very unique properties can be realized when combining an amorphous structure and a non-stoichiometric composition. For example, in amorphous and oxygen deficient gallium oxide an insulator-metal-transition can be induced by partial crystallization of the as prepared phase accomplished by annealing at about 400 C in argon atmosphere (as shown in literature). Furthermore, amorphous and highly non-stoichiometric barium zirconate has the ability to split water molecules to hydrogen and oxygen at room temperature. A detailed analysis of both phenomena has been performed by means of photoemission and transmission electron microscopy in the case of gallium oxide and via X-ray absorption spectroscopy and gas chromatography in the case of barium zirconate.

A.P. Cowie. English Dictionaries for Foreign Learners: A History

Directory of Open Access Journals (Sweden)

Phillip Louw

2011-10-01

Full Text Available In the mid 1990s the evolution of the English learner's dictionary reached a zenith with the appearance on the market of four advanced-level monolingual learners' dictionaries. Three of these were existing works, i.e. the Oxford Ad-vanced Learner's Dictionary of Current English (henceforth ALD, the Longman Dictionary of Contemporary English (henceforth LDOCE and the Collins CO-BUILD English Language Dictionary (henceforth COBUILD, which marked, to differing extents, significant departures from the lexicographical procedures followed by their predecessors. The last one, the Cambridge International Dic-tionary of English (henceforth CIDE, was a completely new dictionary. This highly productive burst of lexicographical energy was also the catalyst for an even more productive and sustained body of metalexicographical research and writing that dealt with the topic of learners' dictionaries.

Learner Open Modeling in Adaptive Mobile Learning System for Supporting Student to Learn English

Directory of Open Access Journals (Sweden)

Van Cong Pham

2011-10-01

Full Text Available This paper represents a personalized context-aware mobile learning architecture for supporting student to learn English as foreign language in order to prepare for TOEFL test. We consider how to apply open learner modeling techniques to adapt contents for different learners based on context, which includes location, amount of time to learn, the manner as well as learner's knowledge in learning progress. Through negotiation with system, the editable learner model will be updated to support adaptive engine to select adaptive contents meeting learner's demands. Empirical testing results for students who used application prototype indicate that interaction user modeling is helpful in supporting learner to learn adaptive materials.

The Teaching Strategies used by Teachers for Learners with Autism ...

African Journals Online (AJOL)

The learning needs of learners with multiple disabilities in Kenya are not ... of the Kenyan special schools and units combine learners with multiple disabilities into ... specific disabilities such as visual, hearing, mental and physical impairments.

Emergent Target Language Identities among Latino English Language Learners

Science.gov (United States)

Ciriza-Lope, Maria; Shappeck, Marco; Arxer, Steven

2016-01-01

During 2nd language acquisition, a learner's identity is consigned, juxtaposed, coconstructed, and reified through various affective positions and mitigating linguistic behaviors. Our study of adult Latino ESL students in Dallas, Texas, shows how language socialization experiences are shaped by the learners' affective stances toward the project of…

Improving the EFL Learners' Speaking Ability through Interactive Storytelling

Science.gov (United States)

Marzuki; Prayogo, Johannes Ananto; Wahyudi, Arwijati

2016-01-01

This present research was aimed to improve the EFL learners' speaking ability and their classroom activities through the implementation of Interactive Storytelling Strategy. Therefore, this study was directed to explore the beneficial of Interactive Storytelling that closely related to the EFL learners' everyday activities at their home and…

Benchmarking the Degree of Implementation of Learner-Centered Approaches

Science.gov (United States)

Blumberg, Phyllis; Pontiggia, Laura

2011-01-01

We describe an objective way to measure whether curricula, educational programs, and institutions are learner-centered. This technique for benchmarking learner-centeredness uses rubrics to measure courses on 29 components within Weimer's five dimensions. We converted the scores on the rubrics to four-point indices and constructed histograms that…

Exploring Goals and Motivations of Maori Heritage Language Learners

Science.gov (United States)

Te Huia, Awanui

2015-01-01

Motivations of Maori heritage language learners are explored within this qualitative study. "Te reo" Maori (the Maori language) is currently classed as endangered (Reedy et al., 2011), which calls for the exploration of the motivational experiences of Maori heritage language learners. A total of 19 interviews with beginner, intermediate…

Challenges Faced by Adult Learners Enrolled in Blended Distance ...

African Journals Online (AJOL)

This research attempted to provide an insight into major barriers facing adult learners pursuing a diploma in adult and continuing education programme through Blended Distance Learning. Participants included the adult learners, staff from the Department of Open and Distance Learning who are also the facilitators of the ...

They're Not Just Big Kids: Motivating Adult Learners.

Science.gov (United States)

Thoms, Karen Jarrett

This paper discusses motivation of adult learners. The first section discusses the adult learner, including the concepts of andragogy and pedagogy, as well as student-centered learning. The second section summarizes changing student demographics and predictions. The third section presents principles of adult learning. The fourth section covers…

Sports for learners with physical disabilities in ordinary public ...

African Journals Online (AJOL)

No adapted sport was offered specifically for these learners. Most learners wanted to participate in swimming. Fewer types of sports were offered in ordinary schools than in special schools. Barriers to participation included poor teacher preparation and inadequate financial support. The shortage of support from school staff, ...

Including a learner with physical disabilities: stressful for teachers?

Directory of Open Access Journals (Sweden)

I. Eloff

2002-08-01

Full Text Available Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i Learners with physical disabilities are entering mainstream schools increasingly, ii it is often assumed that inclusive education is too stressful for teachers to cope with, and iii related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training.

Common Core Standards, Professional Texts, and Diverse Learners: A Qualitative Content Analysis

Science.gov (United States)

Yanoff, Elizabeth; LaDuke, Aja; Lindner, Mary

2014-01-01

This research study questioned the degree to which six professional texts guiding implementation of the Common Core Standards in reading address the needs of diverse learners. For the purposes of this research, diverse learners were specifically defined as above grade level readers, below grade level readers, and English learners. The researchers…

Critical thinking and creativity in nursing: learners' perspectives.

Science.gov (United States)

Chan, Zenobia C Y

2013-05-01

Although the development of critical thinking and the development of creativity are major areas in nursing programme, little has been explored about learners' perspectives towards these two concepts, especially in Chinese contexts. This study aimed to reveal nursing learners' perspectives on creativity and critical thinking. Qualitative data collection methods were adopted, namely group interviews and concept map drawings. The process of data collection was conducted in private rooms at a University. 36 nursing students from two problem-based learning classes were recruited in two groups for the study. After data collection, content analysis with axial coding approach was conducted to explore the narrative themes, to summarise the main ideas, and to make valid inferences from the connections among critical thinking, creativity, and other exogenous variables. Based on the findings, six major themes were identified: "revisiting the meanings of critical thinking"; "critical thinking and knowledge: partners or rivals?"; "is critical thinking criticising?"; "revising the meanings of creativity"; "creativity and experience: partners or rivals?"; and "should creativity be practical?". This study showed that learners had diverse perspectives towards critical thinking and creativity, and their debate on these two domains provided implications on nursing education, since the voices of learners are crucial in teaching. By closing the gap between learners and educators, this study offered some insights on nursing education in the new curriculum, in particular to co-construct nursing knowledge which is student-driven, and to consider students' voices towards understanding and applying creativity and critical thinking in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.

Criteria for Selecting a Monolingual Dictionary for Learners

OpenAIRE

Colin, Rogers

2003-01-01

There are a bewildering number of monolingual dictionaries on the market in Japan, including new learner dictionaries which give students a great deal of potentially useful information about how to use words. However it is essential to carefully evaluate dictionaries to ensure that they meet the needs of the learners who will use them. This article sets out some criteria to help make such decisions.

Teachers'Perceptions of Teaching Grammar in Young Learners'Classroom%Teachers' Perceptions of Teaching Grammar in Young Learners' Classroom

Institute of Scientific and Technical Information of China (English)

余媛

2016-01-01

The present essay studies the role of grammar in young learners' classroom, perceived by the English teachers in China. The study gives a detailed description of what the role of grammar is like in young learners' classroom, by interviewing primary school teachers both from a city in a developed coastal city and a less developed city in central China. It highlights the differences in the perceptions of teachers on the prominence of grammar in their classes. These differences may indicate regional disparity and potential factors for teachers' teaching approaches to grammar instruction.

Strategies for Improving Learner Metacognition in Health Professional Education.

Science.gov (United States)

Medina, Melissa S; Castleberry, Ashley N; Persky, Adam M

2017-05-01

Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners' metacognitive skills in both the classroom and experiential settings.

A Descriptive Study on EFL Learners' Perceptions of Facebook

Science.gov (United States)

Aydin, Selami

2017-01-01

There is a strong need to investigate English as a foreign language (EFL) learners' perceptions of Facebook as a language-learning environment, as their perceptions that directly influence their language development and achievement have not been examined within the EFL learning context. Thus, this study aims to investigate EFL learners'…

Speaking Self-Assessment: Mismatches between Learners' and Teachers' Criteria

Science.gov (United States)

Babaii, Esmat; Taghaddomi, Shahin; Pashmforoosh, Roya

2016-01-01

Perceptual (mis)matches between teachers and learners are said to affect learning success or failure. Self-assessment, as a formative assessment tool, may, inter alia, be considered a means to minimize such mismatches. Therefore, the present study investigated the extent to which learners' assessment of their own speaking performance, before and…

English Learners: Reaching the Highest Level of English Literacy.

Science.gov (United States)

Garcia, Gilbert C., Ed.

This collection of papers examines the critical literacy development of English learners, focusing on English reading instruction in an immersion setting, English language development, and cultural issues pertaining to English learners in and out of the classroom. The 16 papers include the following: (1) "Reading and the Bilingual Student: Fact…

Learners, parents and educators' perceptions of the benefits and ...

African Journals Online (AJOL)

Of the estimated 500 million people with disabilities around the world, 120-150 million are children. Limited research exists on learners', parents' and teachers' perceptions of the benefits and barriers associated with participation in sport for children with disabilities. The purpose of this study was to investigate what learners ...

Bringing Chatbots into education: Towards Natural Language Negotiation of Open Learner Models

Science.gov (United States)

Kerlyl, Alice; Hall, Phil; Bull, Susan

There is an extensive body of work on Intelligent Tutoring Systems: computer environments for education, teaching and training that adapt to the needs of the individual learner. Work on personalisation and adaptivity has included research into allowing the student user to enhance the system's adaptivity by improving the accuracy of the underlying learner model. Open Learner Modelling, where the system's model of the user's knowledge is revealed to the user, has been proposed to support student reflection on their learning. Increased accuracy of the learner model can be obtained by the student and system jointly negotiating the learner model. We present the initial investigations into a system to allow people to negotiate the model of their understanding of a topic in natural language. This paper discusses the development and capabilities of both conversational agents (or chatbots) and Intelligent Tutoring Systems, in particular Open Learner Modelling. We describe a Wizard-of-Oz experiment to investigate the feasibility of using a chatbot to support negotiation, and conclude that a fusion of the two fields can lead to developing negotiation techniques for chatbots and the enhancement of the Open Learner Model. This technology, if successful, could have widespread application in schools, universities and other training scenarios.

Non-Native Chinese Language Learners' Attitudes towards Online Vision-Based Motion Games

Science.gov (United States)

Hao, Yungwei; Hong, Jon-Chao; Jong, Jyh-Tsorng; Hwang, Ming-Yueh; Su, Chao-Ya; Yang, Jin-Shin

2010-01-01

Learning to write Chinese characters is often thought to be a very challenging and laborious task. However, new learning tools are being designed that might reduce learners' tedium. This study explores one such tool, an online program in which learners can learn Chinese characters through vision-based motion games. The learner's gestures are…

Learners' Perspectives on Authenticity.

Science.gov (United States)

Chavez, Monika M. Th.

A survey investigated the attitudes of second language learners about authentic texts, written and oral, used for language instruction. Respondents were 186 randomly-selected university students of German. The students were administered a 212-item questionnaire (the items are appended) that requested information concerning student demographic…

The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia

Science.gov (United States)

Alonazi, Saleema M.

2017-01-01

Today, learner autonomy is considered as a desirable goal in language education. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to investigate the roles of the teachers in promoting learner autonomy in Saudi EFL…

From Building Blocks to Architects Empowering Learners for Success

Directory of Open Access Journals (Sweden)

Reyes Juana Mahissa

2002-08-01

Full Text Available Although our ultimate goal is to enable our learners to become autonomous and efficient in their use of the foreign language, whether or not they have the opportunity to ever live and interact in a foreign language setting, our work as teachers must involve a conscious analysis of the different factors involved in this process, as well as the conscious effort to put all the intervening factors into action. Furthermore, it is our responsibility to develop the learners¿ thinking skills as they increase their competence in the target language and at the same time make them aware of their responsibility for their own processes and success by enhancing their autonomy and making them aware of the value of learning strategies. It is our task as teachers to be present on this journey and guide our learners towards becoming architects and masters of their own foreign language construct. In order for this journey to be a successful one, we must make sure we provide the learner with a correct supply of building blocks. In this paper we present an analysis of the main components comprised in teaching English as a foreign language, including a historical overview of methods, approaches, strategies, the concept of learner¿s autonomy, social and psychological factors, aiming at contributing to every teacher¿s reflection on his/her task in the school context.

Assessment of Language Learners' Strategies: Do They Prefer Learning or Acquisition Strategies?

Science.gov (United States)

Altmisdort, Gonca

2016-01-01

The aim of this study is to evaluate learning and acquisition strategies used by second/foreign language learners. This study is a comparative investigation of learning and acquisition strategies of successful and less successful language learners. The main question of the study is to investigate if there is a relationship between the learners'…

Identifying Chinese Heritage Learners' Motivations, Learning Needs and Learning Goals: A Case Study of a Cohort of Heritage Learners in an Australian University

Science.gov (United States)

Xu, Hui Ling; Moloney, Robyn

2014-01-01

There is increasing enrolment of Chinese heritage language learners in tertiary Chinese language classrooms across Australia. Educated in English, Chinese heritage learners are of diverse national origins and the Chinese language varieties to which they have been exposed through family or community are also diverse. Recent research in this field…

Theories in Developing Oral Communication for Specific Learner Group

Science.gov (United States)

Hadi, Marham Jupri

2016-01-01

The current article presents some key theories most relevant to the development of oral communication skills in an Indonesian senior high school. Critical analysis on the learners' background is employed to figure out their strengths and weaknesses. The brief overview of the learning context and learners' characteristic are used to identify which…

Evaluating Bilingual and Monolingual Dictionaries for L2 Learners.

Science.gov (United States)

Hunt, Alan

1997-01-01

A discussion of dictionaries and their use for second language (L2) learning suggests that lack of computerized modern language corpora can adversely affect bilingual dictionaries, commonly used by L2 learners, and shows how use of such corpora has benefitted two contemporary monolingual L2 learner dictionaries (1995 editions of the Longman…

Adapting Progress Feedback and Emotional Support to Learner Personality

Science.gov (United States)

Dennis, Matt; Masthoff, Judith; Mellish, Chris

2016-01-01

As feedback is an important part of learning and motivation, we investigate how to adapt the feedback of a conversational agent to learner personality (as well as to learner performance, as we expect an interaction effect between personality and performance on feedback). We investigate two aspects of feedback. Firstly, we investigate whether the…

Written Corrective Feedback: The Perception of Korean EFL Learners

Science.gov (United States)

Chung, Bohyon

2015-01-01

This paper reports on the perception of Korean EFL learners toward feedback types on their written errors. The survey was administered using an adopted questionnaire from previous studies (Ishii 2011; Leki, 1991). This further allows a comparison of Korean EFL learners' attitudes with the responses to an identical questionnaire by Japanese EFL…

Reasons behind Young Learners' Learning of Foreign Languages

Science.gov (United States)

Akçay, Aslihan; Ferzan Bütüner, Tuba; Arikan, Arda

2015-01-01

English has become a compulsory lesson starting at the second grade in Turkey while younger learners are growingly introduced to it at earlier ages through various pre-schools, day-care programs and private courses. This descriptive study focuses on young learners' self-reported reasons for learning English and other foreign languages. Twenty…

Teaching English to Young Learners Through Songs

OpenAIRE

Yuliana, Yuliana

2003-01-01

Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through th...

Monolingual and Bilingual Learners' Dictionaries*

Directory of Open Access Journals (Sweden)

Rufus H. Gouws

2011-10-01

Full Text Available

Abstract: When deciding on the best learners' dictionary for a specific user and a specificsituation of usage one often has to make a choice between a monolingual and a bilingual learners'dictionary. This article discusses some aspects of the user-driven approach so prevalent in moderndaylexicographic thought, focuses broadly on dictionary typology and takes a closer look at monolingualand bilingual learners' dictionaries. Some problems users experience when learning a newlanguage, e.g. language distortion and problems related to the phenomenon of false friends, especiallyin closely related languages, are mentioned. It is indicated that a typological hybrid dictionarycould assist certain users. The importance of an unambiguous identification of the relevantlexicographic functions is emphasised and the notions of function condensation and function mergingare introduced. It is shown that the typological choice should be determined by a function-basedapproach to dictionary usage.

Keywords: BILINGUAL DICTIONARY, FALSE FRIENDS, FUNCTION CONDENSATION,FUNCTION MERGING, GENUINE PURPOSE, LEARNERS' DICTIONARY, LEXICOGRAPHICFUNCTIONS, MONOLINGUAL DICTIONARY, TEXT PRODUCTION, TEXT RECEPTION,TYPOLOGICAL HYBRID, TYPOLOGY.

Opsomming: Eentalige en tweetalige aanleerderwoordeboeke. Wanneerbesluit moet word oor die beste aanleerderwoordeboek vir 'n spesifieke gebruiker en 'n spesifiekegebruiksituasie moet daar dikwels gekies word tussen 'n eentalige en 'n tweetalige aanleerderwoordeboek.Hierdie artikel bespreek bepaalde aspekte van die gebruikersgedrewe benaderingwat kenmerkend is van die moderne leksikografiese denke, fokus breedweg op woordeboektipologieen gee in meer besonderhede aandag aan sekere aspekte van eentalige en tweetalige aanleerderwoordeboeke.Bepaalde probleme wat gebruikers ervaar by die aanleer van 'n vreemde taal,bv. taalversteuring en probleme verwant aan die verskynsel van valse vriende, veral in nou verwantetale, kry aandag

Students' profile as autonomous learners in an Internet-based EAP course

Directory of Open Access Journals (Sweden)

Antonia Soler Cervera

2005-04-01

Full Text Available This study aims to find out to what extent university students are able to develop learner autonomy through an EAP course delivered through the Internet. The course, oriented to the use of Internet resources for language learning, was designed specifically to foster learner autonomy. Based on a previous exploratory study (Arnó et al. 2003, this research seeks to refine the profile of the autonomous learner initially developed and to discover which specific actions and attitudes related to learner autonomy are found in students’ behaviour. Thus, combining qualitative and quantitative methods, we carried out an analysis of the autonomous behaviour displayed by students when using different Internet resources through activities designed to foster learner autonomy. This study has allowed us to outline the profile of autonomous learners in a virtual classroom, with students who are able to take the initiative and make decisions on the organization and management of their learning process. Focusing on the connection between making the most of the Internet and developing students’ autonomy, our ultimate aim is to point to ways in which students may be encouraged to become more autonomous and explore the role that the Internet may play in helping us attain this objective.

Free State educators' perceptions of the scope of learner crime

African Journals Online (AJOL)

Erna Kinsey

preceding may prompt the community to label children who break the .... learning that sexual violence and abuse are an inescapable part of going to school every ..... Learners try to sidestep paying for movies, taxi travel, food, etc. Learners ...

Engaged to Learn Ways of Engaging ESL Learners

Directory of Open Access Journals (Sweden)

Brian Tomlinson

2010-01-01

Full Text Available In this paper I am going to argue that our most important role as language teachers is to provide potentially engaging materials for our learners and then to make use of them in optimally engaging ways. If we do not engage our learners most of the time no amount of exposure, teaching, practice or use of the language will help them to achieve sufficient language acquisition and development.

Design of learner-centred constructivism based learning process

OpenAIRE

Schreurs, Jeanne; Al-Huneidi, Ahmad

2012-01-01

A Learner-centered learning is constructivism based and Competence directed. We define general competencies, domain competencies and specific course competencies. Constructivism based learning activities are based on constructivism theory. For each course module the intended learning level will be defined. A model is built for the design of a learner centered constructivism based and competency directed learning process. The application of it in two courses are presented. Constructivism ba...

Dependence of critical current properties on growth temperature and doping level of nanorods in PLD-YBa2Cu3Oy films

International Nuclear Information System (INIS)

Fujita, N.; Haruta, M.; Ichinose, A.; Maeda, T.; Horii, S.

2013-01-01

Highlights: •We fabricated Y123 films with Ba–Nb–O nanorods at various growth temperatures. •Irreversibility lines depended on growth temperature and doping level of Ba–Nb–O. •Nanorod morphology was drastically changed by growth temperature (T s ). •Its T s dependence of the matching field was different from that for Er123 + Ba–Nb–O. -- Abstract: The vortex-Bose-glass-like irreversibility lines (ILs) emerged for 2.5 and 5.0 at.% Ba–Nb–O (BNO)-doped YBa 2 Cu 3 O y films deposited by PLD using Nd:YAG-laser. The ILs strongly depended on growth temperature (T s ) in addition to the doping level of BNO. The vortex glass region was expanded with increasing T s or doping level of BNO. Drastic change of the nanorod morphology from short and bended nanorods to long and linear nanorods with increasing T s was clarified. Moreover, it was found that T s -dependent ILs were quite different from our previous results in BNO-doped ErBa 2 Cu 3 O y films

Unskilled Work and Learner Identity

DEFF Research Database (Denmark)

Kondrup, Sissel

2014-01-01

. The main argument is that participation research must abandon the notion of motivation as an individual attribute and apply a dialectic concept of learner identity acknowledging work-life as a pivotal space for learning and formation of identity. I outline how a work-life-historical approach combining......The paper examines how unskilled work forms conditions for meeting the obligation to position oneself as an educable subject and engage in formal learning activities. Sensitivity to peoples’ work-life-experiences is necessary to understand their orientation toward different learning activities...... a critical theoretical approach inspired by Salling-Olesen’s and Archer’s concepts of identity and concerns can contribute to an understanding of the relationship between work and learner identity. Through narrative work-life interviews I examine how engagement in unskilled work in small and medium sized...

The psychological well being of learners affected by HIV/AIDS / Tsihoane Maria Tenyane

OpenAIRE

Tenyane, Tsihoane Maria

2006-01-01

The aims of this research were to investigate the condition of the psychological well being of learners affected or orphaned by HIV/AIDS; investigate the way in which these learners perform at schools, investigate the nature and extent of social support these learners get from their families, community and society; investigate the condition of the physical well being of these learners; and make recommendations for their psychosocial support in order to enhance and strengthen their psychologic...

Equipping Learners with Listening Strategies in English Language Classes

Science.gov (United States)

Seferoglu, Golge; Uzakgoren, Sedef

2004-01-01

This study aimed at investigating beginner level English language learners' perspectives on the listening skill with regard to several dimensions, and to find out the extent to which the learners who have been trained in listening strategies actually use them while listening. The study took place at the English Preparatory School of an English…

Language Learning Strategies of Language e-Learners in Turkey

Science.gov (United States)

Solak, Ekrem; Cakir, Recep

2015-01-01

The purpose of this study was to determine the use of language learning strategies of e-learners and to understand whether there were any correlations between language learning strategies and academic achievement. Participants of the study were 274?e-learners, 132 males and 142 females, enrolled in an e-learning program from various majors and…

From Interactive Open Learner Modelling to Intelligent Mentoring: STyLE-OLM and Beyond

Science.gov (United States)

Dimitrova, Vania; Brna, Paul

2016-01-01

STyLE-OLM (Dimitrova 2003 "International Journal of Artificial Intelligence in Education," 13, 35-78) presented a framework for interactive open learner modelling which entails the development of the means by which learners can "inspect," "discuss" and "alter" the learner model that has been jointly…

English Songs as an Effective Asset to Improve Listening Comprehension ability; Evidence from Iranian EFL Learners

Directory of Open Access Journals (Sweden)

Samira Rahbar

2013-11-01

Full Text Available The present study has made an attempt to investigate the effectiveness of using English songs and lyrics on improving the listening comprehension ability of adult EFL learners in Iran. The participants of the study were selected based on their results in an OPT exam. 40 students whose score fell between 1SD below and above the mean were randomly assigned to two groups of control and experimental. At the beginning of the study a pre-test was run and the results of the groups were compared. The results didn’t show any specific difference between the groups. Experimental group received treatment via listening practice by English songs for two months. By the end of the study a listening post-test was run and the result of the independent sample t-test showed a significant difference between the control and experimental group. The findings of the study indicated that listening to English songs can be an effective way to improve listening comprehension ability of EFL learners.

Emotions and Multimedia Learning: The Moderating Role of Learner Characteristics

Science.gov (United States)

Knörzer, L.; Brünken, R.; Park, B.

2016-01-01

The Cognitive-Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact multimedia learning. The present study investigated how experimentally induced positive and negative emotions influence multimedia learning and how learner characteristics moderated this impact. Results…

The Middle School Learner: Instructional Planning for a Transitional Stage

Science.gov (United States)

Brown, James

1978-01-01

Examines Piaget's concrete and formal operational stages of intellectual development in relation to the middle school learner. Presents teaching strategies requiring the learner to use concrete and formal operational forms of thought in dealing with a social studies unit about Quebec. (Author/JK)

Humanizing Teaching English to Young Learners with Children’s Literature

Directory of Open Access Journals (Sweden)

Irma Ghosn

2013-05-01

Full Text Available High quality children’s fiction can be used in the young learner classroom to advance the broader social intent of language education and humanize it, while enriching language learning. Children are naturally drawn to picturebooks, which can provide a highly motivating and engaging instructional medium in pre-primary and lower primary classes. Short, illustrated chapter books can be used with intermediate level learners. Children’s literature not only enhances language learning, as proven by extensive research, but it can also nurture moral reasoning skills, emotional intelligence and empathy, as well as help children work through difficult issues. Language teaching tasks around literature can further these goals. This paper argues that quality children’s literature, therefore, has a rightful place in teaching English to young learners, and no less so in the very young learner classes that are becoming increasingly common in many parts of the world.

iPad Acceptance by English Learners in Saudi Arabia

Science.gov (United States)

Lawrence, Barry A. M.

2016-01-01

This study used the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis, & Davis, 2003) model to investigate factors predicting the acceptance of iPad tablets by learners of English as a foreign language (EFL) at a technical vocational college in Saudi Arabia. An online survey was conducted on 199 male learners,…

Presentation Time Concerning System-Paced Multimedia Instructions and the Superiority of Learner Pacing

Science.gov (United States)

Stiller, Klaus D.; Petzold, Kirstin; Zinnbauer, Peter

2011-01-01

The superiority of learner-paced over system-paced instructions was demonstrated in multiple experiments. In these experiments, the system-paced presentations were highly speeded, causing cognitive overload, while the learner-paced instructions allowed adjustments of the presentational flow to the learner's needs by pacing facilities, mostly…

Promoting Physics Among Female Learners in the Western Cape Through Active Engagement (abstract)

Science.gov (United States)

Arendse, Gillian J.

2009-04-01

In 2006 the author organized a one-day intervention aimed at promoting physics among female learners at the University of Stellenbosch. The activities included an interactive lecture demonstration promoting active engagement, a hands-on session, and short presentations by female physicists addressing issues such as balancing family and career, breaking the stereotypes, and launching a successful career in physics. Each learner was expected to evaluate the program. In 2007 the author joined forces with Hip2B2 (Shuttleworth Foundation) to host a competition among grade-10 learners with the theme, ``promoting creativity through interactivity.'' The author was tasked by the Hip2B2-team to assist with a program for female learners planned for August 2008, coinciding with our national celebration of Women's Day. The event targeted 160 learners and took place in Durban, East London, Cape Town, and Johannesburg. The author shares some of the learners' experiences and personal triumphs.

Diverse Strategies for Diverse Learners: Action Learning in a Hybrid Mode

Directory of Open Access Journals (Sweden)

Esmarie Strydom

2007-08-01

Full Text Available This paper describes an action research study during which a flexible or hybrid approach to delivering an Information and Communication Technology competency course is implemented in the preparation of student teachers. The course incorporates Web-based course-content delivery, face-to-face classroom meetings to satisfy the need for human interaction, a variety of assessment methods, as well as recognition of prior learning. The objectives are to accommodate learning diversity, make learning focused and achievable for each learner, allow for intervention if the learning outcomes are not met, and focus on and guide the learning process, i.e. teach learners how to learn. This paper reports on the perspectives and experiences of two groups of first year learners, namely student teachers who attended a hybrid ICT course and first year learners who attended an e-learning ICT course. It was found that the success rate of the hybrid mode ICT course was significantly higher than that of the similar e-learning ICT course. The hybrid mode ICT course also enabled the learners to become self-directed to a higher degree.

Online Learner Engagement: Opportunities and Challenges with Using Data Analytics

Science.gov (United States)

Bodily, Robert; Graham, Charles R.; Bush, Michael D.

2017-01-01

This article describes the crossroads between learning analytics and learner engagement. The authors do this by describing specific challenges of using analytics to support student engagement from three distinct perspectives: pedagogical considerations, technological issues, and interface design concerns. While engaging online learners presents a…

Learner Self-Regulation in Distance Education: A Cross-Cultural Study

Science.gov (United States)

Al-Harthi, Aisha S.

2010-01-01

This study investigated cultural variations between two samples of Arab and American distance learners (N = 190). The overarching purpose was to chart the underlying relationships between learner self-regulation and cultural orientation within distance education environments using structural equation modeling. The study found significant…

Making space for adult learners in higher education | Osman | South ...

African Journals Online (AJOL)

education and the workplace. We use adult education and social learning theories to analyse an honours programme in Journalism and Media Studies where adult learners have flourished because access has been linked to learners' motivation, mindful adaptations to the curriculum, and support from the workplace.

Efficacy of using career and self-construction to help learners ...

African Journals Online (AJOL)

This article explores the extent to which an intervention programme helped learners from two contrasting educational settings manage career-related transitions. Forty-two learners from two schools were selected, using convenience and purposive sampling, to take part in an intervention programme. Two comparison ...

Learners' perspectives on the provision of condoms in South African public schools.

Science.gov (United States)

de Bruin, W E; Panday-Soobrayan, S

2017-12-01

A stubborn health challenge for learners in South African public schools concerns sexual and reproductive health and rights (SRHR). In 2015, the Department of Basic Education (DBE) proposed the provision of condoms and SRHR-services to learners in schools. This study aimed to contribute to the finalisation and implementation of DBE's policy by exploring learners' perspectives on the provision of condoms and SRHR-services in schools. Sixteen focus group discussions were conducted with learners (n = 116) from 33 public schools, to assess their attitudes, social influences, and needs and desires regarding condom provision and SRHR-services in schools. The majority of learners did not support condom provision in schools as they feared that it may increase sexual activity. Contrarily, they supported the provision of other SRHR-services as clinics fail to offer youth-friendly services. Learners' sexual behaviour and access to SRHR-services are strongly determined by their social environment, including traditional norms and values, and social-pressure from peers and adults. Learners' most pressing needs and desires to access condoms and SRHR-services in school concerned respect, privacy and confidentiality of such service provision. Implementation of DBE's policy must be preceded by an evidence-informed advocacy campaign to debunk myths about the risk of increased sexual activity, to advocate for why such services are needed, to shift societal norms towards open discussion of adolescent SRHR and to grapple with the juxtaposition of being legally empowered but socially inhibited to protect oneself from HIV, STIs and early pregnancy. Provision of condoms and other SRHR-services in schools must be sensitive to learners' privacy and confidentiality to minimise stigma and discrimination.

Development of the Learner Self-Directedness in the Workplace Scale

Directory of Open Access Journals (Sweden)

Karina De Bruin

2011-10-01

Research purpose: The purpose of this study was to develop a scale to measure learner selfdirectedness in the workplace. Motivation for the study: Learner self-directedness appears to be an essential characteristic to keep up with the demands of the world of work. There is no brief instrument currently available to measure learner self-directedness in the workplace. Research design, approach and method: The researchers fitted the responses of 519 participantsto 22 items to the Rasch rating scale model. Main findings: The researchers retained 13 of the original 22 items. The hierarchy of item locations supported the construct validity of the scale. Hierarchical factor analysis showed the presence of one higher-order factor and three residual first-order factors. The higher-order factor accounted for almost five times as much of the common variance as did the strongest residual first-order factor. The Rasch analysis and the factor analysis suggested that the 13-item Learner Self-Directedness in the Workplace Scale (LSWS measures a single one-dimensional construct (α = 0.93. Practical/managerial implications: The instrument can help employers to understand and support employees’ self-directed learning efforts. Contribution/value-add: This research resulted in a brief instrument to measure learner selfdirectedness in the workplace. This instrument is unique in the South African context.

Consistencies far beyond chance: an analysis of learner preconceptions of reflective symmetry

Directory of Open Access Journals (Sweden)

Michael Kainose Mhlolo

2013-01-01

Full Text Available This article reports on regularities observed in learners' preconceptions of reflective symmetry. Literature suggests that the very existence of such regularities indicates a gap between what learners know and what they need to know. Such a gap inhibits further understanding and application, and hence needed to be investigated. A total of 235 Grade 11 learners, from 13 high schools that participate in the First Rand Foundation-funded Mathematics Education project in the Eastern Cape, responded to a task on reflective symmetry. Our framework for analysing the responses was based on the taxonomy of structure of the observed learning outcome. The results indicated that 85% of learner responses reflect a motion understanding of reflections, where learners considered geometric figures as physical motions on top of the plane. While this understanding is useful in some cases, it is not an essential aspect of mapping understanding, which is critical for application in function notations and other analytical geometry contexts. We suggest that if this gap is to be closed, learners need to construct these reflections physically so that they may think of reflections beyond motion.

Does the Visual Appeal of Instructional Media Affect Learners' Motivation toward Learning?

Science.gov (United States)

Tomita, Kei

2018-01-01

While authors like Mayer (2009) suggest that designers should avoid using visuals for the purpose of attracting learners' interests, some scholars suggest that visuals could influence learners' emotions. In this study the author investigated whether the perception of the visual appeal of instructional handouts affects learners' self-reported…

Corpus-Aided Business English Collocation Pedagogy: An Empirical Study in Chinese EFL Learners

Science.gov (United States)

Chen, Lidan

2017-01-01

This study reports an empirical study of an explicit instruction of corpus-aided Business English collocations and verifies its effectiveness in improving learners' collocation awareness and learner autonomy, as a result of which is significant improvement of learners' collocation competence. An eight-week instruction in keywords' collocations,…

Literacy Standards for Preschool Learners.

Science.gov (United States)

Bodrova, Elena; Leong, Deborah J.; Paynter, Diane E.

1999-01-01

Preschool and kindergarten teachers can help young learners meet early literacy standards without sacrificing developmentally appropriate practice. Several professional associations have described appropriate expectations for children of different age levels known as milestones, developmental accomplishments, and benchmarks. (MLH)

The Correlation between Learner Autonomy and English Proficiency of Indonesian EFL College Learners

Science.gov (United States)

Myartawan, I. Putu Ngurah Wage; Latief, Mohammad Adnan; Suharmanto

2013-01-01

The present study aimed to investigate the correlation between learner autonomy psychologically defined in the study as a composite of behavioral intentions to do autonomous learning and self-efficacy in relation to autonomous learning, and English proficiency. The sample comprised 120 first semester English-majored students of a state university…

An exploratory survey of male and female learner opinions on ...

African Journals Online (AJOL)

An exploratory survey was undertaken to determine whether secondary school learners have certain preferences regarding the biology they study at school and whether learners from co-educational and single-sex schools hold the same opinions. A survey schedule comprising two components was developed. The first ...

Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners

Science.gov (United States)

Li, Haishan; He, Qingshun

2016-01-01

Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners' ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English…

Information on Quantifiers and Argument Structure in English Learner's Dictionaries.

Science.gov (United States)

Lee, Thomas Hun-tak

1993-01-01

Lexicographers have been arguing for the inclusion of abstract and complex grammatical information in dictionaries. This paper examines the extent to which information about quantifiers and the argument structure of verbs is encoded in English learner's dictionaries. The Oxford Advanced Learner's Dictionary (1989), the Longman Dictionary of…

Learner Managed Learning: Managing To Learn or Learning To Manage?

Science.gov (United States)

Harrison, Roger

2000-01-01

In the discourse of learner self-management, learners must take responsibility for learning and are offered the possibility of individual autonomy and control. A critical perspective reveals that environmental constraints inhibit the success of technical-rational self-management techniques. An alternative view is the entrepreneurial self, a…

Factors Contributing Decreased Performance Of Slow Learners

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Dr. L. Kannan

2015-03-01

Full Text Available Back ground Even experienced teaching faculty and administrators can be challenged by learners who have not able to perform up to expected need in their annual performance of their students these students are called as slow learnersStruggle learners. There should be a designed study to foster discussion about diagnosing particular problems that contribute with meeting objectives of slow learners. Methodology The study was performed on the entire current first year of Medical students were all the three internal assessments of 250 students performance is taken in to consideration for the study. This study is of cross section type.After obtaining the list of all students marks in internal examination from medical education unit supporting mentors are contacted to meet the students and confidentiality is maintained throughout the study. After obtaining informed consent a questionnaire was administered to the students by the investigator. The questionnaire contains the following sections. Section I will be on the background characteristics of the student name age sex type of family. Section II will be on the details of their learning capabilities. Section III will focus on the awareness of the slow learners in which the precipitating factors contributing to them. Results The prevalence of slow learners as low achievers were contributed to be 32.4 percentages.The performance of the students is based on combination of all three internal assessment marks including theory and practical performance. In this the students age ranges from 17 to 21 years the mean age of student was contributed to be 17.81 and majority of the students were in the age group of 18 years which contributed to be 16867.2.In the present study majority were males 13252.8 compared to females 11847.2.but when study is compared to percentage of attendance majority of the individual 15177 scored more than 50 percentage of marks have more than 80 percentage of attendance but when

Investigation of Super Learner Methodology on HIV-1 Small Sample: Application on Jaguar Trial Data.

Science.gov (United States)

Houssaïni, Allal; Assoumou, Lambert; Marcelin, Anne Geneviève; Molina, Jean Michel; Calvez, Vincent; Flandre, Philippe

2012-01-01

Background. Many statistical models have been tested to predict phenotypic or virological response from genotypic data. A statistical framework called Super Learner has been introduced either to compare different methods/learners (discrete Super Learner) or to combine them in a Super Learner prediction method. Methods. The Jaguar trial is used to apply the Super Learner framework. The Jaguar study is an "add-on" trial comparing the efficacy of adding didanosine to an on-going failing regimen. Our aim was also to investigate the impact on the use of different cross-validation strategies and different loss functions. Four different repartitions between training set and validations set were tested through two loss functions. Six statistical methods were compared. We assess performance by evaluating R(2) values and accuracy by calculating the rates of patients being correctly classified. Results. Our results indicated that the more recent Super Learner methodology of building a new predictor based on a weighted combination of different methods/learners provided good performance. A simple linear model provided similar results to those of this new predictor. Slight discrepancy arises between the two loss functions investigated, and slight difference arises also between results based on cross-validated risks and results from full dataset. The Super Learner methodology and linear model provided around 80% of patients correctly classified. The difference between the lower and higher rates is around 10 percent. The number of mutations retained in different learners also varys from one to 41. Conclusions. The more recent Super Learner methodology combining the prediction of many learners provided good performance on our small dataset.

Comprehensive Assessment of Struggling Learners Referred to a Graduate Medical Education Remediation Program.

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Warburton, Karen M; Goren, Eric; Dine, C Jessica

2017-12-01

Implementation of the Next Accreditation System has provided a standardized framework for identifying learners not meeting milestones, but there is as yet no corresponding framework for remediation. We developed a comprehensive assessment process that allows correct diagnosis of a struggling learner's deficit(s) to promote successful remediation. At the University of Pennsylvania, resident learners within the Department of Medicine who are not meeting milestones are referred to the Early Intervention Remediation Committee (EIRC). The EIRC, composed of 14 faculty members with expertise in remediation, uses a standardized process to assess learners' deficits. These faculty members categorize primary deficits as follows: medical knowledge, clinical reasoning, organization and efficiency, professionalism, and communication skills. The standardized process of assessment includes an analysis of the learner's file, direct communication with evaluators, an interview focused on learner perception of the problem, screening for underlying medical or psychosocial issues, and a review of systems for deficits in the 6 core competencies. Participants were surveyed after participating in this process. Over a 2-year period, the EIRC assessed and developed remediation plans for 4% of learners (14 of a total 342). Following remediation and reassessment, the identified problems were satisfactorily resolved in all cases with no disciplinary action. While the process was time intensive, an average of 45 hours per learner, the majority of faculty and residents rated it as positive and beneficial. This structured assessment process identifies targeted areas for remediation and adds to the tools available to Clinical Competency Committees.

Liver transplantation in polycystic liver disease

DEFF Research Database (Denmark)

Krohn, Paul S; Hillingsø, Jens; Kirkegaard, Preben

2008-01-01

OBJECTIVE: Polycystic liver disease (PLD) is a rare, hereditary, benign disorder. Hepatic failure is uncommon and symptoms are caused by mass effects leading to abdominal distension and pain. Liver transplantation (LTX) offers fully curative treatment, but there is still some controversy about...... whether it is a relevant modality considering the absence of liver failure, relative organ shortage, perioperative risks and lifelong immunosuppression. The purpose of this study was to review our experience of LTX for PLD and to compare the survival with the overall survival of patients who underwent LTX...... from 1992 to 2005. MATERIAL AND METHODS: A retrospective study of the journals of 440 patients, who underwent 506 LTXs between 1992 and 2005, showed that 14 patients underwent LTX for PLD. All patients had normal liver function. Three were receiving haemodialysis and thus underwent combined liver...

Unathi: The case study of a South African ESL learner who excels at writing in English

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Susan Ntete

2011-08-01

Full Text Available This article discusses the case study of a learner in Mdantsane Township in the Eastern Cape. Most black learners find it difficult to express themselves effectively in English. According to a survey made by Bot (1996 majority of black grade 7 learners are unable to read in English.  Many black learners in South Africa The study, which focused on five learners was an attempt to explain why some learners whose mother tongue is Xhosa are an exceptionally proficient writers of English. The article describes one of these learners and his writing practices. The data collected include formal interviews with this learner as well as an analysis of some of his writing. Some tentative conclusions are reached relating to the role of the teacher and certain affective factors. The article concludes with a few implications for researching teachers.

Visual event-related potential studies supporting the validity of VARK learning styles' visual and read/write learners.

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Thepsatitporn, Sarawin; Pichitpornchai, Chailerd

2016-06-01

The validity of learning styles needs supports of additional objective evidence. The identification of learning styles using subjective evidence from VARK questionnaires (where V is visual, A is auditory, R is read/write, and K is kinesthetic) combined with objective evidence from visual event-related potential (vERP) studies has never been investigated. It is questionable whether picture superiority effects exist in V learners and R learners. Thus, the present study aimed to investigate whether vERP could show the relationship between vERP components and VARK learning styles and to identify the existence of picture superiority effects in V learners and R learners. Thirty medical students (15 V learners and 15 R learners) performed recognition tasks with vERP and an intermediate-term memory (ITM) test. The results of within-group comparisons showed that pictures elicited larger P200 amplitudes than words at the occipital 2 site (P < 0.05) in V learners and at the occipital 1 and 2 sites (P < 0.05) in R learners. The between-groups comparison showed that P200 amplitudes elicited by pictures in V learners were larger than those of R learners at the parietal 4 site (P < 0.05). The ITM test result showed that a picture set showed distinctively more correct responses than that of a word set for both V learners (P < 0.001) and R learners (P < 0.01). In conclusion, the result indicated that the P200 amplitude at the parietal 4 site could be used to objectively distinguish V learners from R learners. A lateralization existed to the right brain (occipital 2 site) in V learners. The ITM test demonstrated the existence of picture superiority effects in both learners. The results revealed the first objective electrophysiological evidence partially supporting the validity of the subjective psychological VARK questionnaire study. Copyright © 2016 The American Physiological Society.

Factors influencing learner achievement in Grade 12 Geography mapwork in the Mafikeng District / Elbie Mfungwe Mwenosongole

OpenAIRE

Mwenosongole, Elbie Mfungwe

2006-01-01

In this study, the factors influencing learner achievement in Geography mapwork were investigated. The survey method was used. Literature review, questionnaires, interviews and observation schedules for both the educators and learners were used to collect data. The questionnaires and interview questions for both the educators and learners reflected the learners' achievement, school problems and how the learners' performance could be improved. Observation was both participant an...

Reciprocal Teaching and Emotional Intelligence: A Study of Iranian EFL Learners' Reading Comprehension

Science.gov (United States)

Izadi, Mehri; Nowrouzi, Hossein

2016-01-01

The present study aimed at exploring the effect of reciprocal reading strategies instruction on reading comprehension of EFL learners. Emotional intelligence, another variable of interest, was assessed to indicate whether it plays a role in learners' comprehension. In a pre- and post-test study, forty-two learners went through a reciprocal reading…

The Role of Affect in Intraindividual Variability in Task Performance for Young Learners

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Butler, Yuko Goto

2017-01-01

Young learners (defined as children ages 5-12) of English as a foreign language are growing in number worldwide. At the policy level, foreign language (FL) programs for young learners are increasingly emphasizing the use of task-based language teaching (TBLT). In practice, however, designing and implementing tasks for young learners poses numerous…

Learner-To-Teacher Bullying as a Potential Factor Influencing Teachers' Mental Health

Science.gov (United States)

Woudstra, Marit Helen; van Rensburg, Estie Janse; Visser, Maretha; Jordaan, Joyce

2018-01-01

Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed for this research.…

Facilitating and Dealing with Learner Differences in the Online Classroom

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McFarlane, Donovan A.

2012-01-01

This paper explores the challenges faced by teachers and educators in the online classroom, especially in light of existing learner differences among students stemming from intelligence, socioeconomic status (SES), culture, gender, among other factors. The author examines the characteristics of the online classroom and looks at learner differences…

Improving thinking skills in science of learners with (dis)abilities

African Journals Online (AJOL)

Erna Kinsey

learning areas, are more relevant to learners than transmitting factual content to them, for example ... on the curriculum, inclusive education and disability, mandate that science ... to help learners with special needs to progress in a safe, encouraging .... first step with previous ideas and feelings that the teacher- researcher ...

A Blended Learning Scenario to Enhance Learners' Oral Production Skills

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Kim, Hee-Kyung

2015-01-01

This paper examines the effectiveness of a mobile assisted blended learning scenario for pronunciation in Korean language. In particular, we analyze how asynchronous oral communication between learners of Korean and native speakers via "kakaotalk" (an open source mobile phone application) may be beneficial to the learner in terms of…

Exploring Flipped Classroom Effects on Second Language Learners' Cognitive Processing

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Kim, Jeong-eun; Park, Hyunjin; Jang, Mijung; Nam, Hosung

2017-01-01

This study investigated the cognitive effects of the flipped classroom approach in a content-based instructional context by comparing second language learners' discourse in flipped vs. traditional classrooms in terms of (1) participation rate, (2) content of comments, (3) reasoning skills, and (4) interactional patterns. Learners in two intact…

Preparing Learners for the Future

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Olga DeJesus

2017-12-01

Full Text Available Book review of “Teaching in a Globally Connected World: Preparing Learners for the Future.” Edited by Ervin F. Sparapani and Pamela L. Ross McClain. Lanham, MD: Hamilton Books, 2016. ISBN: 978-0-7618-6814-9

Stress and coping skills of teachers with a learner with Down's ...

African Journals Online (AJOL)

... of teachers with a learner with Down's syndrome in inclusive classrooms. ... ten mainstream primary school teachers with a learner with Down's syndrome in ... for teachers in an inclusive educational approach and coping skills employed to ...

Selection of magister learners in nursing science at the Rand Afrikaans University

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A Botes

2001-09-01

Full Text Available Selection of learners implies that candidates are assessed according to criteria with the purpose of selecting the most suitable learners for the course. A magister qualification is on level 8A of the National Qualifications Framework (NQF. The purpose of a magister qualification in Nursing is the development of advanced research, clinical, professional, managerial, educational, leadership and consultative abilities (knowledge, skills, values and attitudes for the promotion of individual, family, group and community health. From the above introduction it becomes clear that there is a high expectations of a person with a magister qualification. Such a person should be a specialist, scientist, leader and role model in the profession. A magister programme is human-power intensive as well as capital intensive for both the learner and higher education institutions. It is therefore important to select learners with the ability to achieve the outcomes of the programme. Limited research has been conducted on the selection of post graduate learners.

Symphony: A case study for exploring and describing design methods and guidelines for learner-centered design

Science.gov (United States)

Quintana, Christopher

Learner-centered design is an evolving software design perspective addressing the needs of learners---a specific audience trying to work in and understand new work practices in which they have a novice or naive understanding. Learner-centered design involves designing software that incorporates work support features (or scaffolding features) informed by social constructivist learning theories. By adopting a constructivist "learning by doing" perspective, scaffolds should support learners so they can mindfully engage in previously inaccessible work activity, which in turn allows those learners to progressively gain a better understanding of the new work. While there is an intuitive notion of "learner-centered design", there is less specific design information for developing learner-centered software. As a result, learner-centered software results from "educated guesses" and ad-hoc design approaches rather than from systematic design methods. Thus there is a need for specific design guidance to facilitate the development of learner-centered tools that help learners see the tasks, terminology, tools, etc. in the new work context and engage in that work. The research in this dissertation provides a more specific base of learner-centered design descriptions, methods, and guidelines to analyze work practices and design and evaluate scaffolds. The research approach involves using the development of Symphony---a scaffolded integrated tool environment for high-school students learning the work of computational science inquiry---as a case study to develop the learner-centered design approach. Symphony incorporates a variety of science tools with process scaffolding to support students in performing complex air pollution investigations. Six ninth-grade students used Symphony to investigate air quality questions for several weeks in an environmental science class. The student testing helped assess the effectiveness of the software scaffolding and in turn, the learner

Social networking for language learners: Creating meaningful output with Web 2.0 tools

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Robert Chartrand

2012-03-01

Full Text Available The Internet has the potential to provide language learners with vast resources of authentic written, audio, and video materials to supplement lessons. Educators can find a wide assortment of materials for learners to study in class or after class for independent learning and to encourage learner autonomy. More recently, however, the immense popularity of social networking websites has created new opportunities for language learners to interact in authentic ways that were previously difficult to achieve. Advances in technology mean that today, learners of a language can easily interact with their peers in meaningful practice that helps foster language acquisition and motivation. That is, tasks that make use of Web 2.0 interactivity can significantly raise students’ potential to generate meaningful output and stimulate their interest in language learning.

Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

Science.gov (United States)

Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

2010-01-01

In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

National- and State-Level High School Graduation Rates for English Learners. Fast Facts

Science.gov (United States)

Office of English Language Acquisition, US Department of Education, 2016

2016-01-01

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topic for this report on English Learners (ELs) are national- and state-level high school graduation rates for English Learners. The following data are presented: (1)…

Using music activities to enhance the listening skills and language skills of Grade 1, English first additional language learners

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Hugo, Anna J.

2013-12-01

Full Text Available Music activities can be used to develop and enhance young learners’ listening abilities. Listening is a language skill which is a prerequisite for the development of other language skills and especially for the development of a person’s speaking abilities. It is also a prerequisite for the development of a person’s language abilities in a second language. In a research project involving a group of 70 English first additional language learners, two Grade 1 classes were selected. One class was the experimental group and the other class was the comparison group. Over a period of six months the experimental group received planned music activities daily. When the two groups were retested after six months, significant differences in the means between the experimental and the control groups were found. The experimental group significantly improved their listening skills in English as a second language (ESL. This has implications for teaching ESL learners in the Foundation Phase.

Exploring the Concept of Learner Autonomy in Cross-Cultural Research

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Nga Thanh Nguyen

2014-09-01

Full Text Available This research explores how the concept of learner autonomy is understood and used in Vietnamese higher educational settings. Data were collected through interviews in Vietnamese with four university lecturers in Hanoi, Vietnam and then reported in an English language thesis. The problems confronted by the lecturers were in understanding the concept of learner autonomy, the complexities of translation equivalence for the concept from one language to another, and the impact of culture in interpreting the concept of learner autonomy. The paper concludes with recommendations for educators to be sensitive to cultural and linguistic considerations when transferring concepts from one culture to another.

A novel self-organizing E-Learner community model with award and exchange mechanisms.

Science.gov (United States)

Yang, Fan; Shen, Rui-min; Han, Peng

2004-11-01

How to share experience and resources among learners is becoming one of the hottest topics in the field of E-Learning collaborative techniques. An intuitive way to achieve this objective is to group learners which can help each other into the same community and help them learn collaboratively. In this paper, we proposed a novel community self-organization model based on multi-agent mechanism, which can automatically group learners with similar preferences and capabilities. In particular, we proposed award and exchange schemas with evaluation and preference track records to raise the performance of this algorithm. The description of learner capability, the matchmaking process, the definition of evaluation and preference track records, the rules of award and exchange schemas and the self-organization algorithm are all discussed in this paper. Meanwhile, a prototype has been built to verify the validity and efficiency of the algorithm. Experiments based on real learner data showed that this mechanism can organize learner communities properly and efficiently; and that it has sustainable improved efficiency and scalability.

An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

Science.gov (United States)

Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

2016-06-01

We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

Learners' Motivation for Literacy in the Mother Tongue 1: Ibadan ...

African Journals Online (AJOL)

The study examines the desirability of and motivational needs for basic literacy in the mother tongue and library use in lbadan metropolis. Data were collected through indepth interviews with 25 adult basic learners. The study reveals a strong desire for literacy in the mother tongue by the respondents. The learners' ...

AWE-Based Corrective Feedback on Developing EFL Learners' Writing Skill

Science.gov (United States)

Lu, Zhihong; Li, Xiaowei; Li, Zhenxiao

2015-01-01

The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted…

Semantic processing skills of Grade 1 English language learners in ...

African Journals Online (AJOL)

This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language ...

Social-Class Identity and English Learning: Studies of Chinese Learners

Science.gov (United States)

Gao, Feng

2014-01-01

This article first looks at the complex conceptualization of Chinese learners' social-class identities with respect to a shifting Chinese class stratification. It then examines the link between social class and second-language learning in the Chinese context by reviewing several studies on Chinese learners' social-class backgrounds and their…

Black Grade 9 learners in historically white suburban schools and ...

African Journals Online (AJOL)

Any school that denies that intercultural and interracial differences exist and that lacks effective accommodation strategies for all its learners could thwart learners' feelings of truly belonging to the school. This could leave them feeling like outsiders an experience that could have a negative impact on their school careers and ...

Predictors of reading literacy for first and second language learners

NARCIS (Netherlands)

Netten, A.R.; Droop, W.; Verhoeven, L.T.W.

2011-01-01

In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was

Strategies for Improving Learner Metacognition in Health Professional Education

OpenAIRE

Medina, Melissa S.; Castleberry, Ashley N.; Persky, Adam M.

2017-01-01

Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum....

Interactional Strategies Used by Low Level Learners in Public Speaking Class

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Yuli Astutik

2017-10-01

Full Text Available This research article described the interactional strategies used by low learners in public speaking class. A qualitative study on whether or not low learners used the aspects of interactional strategies was the main focus. This paper also aimed to know what aspects mostly used and the factors that cause this problem. Observing and interviewing to six subjects regarding on the use of interactional strategies: exemplification, confirmation checks, comprehension checks, repetition, clarification requests, repetition requests, exemplification requests, and assistance appeal were carried out. Finding indicated that from six low learners, only two who did not apply interactional strategies in all situations. Four students have applied 3 – 4 interactional strategies in the case they were as the speaker. In another side, when they were the listeners, they did not apply the interactional strategies. The result showed that repetition was the interactional strategy mostly used by low learners. Nevertheless, the reason of using it was not proper reason. The further finding indicated some factors cause low learners did not use four interactional strategies such as fluency, grammar, lack of vocabulary and pronunciation in addition to the English practice merely in the formal situation.

Examining learner-centered training with teen volunteer staff at an aquarium

Science.gov (United States)

Bautista, Raelene M.

This research project examined the effects of a training program that focused on helping youth volunteers create a learner-centered interaction at an Aquarium. This study explored whether this learner centered training resulted in an increased ability to identify learner-centered engagement as well as reported changes in practice. Most research on training programs and professional development, that introduces learner-centered strategies examines adult teachers working in formal environments. This study examined youth volunteer staff in an informal science institution that participated in a weekly one-hour training for four weeks during their eight week long summer volunteer program. The data showed that some of topics introduced in the learner centered training, such as the importance of visitors' prior knowledge and the use of objects, were identified more often as good practice after the training. In addition, participants seemed to hold on to some of their original perceptions of good practices, such as providing positive reinforcement and modifying their physical posture to make the visitors feel comfortable. The investigation also revealed that conversation patterns changed in some participants' practice as a result of the training.

Factors Driving Learner Success in Online Professional Development

Directory of Open Access Journals (Sweden)

Phu Vu

2014-07-01

Full Text Available This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

Gender and Learner Characteristics

Science.gov (United States)

Hindal, Huda; Reid, Norman; Whitehead, Rex

2013-01-01

It is well established that girls and boys perform differently in traditional examinations in most countries. This study looks at a sample of 754 school students in Kuwait (aged about 13) and explores how boys and girls differ in the performance in a range of tests related to learner characteristics. The fundamental question is how boys and girls…

A Corpus-Based Study on the Use of MAKE by Turkish EFL Learners

Science.gov (United States)

Babanoglu, M. Pinar

2014-01-01

This study examines the lexical and grammatical use of a high frequency verb "MAKE" by Turkish EFL learners. Major goals are to investigate whether Turkish learners of English use MAKE appropriately in their argumentative essays and to see to what extent L1 transfer plays a role in such usage and to what extent different learner groups…

Requirements for flexible learner monitoring

NARCIS (Netherlands)

Glahn, Christian; Specht, Marcus; Koper, Rob

2007-01-01

Glahn, C., Specht, M., & Koper, R. (2007). Requirements for flexible learner monitoring. In T. Navarette, J. Blat & R. Koper (Eds.). Proceedings of the 3rd TENCompetence Open Workshop 'Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures' (pp. 89-96). June,

Listening in Older Second Language Learners: The Teachers’ Perspective

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Agata Słowik

2017-07-01

Full Text Available There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research.

Interlingual Transfer of Idioms by Algerian Learners of English.

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Belkacem Benseddik

2009-03-01

Full Text Available Interlingual transfer (i.e. transfer from the mother tongue or any other previously learned language in foreign language learning is a major cognitive strategy that learners fall back on when their linguistic means falls short of achieving their communicative ends. Needless to say, the mother tongue is an additional source for hypothesis formation that the first language learner does not have. The influence of the mother tongue and the pervasiveness of interlingual transfer is indisputable, especially in learning situations where students' exposure to the foreign language is confined to a few hours per week of formal classroom instruction, (for more information see e.g. Mahmoud 2000. Thus, interlingual transfer is a strategy that is readily available to the learners to compensate for the inadequacies when attempting to communicate in the foreign language.

An investigation into the opportunity to learn that is available to Grade 12 mathematics learners

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Gerrit Stols

2013-01-01

Full Text Available This study investigated the opportunity to learn (OTL that is available to Grade 12 mathematics learners. Learner workbooks were analysed in terms of time on task, curriculum coverage, curriculum coherence, and cognitive demand. Based on these elements, experienced mathematics teachers judged the opportunity that the learners have to achieve more than 60% for each topic. According to the workbooks, the average number of active learning days in this sample was 54.1 days per annum. This resulted in limited curriculum coverage in almost all sections in 16 of the 18 under-performing schools. In these schools, learners spent most of their time practising routine procedures. The high correlation of 0.95 (p < 0.001 between the experts'prediction about the opportunity to learn in the different schools (based on the learner workbooks and learners' actual performance in the Grade 12 exam shows that the number, the coverage, the cognitive level, and the coherence of activities play a major role in understanding learner performance.

The Effect of Self-Assessment on EFL Learners' Self-Efficacy

Science.gov (United States)

Baleghizadeh, Sasan; Masoun, Atieh

2013-01-01

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners' self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants' self-efficacy was measured through a questionnaire that was the same…

Supporting English Language Learners in Math Class, Grades 6-8

Science.gov (United States)

Melanese, Kathy; Chung, Luz; Forbes, Cheryl

2011-01-01

This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

Swahili learners' views on the need for a monolingual Swahili ...

African Journals Online (AJOL)

Swahili is a second language to many East and Central Africans, and a foreign language to its learners from Europe, America, Asia and other parts of Africa as well. Yet it lacks a monolingual Swahili learners' dictionary specifically designed for them. The paper discusses the need for a monolingual Swahili pedagogical ...

Journey through Transformation: A Case Study of Two Literacy Learners

Science.gov (United States)

Duckworth, Vicky; Ade-Ojo, Gordon O.

2016-01-01

The study draws on life history, literacy studies, and ethnographic approaches to exploring social practices as a frame to explore the narratives of two UK adult literacy learners who provide a description of their engagement with a transformative curriculum and pedagogical approach. One of the learners reveals his frustration at the lack of…

Creating an Online Assessment Test for Heritage Learners of Russian

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Titus, Julia

2012-01-01

This paper examines the differences between second-language learners and heritage learners of Russian in terms of their linguistic performance, a finding supported by current research (Andrews, 2001; Kagan & Dillon, 2001/2003), examines the implications of these differences for the creation of testing tools, and offers a sample of a test designed…

English Learners with Learning Disabilities: What Is the Current State?

Science.gov (United States)

Rodríguez, Ashley; Rodríguez, Diane

2017-01-01

As the demographics across the United States continues to change, specifically with increases in school age English Learners who speak a home language other than English, it is imperative that schools meet the diverse needs of these children. This article summarizes studies about English Learners with learning disabilities. It reports on the…

The Outcome of Constructive Alignment between Open Educational Services and Learners' Needs, Employability and Capabilities Development: Heutagogy and Transformative Migration among Underprivileged Learners in Rwanda

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Nkuyubwatsi, Bernard

2016-01-01

While teachers play an important role in education and supporting learning, many learners in under-resourced settings are not privileged to have access to teachers. Some of these underprivileged learners deal with the issue by engaging in self-determined and self-directed learning. Their efforts sometimes pay off with access to formal higher…

Technical Evaluation Report 37: Assistive Software for Disabled Learners

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Jon Baggaley

2004-11-01

Full Text Available Previous reports in this series (#32 and 36 have discussed online software features of value to disabled learners in distance education. The current report evaluates four specific assistive software products with useful features for visually and hearing impaired learners: ATutor, ACollab, Natural Voice, and Just Vanilla. The evaluative criteria discussed include the purpose, uses, costs, and features of each software product, all considered primarily from the accessibility perspective.

Conceptualization of transference between the teacher and the learner

OpenAIRE

Krajnc, Zala

2017-01-01

The theoretical research of the master’s thesis discusses the conceptualization of transference between the teacher and the learner drawn from the transference relationship between the analyst and the analysand based on psychoanalysis. The thesis shows the reasons for the emergence of transference, the establishment of a transference relationship between the analyst and the analysand and between the teacher and the learner. Both common positions and the differences between psychoanalysis and ...

Developing an English Mobile Learning Attitude Scale for Adult Learners

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Liu, Tzu-Ying

2017-01-01

In recent years, with the rapid development of mobile devices, mobile learning (m-learning) has becoming another popular topic. There is a strong need for both researchers and educators to be aware of adult learners' attitudes toward English mobile learning, yet relevant studies on mobile learning to promote English learning for adult learners are…

Predicting the Proficiency Level of Language Learners Using Lexical Indices

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Crossley, Scott A.; Salsbury, Tom; McNamara, Danielle S.

2012-01-01

This study explores how second language (L2) texts written by learners at various proficiency levels can be classified using computational indices that characterize lexical competence. For this study, 100 writing samples taken from 100 L2 learners were analyzed using lexical indices reported by the computational tool Coh-Metrix. The L2 writing…

Use and Impact of English-Language Learner Assessment in Arizona

Science.gov (United States)

Lawton, Stephen B.

2009-01-01

The Arizona English-Language Learner Assessment (AZELLA) is the backbone of Arizona's new English-language learner (ELL) policy in that it is used to assess students' English-language proficiency in order to place them into groups for English-language instruction and to determine when they have become proficient in English. This paper evaluates a…

The Effects of Using Podcast on Listening Comprehension among Iranian Pre-intermediate EFL Learners

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Islam NamazianDost

2017-09-01

Full Text Available The purpose of the present study was to explore the effects of using podcast on listening comprehension among Iranian pre-intermediate EFL learners. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test was administered among 90 students at the pre-intermediate level of Poyesh language Institute and finally 60 participants were selected. Then, they were non-randomly divided into two sub­groups, namely control and experimental groups.  Before starting the treatment, a validated teacher-made listening comprehension test was administered to students as pre-test to assess the participants' listening comprehension at the beginning of the course. Then, the experimental group received the treatment, which was teaching listening comprehension through using podcasts while the control group was taught using traditional methods of teaching listening with no multimedia source. After 20 sessions of treatment, the two groups were administered the same teacher-made listening test as post-test. Data were analyzed by Paired and Independent Samples t-­test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. The results suggest that podcasts can be used in English classes to develop listening ability among Iranian EFL learners.

Spatial ability of slow learners based on Hubert Maier theory

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Permatasari, I.; Pramudya, I.; Kusmayadi, T. A.

2018-03-01

Slow learners are children who have low learning achievement (under the average of normal children) in one or all of the academic field, but they are not classified as a mentally retarded children. Spatial ability developed according to age and level of knowledge possessed, both from the neighborhood and formal education. Analyzing the spatial ability of students is important for teachers, as an effort to improve the quality of learning for slow learners. Especially on the implementation of inclusion school which is developing in Indonesia. This research used a qualitative method and involved slow learner students as the subject. Based on the data analysis it was found the spatial ability of slow learners, there were: spatial perception, students were able to describe the other shape of object when its position changed; spatial visualisation, students were able to describe the materials that construct an object; mental rotation, students cannot describe the object being rotated; spatial relation, students cannot describe the relations of same objects; spatial orientation, students were able to describe object from the others perspective.

Analysing the Improper Pronunciation of Diphthongs by Iraqi EFL learners

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Mukhalad Malik Almutalabi

2018-04-01

Full Text Available The current study aims at analysing the improper pronunciation of Iraqi EFL learners concerning the pronunciation of diphthongs in words of various syllables. It describes and identifies thoroughly the mispronunciations of such important sounds in English language. The study attempts at analysing such mispronunciations by clarifying and assigning the phonetic deviations of Iraqi EFL learners when they pronounce diphthongs. So the main objective of the study is to analyse the errors committed by Iraqi learners in the pronunciation of diphthongs grouping each error into its specific category. To verify the objective of the paper, 25 Iraqi EFL learners from the department of English at Cihan University/ Slemani are chosen to be the main participants of the study. The test which was conducted in the laboratory of the Department of English contained 10 words comprising various diphthongs. The results clearly revealed that mispronouncing English diphthongs by Iraqi EFL were mostly observed by replacing the required diphthong with another improper one and they also tended to use simple vowels instead of the correct required diphthongs.

Effects of active and inactive phospholipase D2 on signal transduction, adhesion, migration, invasion, and metastasis in EL4 lymphoma cells.

Science.gov (United States)

Knoepp, Stewart M; Chahal, Manpreet S; Xie, Yuhuan; Zhang, Zhihong; Brauner, Daniel J; Hallman, Mark A; Robinson, Stephanie A; Han, Shujie; Imai, Masaki; Tomlinson, Stephen; Meier, Kathryn E

2008-09-01

The phosphatidylcholine-using phospholipase D (PLD) isoform PLD2 is widely expressed in mammalian cells and is activated in response to a variety of promitogenic agonists. In this study, active and inactive hemagglutinin-tagged human PLD2 (HA-PLD2) constructs were stably expressed in an EL4 cell line lacking detectable endogenous PLD1 or PLD2. The overall goal of the study was to examine the roles of PLD2 in cellular signal transduction and cell phenotype. HA-PLD2 confers PLD activity that is activated by phorbol ester, ionomycin, and okadaic acid. Proliferation and Erk activation are unchanged in cells transfected with active PLD2; proliferation rate is decreased in cells expressing inactive PLD2. Basal tyrosine phosphorylation of focal adhesion kinase (FAK) is increased in cells expressing active PLD2, as is phosphorylation of Akt; inactive PLD2 has no effect. Expression of active PLD2 is associated with increased spreading and elongation of cells on tissue culture plastic, whereas inactive PLD2 inhibits cell spreading. Inactive PLD2 also inhibits cell adhesion, migration, and serum-induced invasion. Cells expressing active PLD2 form metastases in syngeneic mice, as do the parental cells; cells expressing inactive PLD2 form fewer metastases than parental cells. In summary, active PLD2 enhances FAK phosphorylation, Akt activation, and cell invasion in EL4 lymphoma cells, whereas inactive PLD2 exerts inhibitory effects on adhesion, migration, invasion, and tumor formation. Overall, expression of active PLD2 enhances processes favorable to lymphoma cell metastasis, whereas expression of inactive PLD2 inhibits metastasis.

College-Level Arabic Heritage Learners: Do they belong in Separate Classrooms?

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Hana Zabarah

2016-03-01

Full Text Available Arabic heritage language learners have different skills, needs, and reasons to study the language than true beginners. This study highlights these elements, justifying heritage language learners’ placement into classes specifically addressing these issues. While both types of Arabic learners strive to learn the same language, heritage learners almost certainly bring some cultural background and linguistic skills to the classroom, often giving them an advantage over second language learners. In order to appreciate and understand the unique qualities these students have, a 16-item survey was administered to incoming college-level heritage students for three consecutive academic years. It was designed to capture language background, exposure, skills and needs, and students’ reasons for studying Arabic. Addressing the needs of heritage speakers of Arabic in the classroom will allow them to reach higher proficiency levels at an accelerated rate. Ignoring these qualities will ultimately lead to high attrition rates.

Reading-Strategy Use by English as a Second Language Learners in Online Reading Tasks

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Park, Ho-Ryong; Kim, Deoksoon

2011-01-01

This study investigates adult English language learners' reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and collaboratively. This qualitative case study aims (a) to assess college-level ESL learners' use of…

Personal and Contextual Influences on Township School Learners' Motivation and Self-Regulated Learning

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Geduld, Bernadette

2017-01-01

Learners' self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling…

Differences in number and distribution of striatal calbindin medium spiny neurons between a vocal-learner (Melopsittacus undulatus and a non-vocal learner bird (Colinus virginianus

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Elena eGarcia-Calero

2013-12-01

Full Text Available Striatal projecting neurons, known as medium spiny neurons (MSNs, segregate into two compartments called matrix and striosome in the mammalian striatum. The matrix domain is characterized by the presence of calbindin immunopositive (CB+ MSNs, not observed in the striosome subdivision. The existence of a similar CB+ MSN population has recently been described in two striatal structures in male zebra finch (a vocal learner bird: the striatal capsule and the Area X, a nucleus implicated in song learning. Female zebra finches show a similar pattern of CB+ MSNs than males in the developing striatum but loose these cells in juveniles and adult stages. In the present work we analyzed the existence and allocation of CB+MSNs in the striatal domain of the vocal learner bird budgerigar (representative of psittaciformes order and the non-vocal learner bird quail (representative of galliformes order. We studied the co-localization of CB protein with FoxP1, a transcription factor expressed in vertebrate striatal MSNs. We observed CB+ MSNs in the medial striatal domain of adult male and female budgerigars, although this cell type was missing in the potentially homologous nucleus for Area X in budgerigar. In quail, we observed CB+ cells in the striatal domain at developmental and adult stages but they did not co-localize with the MSN marker FoxP1. We also described the existence of the CB+ striatal capsule in budgerigar and quail and compared these results with the CB+ striatal capsule observed in juvenile zebra finches. Together, these results point out important differences in CB+MSN distribution between two representative species of vocal learner and non-vocal learner avian orders (respectively the budgerigar and the quail, but also between close vocal learner bird families.

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS

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Yuliana Yuliana

2003-01-01

Full Text Available Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through this paper, the writer wants to show that through songs, children could enhance their language skills, such as speaking, listening and writing.

Chinese Learners of English See Chinese Words When Reading English Words.

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Ma, Fengyang; Ai, Haiyang

2018-06-01

The present study examines when second language (L2) learners read words in the L2, whether the orthography and/or phonology of the translation words in the first language (L1) is activated and whether the patterns would be modulated by the proficiency in the L2. In two experiments, two groups of Chinese learners of English immersed in the L1 environment, one less proficient and the other more proficient in English, performed a translation recognition task. In this task, participants judged whether pairs of words, with an L2 word preceding an L1 word, were translation words or not. The critical conditions compared the performance of learners to reject distractors that were related to the translation word (e.g., , pronounced as /bei 1/) of an L2 word (e.g., cup) in orthography (e.g., , bad in Chinese, pronounced as /huai 4/) or phonology (e.g., , sad in Chinese, pronounced as /bei 1/). Results of Experiment 1 showed less proficient learners were slower and less accurate to reject translation orthography distractors, as compared to unrelated controls, demonstrating a robust translation orthography interference effect. In contrast, their performance was not significantly different when rejecting translation phonology distractors, relative to unrelated controls, showing no translation phonology interference. The same patterns were observed in more proficient learners in Experiment 2. Together, these results suggest that when Chinese learners of English read English words, the orthographic information, but not the phonological information of the Chinese translation words is activated. In addition, this activation is not modulated by L2 proficiency.

Supporting English Language Learners in Math Class, Grades K-2

Science.gov (United States)

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Supporting English Language Learners in Math Class, Grades 3-5

Science.gov (United States)

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Distribution of Articles in Written Composition among Malaysian ESL Learners

Science.gov (United States)

Rahim, Mia Emily Abdul; Rahim, Emma Marini Abdul; Ning, Chia Han

2013-01-01

The study aimed to investigate the distribution patterns of the English grammar articles (a, an, and the) as well as the distributions of their colligation patterns in written compositions of English among Malaysian ESL learners. This paper reports the results of a corpus-based study on articles used by these learners. The method used in this…

Digital Learners: How Are They Expanding the Horizon of Learning?

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Jackson, Sherion H.; Crawford, Debi

2008-01-01

Young learners today are not growing up at the foot of the family radio or spending a good portion of their childhood glued to the television while Sesame Street and Mr. Rogers disseminate information in a constant stream as did previous generations. Rather, this generation of young learners continues to spend many out-of-school hours in a digital…

Communicating Grammatically: Evaluating a Learner Strategy Website for Spanish Grammar

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Cohen, Andrew D.; Pinilla-Herrera, Angela; Thompson, Jonathan R.; Witzig, Lance E.

2011-01-01

After a brief introduction to language learner strategies and grammar strategies as a subcategory, it is pointed out that research on the use of grammar strategies by learners of a second language (L2) has been limited. The article then describes the construction of a website with strategies for learning and performing Spanish grammar, with a…

Empirical Study on Learners' Self-Efficacy in ESL/EFL Context

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Shi, Lihong

2016-01-01

With the popularity of learner-oriented approach in language teaching, research on learners is gaining more and more importance. This paper attempts to review the empirical researches on self-efficacy in the ESL/EFL settings during the past 10 years with the purpose of depicting the extent to which the self-efficacy research in ESL/EFL has…

Motivational Orientations and Second Learner Variables of East Asian Language Learners in the United States.

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Yang, Jean Sook Ryu

2003-01-01

College Students enrolled in East Asian language classes were surveyed about their language learning motivational orientations (MOs). MOs were classified and measured on seven subscales; integrative, instrumental, heritage-related, travel, interest, school-related, and language use. Learners were highly influenced by interest, language use, and…

Learner-generated drawing for phonological and orthographic dyslexic readers.

Science.gov (United States)

Wang, Li-Chih; Yang, Hsien-Ming; Tasi, Hung-Ju; Chan, Shih-Yi

2013-01-01

This study presents an examination of learner-generated drawing for different reading comprehension subtypes of dyslexic students and control students. The participants were 22 phonological dyslexic students, 20 orthographic dyslexic students, 21 double-deficit dyslexic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included word recognition task, orthographic task, phonological awareness task, and scenery texts and questions. Comparisons of the four groups of students showed differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control groups in pre- and posttest performance of scenery texts. Differences also existed in relevant questions and the effect of the learner-generated drawing method. The pretest performance showed problems in the dyslexic samples in reading the scenery texts and answering relevant questions. The posttest performance revealed certain differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control group. Finally, all dyslexic groups obtained a great effect from using the learner-generated drawing, particularly orthographic dyslexia. These results suggest that the learner-generated drawing was also useful for dyslexic students, with the potential for use in the classroom for teaching text reading to dyslexic students. Copyright © 2012 Elsevier Ltd. All rights reserved.

iSELF : an internet-tool for self-evaluation and learner feedback

NARCIS (Netherlands)

Theunissen, N.C.M.; Stubbé, H.E.

2011-01-01

This paper describes the development of the iSELF: an Internet-tool for Self-Evaluation and Learner Feedback to stimulate self-directed learning in ubiquitous learning environments. In ubiquitous learning, learners follow their own trails of interest, scaffolded by coaches, peers and tools for

Boosting Discriminant Learners for Gait Recognition Using MPCA Features

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Haiping Lu

2009-01-01

Full Text Available This paper proposes a boosted linear discriminant analysis (LDA solution on features extracted by the multilinear principal component analysis (MPCA to enhance gait recognition performance. Three-dimensional gait objects are projected in the MPCA space first to obtain low-dimensional tensorial features. Then, lower-dimensional vectorial features are obtained through discriminative feature selection. These feature vectors are then fed into an LDA-style booster, where several regularized and weakened LDA learners work together to produce a strong learner through a novel feature weighting and sampling process. The LDA learner employs a simple nearest-neighbor classifier with a weighted angle distance measure for classification. The experimental results on the NIST/USF “Gait Challenge” data-sets show that the proposed solution has successfully improved the gait recognition performance and outperformed several state-of-the-art gait recognition algorithms.

The Effect of Genre-Based Teaching on EFL Learners' Speaking Performance

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Mohammad Bagher Khatibi

2014-09-01

Full Text Available Abstract The present study examined the effect of genre-based tasks on EFL learners' speaking performance and probed whether genre-based tasks may empower EFL learners to perform better on speaking tests. A further concern of the study was to explore whether the effect of genre-based tasks on speaking ability of EFL learners varied across different age groups, i.e. teenagers (13-16 years old and young adults (24-27 years old. To this end, some generic based consciousness-raising tasks (CRT were adapted from the model proposed by Benedict (2006 to develop control of a genre used as the treatment procedures. Two different speaking tests of different genres (e.g. recount, report, review, etc., used as pretest and posttest, were administered to 120 senior university students majoring in English language translation. The results indicated that consciousness-raising tasks significantly affected EFL learners' speaking performance. However, the effect of generic-based CRTs did not vary across different age groups. Overall, the findings provided empirical support for the facilitative effect of generic-based consciousness-raising tasks on speaking performance of EFL learners. The findings may promise implications for EFL speaking syllabuses and provide guidelines to designers to accommodate the insights derived from the genre-based instruction perspective.

Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

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Deese Becht, Sara-Maria Francis

1999-11-01

The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes

Teaching programming to young learners using Scala and Kojo

OpenAIRE

Regnell, Björn; Pant, Lalit

2014-01-01

This paper presents an approach to teaching programming and abstract thinking to young learners using Scala and Kojo. Kojo is an open source IDE for the Scala programming language. The approach is based on Scala APIs for turtle graphics and functional pictures, a process of interactive exploration and discovery, and structured learning material that guides learners. The approach encourages playful self-learning of basic programming principles such as sequential execution, repetition, primitiv...

A Conceptual Model for Engagement of the Online Learner

OpenAIRE

Lorraine M. Angelino; Deborah Natvig

2009-01-01

Engagement of the online learner is one approach to reduce attrition rates. Attrition rates for classes taught through distance education are 10 – 20% higher than classes taught in a face-to-face setting. This paper introduces a Model for Engagement and provides strategies to engage the online learner. The Model depicts various opportunities where student-instructor, student-student, student-content, and student-community engagement can occur. The Model is divided into four strategic areas: (...

WORD-ATTACK SKILLS FOR INDONESIAN LEARNERS

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Joko Pranowo

2006-01-01

Full Text Available The typical drawbacks that affect most Indonesian learners studying English as the target language concern the strategies in dealing with new dictions. The rule of thumb is that the learners are usually tempted to directly look up the meaning in a dictionary when other ways such as guessing the meaning from the context or by dissecting the words into smaller units so that they are able to get a hint from the base word cannot be engineered. As a result of this activity then, they miss crucial points in the realm of word enrichment. This article will shed some light on how to deal with new words and claim that it is not the meaning of a new word that should be the first priority.

Nano-crystalline Ag–PbTe thermoelectric thin films by a multi-target PLD system

Energy Technology Data Exchange (ETDEWEB)

Cappelli, E., E-mail: emilia.cappelli@ism.cnr.it [CNR-ISM, Montelibretti, Via Salaria Km 29.3, P.O.B. 10, 00016 Rome (Italy); Bellucci, A. [CNR-ISM, Montelibretti, Via Salaria Km 29.3, P.O.B. 10, 00016 Rome (Italy); Dip. Fisica, Un. Roma Sapienza, Piazzale Aldo Moro 2, 00185 Rome (Italy); Medici, L. [CNR-IMAA, Tito Scalo, 85050 Potenza (Italy); Mezzi, A.; Kaciulis, S. [CNR-ISMN, Montelibretti, Via Salaria Km 29.3, P.O.B. 10, 00016 Rome (Italy); Fumagalli, F.; Di Fonzo, F. [Center Nano Science Technology @Polimi, I.I.T., Via Pascoli 70/3, 20133 Milano (Italy); Trucchi, D.M. [CNR-ISM, Montelibretti, Via Salaria Km 29.3, P.O.B. 10, 00016 Rome (Italy)

2015-05-01

Highlights: • Thermoelectric PbTe thin films, with increasing Ag percentage, were deposited by PLD. • Almost stoichiometric PbTe (Ag doped) films were grown, as verified by XPS analysis. • GI-XRD established the formation of cubic PbTe, with nano-metric structure (∼35 nm). • Surface resistivity shows an increase in conductivity, with increasing Ag doping. • From Seebeck values and XPS depth analysis, 10% Ag seems to be the solubility limit. - Abstract: It has been evaluated the ability of ArF pulsed laser ablation to grow nano-crystalline thin films of high temperature PbTe thermoelectric material, and to obtain a uniform and controlled Ag blending, through the entire thickness of the film, using a multi-target system in vacuum. The substrate used was a mirror polished technical alumina slab. The increasing atomic percentage of Ag effect on physical–chemical and electronic properties was evaluated in the range 300–575 K. The stoichiometry and the distribution of the Ag component, over the whole thickness of the samples deposited, have been studied by XPS (X-ray photoelectron spectroscopy) and corresponding depth profiles. The crystallographic structure of the film was analyzed by grazing incidence X-ray diffraction (GI-XRD) system. Scherrer analysis for crystallite size shows the presence of nano-structures, of the order of 30–35 nm. Electrical resistivity of the samples, studied by the four point probe method, as a function of increasing Ag content, shows a typical semi-conductor behavior. From conductivity values, carrier concentration and Seebeck parameter determination, the power factor of deposited films was calculated. Both XPS, Hall mobility and Seebeck analysis seem to indicate a limit value to the Ag solubility of the order of 5%, for thin films of ∼200 nm thickness, deposited at 350 °C. These data resulted to be comparable to theoretical evaluation for thin films but order of magnitude lower than the corresponding bulk materials.

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

Science.gov (United States)

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

Recognition of Learner's Personality Traits through Digital Annotations in Distance Learning

Science.gov (United States)

Omheni, Nizar; Kalboussi, Anis; Mazhoud, Omar; Kacem, Ahmed Hadj

2017-01-01

Researchers in distance education are interested in observing and modelling of learner's personality profile, and adapting their learning experiences accordingly. When learners read and interact with their reading materials, they do unselfconscious activities like annotation which may be a key feature of their personalities. Annotation activity…

Enhancing Opportunities for Australian Aboriginal Literacy Learners in Early Childhood Settings

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Simpson, Lee; Clancy, Susan

2005-01-01

In the context of contemporary Australian society, the education system is still failing to increase educational outcomes among the majority of Australian Aboriginal (1) learners. This educational dilemma has persisted despite the regular introduction of systemic initiatives and funding aimed at addressing Australian Aboriginal learners' low…

Cultivating Bilingual Learners' Language Arts Knowledge: A Framework for Successful Teaching

Science.gov (United States)

Almaguer, Isela; Esquierdo, J. Joy

2013-01-01

It is essential to support bilingual learners' language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an…

Online Instructors as Thinking Advisors: A Model for Online Learner Adaptation

Science.gov (United States)

Benedetti, Christopher

2015-01-01

This article examines the characteristics and challenges of online instruction and presents a model for improving learner adaptation in an online classroom. Instruction in an online classroom presents many challenges, including learner individualization. Individual differences in learning styles and preferences are often not considered in the…

An Authentic Learning Environment Based on Video Project among Arabic Learners

Directory of Open Access Journals (Sweden)

Azman Che Mat

2017-05-01

Full Text Available Role playing is among the language activities that stimulate language learners to use the language they are learning. However, a successful activity is always challenging especially when the learners are beginners. Therefore, a special arrangement needs to be carried out by instructors. This article explores the use of storyboards, or ‘PCVA’, to help Arabic learners prepare for their video project based on role playing. Blended methods were used to collect data, namely surveys, interviews, and observations. The target participants were among degree students from second level (TAC451 and third level (TAC501 of Arabic course. The total number of the participants is 87 respondents. Interview and observation were conducted during consultation period and then, related information was documented for the purpose of the study. Descriptive analysis was implemented to interpret the data. The findings showed a positive feedback from the learners who were involved in the experiment.

Empowering Learners through Blended Learning

Science.gov (United States)

Owston, Ron

2018-01-01

Blended learning appears to facilitate learner empowerment more readily than either face-to-face or fully online courses. This contention is supported by a review of literature on the affordances of blended learning that support Thomas and Velthouse's (1990) four conditions of empowerment: choice, meaningfulness, competence, and impact. Blended…

Exploring the Relationship between Annotation Use of EFL Learners and Their Learning Styles

OpenAIRE

Şakar, Asım

2015-01-01

This study explores the relationship between (perceptual and cognitive) learning styles and the use of hypermedia annotations by intermediate EFL learners while reading a hypermedia text. The participants were 44 EFL adult learners studying English for academic purposes. Data were collected through a software tracking tool, a learning styles survey and interviews. Results did not indicate a significant relationship, suggesting that learners with different learning styles had similar patterns ...

The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment

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Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

2016-01-01

English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…

Learners with Dyslexia: Exploring Their Experiences with Different Online Reading Affordances

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Chen, Chwen Jen; Keong, Melissa Wei Yin; Teh, Chee Siong; Chuah, Kee Man

2015-01-01

To date, empirically derived guidelines for designing accessible online learning environments for learners with dyslexia are still scarce. This study aims to explore the learning experience of learners with dyslexia when reading passages using different online reading affordances to derive some guidelines for dyslexia-friendly online text. The…

An Investigation of School Counselor Self-Efficacy with English Language Learners

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Johnson, Leonissa V.; Ziomek-Daigle, Jolie; Haskins, Natoya Hill; Paisley, Pamela O.

2017-01-01

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S.…

Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping

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Ebadi, Saman; Latif, Shokoufeh Vakili

2015-01-01

In Vygotsky's theory, learner's Zone of Proximal Development (ZPD) and autonomous performance could be further developed through social interaction with an expert. Computerized concept mapping enjoys the advantage of meeting learners' differences and therefore can be applied as a scaffold to support learning process.Taking a dynamic assessment…

Exploring the Role of Identity in Maori Heritage Language Learner Motivations

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Te Huia, Awanui

2017-01-01

Substantially less is known about the motivations of indigenous heritage language learners than the motivations of learners of colonial languages. This study explores the motivations of Maori indigenous New Zealanders and the identity-related motivations they have for learning their heritage language. Interviews with 19 Maori language learners…