Pub Date : 2023-05-10DOI: 10.56934/sauraj.v2i1.142
C. Kingston
Empowerment of employees is essential in any organization or company. In order of any organization to flourish and be at par with others, leaders or managers have to strive harder to encourage and motivate and empower employee or faculty. With empowerment as the main target for success, each member in an organization or company can produce great materials, resources and learning tools, clear vision and mission, goals, and objectives. Empowerment is a process that keeps going. Bandura’s Social Cognitive theory and Self-Determination theory (Baundura, 2001; Deci & Ryan, 2008) contribute to employee or faculty empowerment and aid them to determine the choice of task and foster positive attitudes. Faculty will feel free and possess the competence to resolve problems and contribute their ideas for the success of an organization (Fock, Hui, Au, & Bond, 2013). The purpose of this study was to find out how administrators foster and empower teachers in an English language institute. This study used a qualitative research design (case study) approach. Interviews, observations, document analysis and other necessary documents that may be needed for the research design will be used. The participants were ESL teachers from selected Adventist Higher Educational Institutions in the Philippines. This study would benefit the leaders first as well as the faculty in an educational institution.
{"title":"Empowering and Fostering the ESL Teachers of a Faith-Based English Language Institute in Philippines","authors":"C. Kingston","doi":"10.56934/sauraj.v2i1.142","DOIUrl":"https://doi.org/10.56934/sauraj.v2i1.142","url":null,"abstract":"Empowerment of employees is essential in any organization or company. In order of any organization to flourish and be at par with others, leaders or managers have to strive harder to encourage and motivate and empower employee or faculty. With empowerment as the main target for success, each member in an organization or company can produce great materials, resources and learning tools, clear vision and mission, goals, and objectives. Empowerment is a process that keeps going. Bandura’s Social Cognitive theory and Self-Determination theory (Baundura, 2001; Deci & Ryan, 2008) contribute to employee or faculty empowerment and aid them to determine the choice of task and foster positive attitudes. Faculty will feel free and possess the competence to resolve problems and contribute their ideas for the success of an organization (Fock, Hui, Au, & Bond, 2013). The purpose of this study was to find out how administrators foster and empower teachers in an English language institute. This study used a qualitative research design (case study) approach. Interviews, observations, document analysis and other necessary documents that may be needed for the research design will be used. The participants were ESL teachers from selected Adventist Higher Educational Institutions in the Philippines. This study would benefit the leaders first as well as the faculty in an educational institution. \u0000 ","PeriodicalId":236535,"journal":{"name":"Spicer Adventist University Research Articles Journal","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123158677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.56934/sauraj.v2i1.143
R. Gladstone
November 2022 was a turning point in open artificial intelligence (AI). The community of educators’ jostled at the function as it gained a million users within a month. It was the introduction of ChatGPT, a sophisticated chatbot developed by OpenAI. This paper explores the history of ChatGPT, its capabilities, and the potential benefits and limitations of using it as a tool in the classroom. It also addresses the ethical concerns and privacy implications of using models like ChatGPT. The aim is to provide educators with insights into how they can effectively incorporate ChatGPT into their teaching practices while being mindful of ethical considerations.
{"title":"Using ChatGPT in the Classroom","authors":"R. Gladstone","doi":"10.56934/sauraj.v2i1.143","DOIUrl":"https://doi.org/10.56934/sauraj.v2i1.143","url":null,"abstract":"November 2022 was a turning point in open artificial intelligence (AI). The community of educators’ jostled at the function as it gained a million users within a month. It was the introduction of ChatGPT, a sophisticated chatbot developed by OpenAI. This paper explores the history of ChatGPT, its capabilities, and the potential benefits and limitations of using it as a tool in the classroom. It also addresses the ethical concerns and privacy implications of using models like ChatGPT. The aim is to provide educators with insights into how they can effectively incorporate ChatGPT into their teaching practices while being mindful of ethical considerations. \u0000 ","PeriodicalId":236535,"journal":{"name":"Spicer Adventist University Research Articles Journal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126527636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.56934/sauraj.v2i1.141
C. Kingston
Understanding the reading and writing of L2 learners has been always a challenge for language teachers (de Jong & Harper, 2005; Hyland, 2007; Spack, 1988). The Morpheme Order Studies and Language Transfer Theory have confirmed the challenges of L2 learners, especially among multicultural students (Krashen, 1982; & Cziko, 1978; Goldschneider & DeKeyser, 2002; Lowie & Verspoor, 2007; Nunan, 2009; Spencer, 2003). Teaching such L2 learners require immense theoretical, practical and subsequently a wholistic approach (Kumaravadivelu, 2000). This qualitative study (case study) seeks to examine the challenges of language transfer among the multicultural students of a private higher education institution in Silang, Philippines. Research respondents were the multi-cultural Higher Education Students and their English language teachers. The data was collected through observation, interviews and focus group. The findings do show the possible challenges and acceptance of language transfer. The study ended with recommendations to bridge the gap of the challenging knowledge experiences of L2 teachers and learners of multi-cultural background.
{"title":"Wholeness in Language Learning","authors":"C. Kingston","doi":"10.56934/sauraj.v2i1.141","DOIUrl":"https://doi.org/10.56934/sauraj.v2i1.141","url":null,"abstract":"Understanding the reading and writing of L2 learners has been always a challenge for language teachers (de Jong & Harper, 2005; Hyland, 2007; Spack, 1988). The Morpheme Order Studies and Language Transfer Theory have confirmed the challenges of L2 learners, especially among multicultural students (Krashen, 1982; & Cziko, 1978; Goldschneider & DeKeyser, 2002; Lowie & Verspoor, 2007; Nunan, 2009; Spencer, 2003). Teaching such L2 learners require immense theoretical, practical and subsequently a wholistic approach (Kumaravadivelu, 2000). This qualitative study (case study) seeks to examine the challenges of language transfer among the multicultural students of a private higher education institution in Silang, Philippines. Research respondents were the multi-cultural Higher Education Students and their English language teachers. The data was collected through observation, interviews and focus group. The findings do show the possible challenges and acceptance of language transfer. The study ended with recommendations to bridge the gap of the challenging knowledge experiences of L2 teachers and learners of multi-cultural background. \u0000 ","PeriodicalId":236535,"journal":{"name":"Spicer Adventist University Research Articles Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121504132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract
Milian Lauritz Andreasen (1876-1962) was the leading and most influential Adventist theologian in the 1930s and 1940s. His foremost contribution to Adventist theology is the Last Generation Theology (LGT) according to which there will be a group of faithful last generation believers just before the Second Coming of Jesus who will live a perfectly sinless life. It is through these people that God will demonstrate the truth that His law can be perfectly kept and that one can live without sin. It is also through these saints that God will stand vindicated and Satan defeated.
Andreasen died in 1962 but his theology is well and alive. It has been a point of controversy and debate among Adventist theologians. According to George Knight, the theology of Andreasen is so central to Adventist theology that one is compelled to respond to it in one way or another. There can be no neutrality. One either agrees or disagrees with him. The main purpose of the study is to review whether Andreasen’s Last Generation Theology is in accordance with the Scriptures and the writings of Ellen White. It focuses on the main or critical issues of Andreasen’s theology with special emphasis on Christian perfection.
{"title":"A Critical Evaluation of The Last Generation Theology (LGT) of (L) ML Andreasen Through the Lens of The Scriptures and The Writings of Ellen G. White","authors":"Koberson Langhu","doi":"10.56934/sauraj.v2i1.71","DOIUrl":"https://doi.org/10.56934/sauraj.v2i1.71","url":null,"abstract":"Abstract
 Milian Lauritz Andreasen (1876-1962) was the leading and most influential Adventist theologian in the 1930s and 1940s. His foremost contribution to Adventist theology is the Last Generation Theology (LGT) according to which there will be a group of faithful last generation believers just before the Second Coming of Jesus who will live a perfectly sinless life. It is through these people that God will demonstrate the truth that His law can be perfectly kept and that one can live without sin. It is also through these saints that God will stand vindicated and Satan defeated.
 Andreasen died in 1962 but his theology is well and alive. It has been a point of controversy and debate among Adventist theologians. According to George Knight, the theology of Andreasen is so central to Adventist theology that one is compelled to respond to it in one way or another. There can be no neutrality. One either agrees or disagrees with him. The main purpose of the study is to review whether Andreasen’s Last Generation Theology is in accordance with the Scriptures and the writings of Ellen White. It focuses on the main or critical issues of Andreasen’s theology with special emphasis on Christian perfection.","PeriodicalId":236535,"journal":{"name":"Spicer Adventist University Research Articles Journal","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135671170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.56934/sauraj.v1i2.126
Boxter Kharbteng
{"title":"Gandhi and Truth","authors":"Boxter Kharbteng","doi":"10.56934/sauraj.v1i2.126","DOIUrl":"https://doi.org/10.56934/sauraj.v1i2.126","url":null,"abstract":" \u0000 ","PeriodicalId":236535,"journal":{"name":"Spicer Adventist University Research Articles Journal","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115642625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.56934/sauraj.v1i2.125
Julia Robby Chakkalathy, Ashwini Jagannath Mahamuni
This paper’s problem is improving the spelling ability of Standard VII students of a selected Higher Secondary School in Pune. The primary reasons behind the low ability of spelling highlighted by teachers of the English language are 1. Irregularities in classes/guidance/practice during covid-19 related periods, 2. Lack of interest in practicing spelling due to online and limited classes, and 3. Lack of motivation to work on spelling at home. Studies on improving spelling include Language games, storytelling, activity-based learning, specialized guidance, and so forth. The research methodology consists of identifying an issue with spelling ability, planning ac- activities to improve spelling, implementing/action, and checking the effectiveness of the activities by reflecting on the results. The researcher conducted activities with the help of school teachers. The researcher used activities like word breaks, word journals, personal dictionaries, and dictation with test scores to interpret results. For analyzing data, the researcher used test scores and compared them with two situations, pre-test and post-test conditions of an experiment. Activities implemented were found beneficial to increase interest in getting essential skills in English like spelling and confirmed by the results. Similarly, this study showed significant improvement in spelling using activity-based teaching-learning.
{"title":"Improving Students’ English Spelling Ability Through Activity-Based Teaching-Learning for Standard VII","authors":"Julia Robby Chakkalathy, Ashwini Jagannath Mahamuni","doi":"10.56934/sauraj.v1i2.125","DOIUrl":"https://doi.org/10.56934/sauraj.v1i2.125","url":null,"abstract":"This paper’s problem is improving the spelling ability of Standard VII students of a selected Higher Secondary School in Pune. The primary reasons behind the low ability of spelling highlighted by teachers of the English language are 1. Irregularities in classes/guidance/practice during covid-19 related periods, 2. Lack of interest in practicing spelling due to online and limited classes, and 3. Lack of motivation to work on spelling at home. Studies on improving spelling include Language games, storytelling, activity-based learning, specialized guidance, and so forth. The research methodology consists of identifying an issue with spelling ability, planning ac- activities to improve spelling, implementing/action, and checking the effectiveness of the activities by reflecting on the results. The researcher conducted activities with the help of school teachers. The researcher used activities like word breaks, word journals, personal dictionaries, and dictation with test scores to interpret results. For analyzing data, the researcher used test scores and compared them with two situations, pre-test and post-test conditions of an experiment. Activities implemented were found beneficial to increase interest in getting essential skills in English like spelling and confirmed by the results. Similarly, this study showed significant improvement in spelling using activity-based teaching-learning. \u0000 ","PeriodicalId":236535,"journal":{"name":"Spicer Adventist University Research Articles Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123884695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.56934/sauraj.v1i2.124
Koberson Langhu
Milian Lauritz Andreasen (1876-1962) was the leading and most influential Adventist theologian in the 1930s and 1940s. His foremost contribution to Adventist theology is the Last Generation Theology (LGT), according to which there will be a group of faithful last-generation believers just before the Second Coming of Jesus who will live a perfectly sinless life and vindicate the character of God. Andreasen died in 1962, but his theology is well and alive. It has been a point of controversy and debate among Adventist theologians. The main purpose of the study is to review whether Andreasen’s LGT is in accordance with the Scriptures and the writings of Ellen White. The study reveals that Andreasen’s theology has many grains of truth thus, cannot be dismissed as completely incorrect and irrelevant. However, it fails in some major aspects, such as its insistence on the sinless perfection of the saints and their role in vindicating God’s character. Scriptures and the Spirit of Prophecy portray relative perfection in the earthly life of a believer until glorification rather than absolute perfection. Thus, Andreasen’s LGT cannot be accepted in its entirety.
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Pub Date : 2022-10-31DOI: 10.56934/sauraj.v1i2.123
Esther Talang-Rao
This research article examines the second language speakers and their problem areas. Learning and speaking a new language after the age of five or passed the adolescence age can be a big issue for most L2 speakers. The reason is that by this time, they have already mastered their L1 in form, syntax, and phonology. In this study the L2 speakers in general are of different levels; such as, students, teachers, and professors (young and old; males and females). However, the speakers commit mistakes in English more or less the same. The writer has classified their mistakes in three categories; namely: vocabulary, grammar, and pronunciation. In using words some L2 speakers commit malapropism. For example, there is a mixed up of words having similar sounds such as, ‘suffocated’ and ‘sophisticated’; ‘immaculate’ and ‘emasculate’. These words surfacely look and sound similar but they are very different semantically. In grammar, some languages have some similarities while others have very different rules. When we talk in English some of the rules that are in English are either absent or different in other languages or native tongue of the speakers; therefore, because of these differences, mistakes make roads when an L2 speaker speaks in English. Similarly in pronunciation if the sound is present in the native tongue of the speakers, they pronounce it correctly, they are already familiar with that sound. On the other hand, there are some unfamiliar sounds in English which do not exist in the native tongue of the speakers. It is important to note here that the writer is talking about the 44 distinctive sounds of the English language and not letters. Other factors are, English is a stressed language, whereas, many languages have no stress. For instance, we Indians give equal stress to all syllables in a word. We also pronounce a good percentage of time according to how we spell the words; whereas, in English the consonants and vowels can have more than one sound. L2 speakers have issues using the right words and structure in English but there seems to be a more complicated issue in pronunciation. It is hoped that this article will help the L2 speakers and (English) teachers to be aware of these limitations and focus on ways of remedying them. The purpose of this article is to help the second language speakers to improve their speaking skills and to solve their difficulties that crop up in everyday conversation in the use of English language particularly in pronunciation.
{"title":"Problems Faced in English by the Second Language Speakers","authors":"Esther Talang-Rao","doi":"10.56934/sauraj.v1i2.123","DOIUrl":"https://doi.org/10.56934/sauraj.v1i2.123","url":null,"abstract":"This research article examines the second language speakers and their problem areas. Learning and speaking a new language after the age of five or passed the adolescence age can be a big issue for most L2 speakers. The reason is that by this time, they have already mastered their L1 in form, syntax, and phonology. In this study the L2 speakers in general are of different levels; such as, students, teachers, and professors (young and old; males and females). However, the speakers commit mistakes in English more or less the same. The writer has classified their mistakes in three categories; namely: vocabulary, grammar, and pronunciation. In using words some L2 speakers commit malapropism. For example, there is a mixed up of words having similar sounds such as, ‘suffocated’ and ‘sophisticated’; ‘immaculate’ and ‘emasculate’. These words surfacely look and sound similar but they are very different semantically. In grammar, some languages have some similarities while others have very different rules. When we talk in English some of the rules that are in English are either absent or different in other languages or native tongue of the speakers; therefore, because of these differences, mistakes make roads when an L2 speaker speaks in English. Similarly in pronunciation if the sound is present in the native tongue of the speakers, they pronounce it correctly, they are already familiar with that sound. On the other hand, there are some unfamiliar sounds in English which do not exist in the native tongue of the speakers. It is important to note here that the writer is talking about the 44 distinctive sounds of the English language and not letters. Other factors are, English is a stressed language, whereas, many languages have no stress. For instance, we Indians give equal stress to all syllables in a word. We also pronounce a good percentage of time according to how we spell the words; whereas, in English the consonants and vowels can have more than one sound. L2 speakers have issues using the right words and structure in English but there seems to be a more complicated issue in pronunciation. It is hoped that this article will help the L2 speakers and (English) teachers to be aware of these limitations and focus on ways of remedying them. The purpose of this article is to help the second language speakers to improve their speaking skills and to solve their difficulties that crop up in everyday conversation in the use of English language particularly in pronunciation. \u0000 ","PeriodicalId":236535,"journal":{"name":"Spicer Adventist University Research Articles Journal","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132912832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.56934/sauraj.v1i2.128
R. Shimray
{"title":"A Place for Us","authors":"R. Shimray","doi":"10.56934/sauraj.v1i2.128","DOIUrl":"https://doi.org/10.56934/sauraj.v1i2.128","url":null,"abstract":" \u0000 ","PeriodicalId":236535,"journal":{"name":"Spicer Adventist University Research Articles Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129193015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.56934/sauraj.v1i2.127
Lalnuntluanga Ralte, Santosh Kumar
The resurrection of Jesus has been a debatable subject since the beginning of the 1st century AD; in as much as it is simple and easy to believe in the resurrection of Christ for Christians, it is not quite so in the world today, where skepticism and agnosticism dominate the culture. In the last two centuries, with various revolutions emerging, due to the prevalence of naturalistic view in the literature world, and theology, in particular, several leading scholars started a quest to re-study the historicity of Jesus’ resurrection and subsequently considered the four accounts of the four gospels to be merely a myth. This article attempts to briefly analyze the quest and, most importantly, provide legitimate evidence for the death and resurrection of Jesus. In this article, the gospels’ account is considered ancient literature since our main priority is to know whether it is historical. Therefore, the historicity of the gospel account is analyzed through the methodology employed by both the secular and religious scholars, which in turn makes the study not biased. The analysis concludes and reclaims that the account of the gospel is historical.
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