Film stands out as a compelling contemporary mass medium that has witnessed substantial growth. This progress has given rise to numerous film genres, intended to captivate audiences across generations, including the realm of animated cinema. Often, films convey messages depicting the dichotomy between good and bad characters in everyday life, typically portraying the vulnerable and kind-hearted individuals facing oppression from self-centered antagonists. However, in fictional works like "Incredibles 2," superheroes emerge as guardians, shielding society from menacing forces. This research aimed to provide a comprehensive elucidation of the interpretive process through the utilization of the triadic model. Furthermore, it endeavors to discern the facets of morality manifested through both linguistic and visual symbols within the semiotic framework of the movie "Incredibles 2." This was about semiotics which refers to Charles Sanders Peirce’s theory. This study used qualitative method as research design. Data in the study were signs appeared in the film. The findings section showed six kinds of sign that the writer founded in the Incredibles 2 film which are sinsign, qualisign, legisign, icon, indexes, and symbol that exists moralities signs. The findings on sign can divided into two parts, Language and Visual sign. Language sign can be utteranced by the speaker on the film from Mr. Incredible and a little boy. Visual sign could be shown by icon and symbol on the things in every capture. Keywords: semiotic, Pierce, moralities, Incridibles 2
{"title":"REPRESENTAMEN OF MORALITIES ON LANGUAGE AND VISUAL SIGNS IN INCREDIBLES 2 FILM","authors":"Assyafa Puteri Diyanto, Yuyun Nurulaen, Dadan Rusmana","doi":"10.15575/call.v5i1.15397","DOIUrl":"https://doi.org/10.15575/call.v5i1.15397","url":null,"abstract":"Film stands out as a compelling contemporary mass medium that has witnessed substantial growth. This progress has given rise to numerous film genres, intended to captivate audiences across generations, including the realm of animated cinema. Often, films convey messages depicting the dichotomy between good and bad characters in everyday life, typically portraying the vulnerable and kind-hearted individuals facing oppression from self-centered antagonists. However, in fictional works like \"Incredibles 2,\" superheroes emerge as guardians, shielding society from menacing forces. This research aimed to provide a comprehensive elucidation of the interpretive process through the utilization of the triadic model. Furthermore, it endeavors to discern the facets of morality manifested through both linguistic and visual symbols within the semiotic framework of the movie \"Incredibles 2.\" This was about semiotics which refers to Charles Sanders Peirce’s theory. This study used qualitative method as research design. Data in the study were signs appeared in the film. The findings section showed six kinds of sign that the writer founded in the Incredibles 2 film which are sinsign, qualisign, legisign, icon, indexes, and symbol that exists moralities signs. The findings on sign can divided into two parts, Language and Visual sign. Language sign can be utteranced by the speaker on the film from Mr. Incredible and a little boy. Visual sign could be shown by icon and symbol on the things in every capture. Keywords: semiotic, Pierce, moralities, Incridibles 2","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136365481","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 : 2023-06-30DOI: 10.15575/call.v5i1.16973
Sari Wulandari, Ika Yatmikasari, Ice Sariyati
Derivational affixation is a linguistic process that involves the creation of new words by adding prefixes, suffixes, or infixes to existing words. These affixes can modify the word's part of speech, alter its meaning, or both. The present study had the objective of identifying various types of derivational affixes and examining the morphological transformations they bring about in health-related terms within CNN's online news platform. Employing qualitative research methods informed by Katamba's theoretical framework (2005), the investigation utilized a dataset sourced from the news website https://edition.cnn.com/. The dataset encompassed 30 health-related news articles spanning topics such as COVID-19, mental health, food, beauty, sleep, and pregnancy. Based on data analysis from 30 health news, there were 13 words containing derivational prefixes and 64 words containing derivational suffixes. The words in derivational prefix did not change the part of speech but changed the meaning. In derivational suffixes, there are 7 types of changes that change word from verb to noun (23 words), adjective to noun (14 words), noun to noun (10 words), noun to adjective (7 words), adjective to adverb (5 words), verb to adjective (4 words), and the last noun to verb (1 word). From the findings, it can be concluded that the addition of affixes to words explains the function of sentence structure. Derivational suffixes are found the most because they have many interactions of forms, meanings, and functions. Keywords: derivational affix, health, prefix, suffix, news
{"title":"TRANSFORMATION OF HEALTH TERMINOLOGY THROUGH DERIVATIONAL AFFIXATION IN CNN ONLINE NEWS","authors":"Sari Wulandari, Ika Yatmikasari, Ice Sariyati","doi":"10.15575/call.v5i1.16973","DOIUrl":"https://doi.org/10.15575/call.v5i1.16973","url":null,"abstract":"Derivational affixation is a linguistic process that involves the creation of new words by adding prefixes, suffixes, or infixes to existing words. These affixes can modify the word's part of speech, alter its meaning, or both. The present study had the objective of identifying various types of derivational affixes and examining the morphological transformations they bring about in health-related terms within CNN's online news platform. Employing qualitative research methods informed by Katamba's theoretical framework (2005), the investigation utilized a dataset sourced from the news website https://edition.cnn.com/. The dataset encompassed 30 health-related news articles spanning topics such as COVID-19, mental health, food, beauty, sleep, and pregnancy. Based on data analysis from 30 health news, there were 13 words containing derivational prefixes and 64 words containing derivational suffixes. The words in derivational prefix did not change the part of speech but changed the meaning. In derivational suffixes, there are 7 types of changes that change word from verb to noun (23 words), adjective to noun (14 words), noun to noun (10 words), noun to adjective (7 words), adjective to adverb (5 words), verb to adjective (4 words), and the last noun to verb (1 word). From the findings, it can be concluded that the addition of affixes to words explains the function of sentence structure. Derivational suffixes are found the most because they have many interactions of forms, meanings, and functions. Keywords: derivational affix, health, prefix, suffix, news","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136365484","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 : 2023-04-30DOI: 10.29140/jaltcall.v19n1.1017
T. Kawashima
Empirical data on automated writing evaluation (AWE) has been accumulating over the past several years, but previous research has concentrated on the impact of using machine feedback alone, and only a little is known about how learners view the usage of AI-assisted tools when combined with teacher feedback. More empirical evidence from instances in which machine and teacher feedback is used in combination is necessary to determine optimal approaches to incorporating AWE tools in classroom instruction. A study was conducted to assess Japanese college students’ perceptions of three types of feedback when they experienced them in a certain order. Participants in two groups received Grammarly feedback on their first drafts, the teacher’s indirect feedback on their second drafts, and the teacher’s direct feedback on their third drafts. The questionnaire administered to the first group examined participant perceptions of the respective type of feedback, whereas the questionnaire given to the second group verified the strengths and weaknesses of each type of feedback and investigated the type of feedback participants believed was most effective in improving their writing in English. The content analysis approach was used for textual analysis of the responses to open-ended questions, and a chi-square test was performed for scale responses. The quantitative and qualitative analysis of questionnaire data revealed that, though machine feedback was favorably received, participants appreciated human direct and indirect feedback more highly for its appropriateness and reliability. Moreover, the largest number of participants rated the teacher’s direct feedback as the most beneficial to their writing progress. The findings imply that machine feedback should not be used alone in writing instruction but as a supplement to teacher feedback. In addition, the participants’ response suggests that using Grammarly feedback in a “form then content” sequence might be one feasible pedagogical approach in the classroom.
{"title":"Student perceptions of Grammarly, teacher’s indirect and direct feedback: Possibility of machine feedback","authors":"T. Kawashima","doi":"10.29140/jaltcall.v19n1.1017","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n1.1017","url":null,"abstract":"Empirical data on automated writing evaluation (AWE) has been accumulating over the past several years, but previous research has concentrated on the impact of using machine feedback alone, and only a little is known about how learners view the usage of AI-assisted tools when combined with teacher feedback. More empirical evidence from instances in which machine and teacher feedback is used in combination is necessary to determine optimal approaches to incorporating AWE tools in classroom instruction. A study was conducted to assess Japanese college students’ perceptions of three types of feedback when they experienced them in a certain order. Participants in two groups received Grammarly feedback on their first drafts, the teacher’s indirect feedback on their second drafts, and the teacher’s direct feedback on their third drafts. The questionnaire administered to the first group examined participant perceptions of the respective type of feedback, whereas the questionnaire given to the second group verified the strengths and weaknesses of each type of feedback and investigated the type of feedback participants believed was most effective in improving their writing in English. The content analysis approach was used for textual analysis of the responses to open-ended questions, and a chi-square test was performed for scale responses. The quantitative and qualitative analysis of questionnaire data revealed that, though machine feedback was favorably received, participants appreciated human direct and indirect feedback more highly for its appropriateness and reliability. Moreover, the largest number of participants rated the teacher’s direct feedback as the most beneficial to their writing progress. The findings imply that machine feedback should not be used alone in writing instruction but as a supplement to teacher feedback. In addition, the participants’ response suggests that using Grammarly feedback in a “form then content” sequence might be one feasible pedagogical approach in the classroom.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46811603","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 : 2023-04-30DOI: 10.29140/jaltcall.v19n1.24
Saziye Tasmedir, E. Lopez, M. Satar, N. Riches
The role of Machine Translation (MT) within the L2 classroom has proven controversial. While many students value MT to support various learning objectives, teachers fear its potential to promote passive learning, and undermine academic integrity. Nonetheless, improved reliability and accessibility of MT, combined with student attitudes, makes it increasingly hard to “Google-proof” the classroom. Alternatively, MT might be incorporated into the classroom, while highlighting to students its limitations. A key factor in this dynamic is the attitude of classroom teachers. The current study details the development of a pilot translation app, Transpose, which then acted as discussion prompt to explore teachers’ attitudes towards MT in focus groups. Participants were four UK language teachers working with various age groups and in various contexts. The Transpose app exploited possible advantages of MT by visually comparing the syntactic structure of source and target languages. A thematic analysis found that, overall, teachers viewed translation as an important pedagogical tool. Regarding MT, views were mixed. They enthusiastically suggested novel uses, such as supporting children with English as an Additional Language, yet also felt that such technology was best employed to support independent study in advanced learners. Technological and institutional factors still prevent the seamless integration of IT-related methods within classroom contexts. Overall, while teachers expressed positive attitudes towards translation, and a cautious acceptance of the place the Transpose app could take within the classroom, there remain attitudinal barriers to widespread adoption.
{"title":"Teachers’ perceptions of machine translation as a pedagogical tool","authors":"Saziye Tasmedir, E. Lopez, M. Satar, N. Riches","doi":"10.29140/jaltcall.v19n1.24","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n1.24","url":null,"abstract":"The role of Machine Translation (MT) within the L2 classroom has proven controversial. While many students value MT to support various learning objectives, teachers fear its potential to promote passive learning, and undermine academic integrity. Nonetheless, improved reliability and accessibility of MT, combined with student attitudes, makes it increasingly hard to “Google-proof” the classroom. Alternatively, MT might be incorporated into the classroom, while highlighting to students its limitations. A key factor in this dynamic is the attitude of classroom teachers. The current study details the development of a pilot translation app, Transpose, which then acted as discussion prompt to explore teachers’ attitudes towards MT in focus groups. Participants were four UK language teachers working with various age groups and in various contexts. The Transpose app exploited possible advantages of MT by visually comparing the syntactic structure of source and target languages. A thematic analysis found that, overall, teachers viewed translation as an important pedagogical tool. Regarding MT, views were mixed. They enthusiastically suggested novel uses, such as supporting children with English as an Additional Language, yet also felt that such technology was best employed to support independent study in advanced learners. Technological and institutional factors still prevent the seamless integration of IT-related methods within classroom contexts. Overall, while teachers expressed positive attitudes towards translation, and a cautious acceptance of the place the Transpose app could take within the classroom, there remain attitudinal barriers to widespread adoption.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46360987","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 : 2023-04-16DOI: 10.29140/jaltcall.v19n1.681
Michael Hofmeyr
The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners’ attitudes and concerns regarding this relatively novel pedagogical approach is also necessary for effective implementation in formal learning contexts. It cannot be taken for granted that today’s learners will accept game-based approaches simply because these learners tend to be more accustomed to advanced technologies than those of previous generations. The aim of this mixed-methods empirical study is thus to help elucidate learner beliefs and attitudes regarding digital game-based language learning with survey data collected from 112 undergraduate student participants at a large public university in Japan. The findings reveal that learners generally held positive attitudes towards DGBLL before taking part in any intervention and, after playing a cooperative digital game over six weekly sessions, reported stronger positive attitudes towards this pedagogical approach. In contrast to the results of earlier studies, gender was not found to be a statistically significant predictor of attitude towards DGBLL in this sample. However, two other demographic factors, namely information technology literacy and digital gaming experience, correlated positively with several measures of attitude. The learners considered enjoyment to be the most important advantage of using digital games for language learning. However, many also expressed doubts regarding the effectiveness of game-based language education.
{"title":"Attitudes towards digital game-based language learning among Japanese university students","authors":"Michael Hofmeyr","doi":"10.29140/jaltcall.v19n1.681","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n1.681","url":null,"abstract":"The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners’ attitudes and concerns regarding this relatively novel pedagogical approach is also necessary for effective implementation in formal learning contexts. It cannot be taken for granted that today’s learners will accept game-based approaches simply because these learners tend to be more accustomed to advanced technologies than those of previous generations. The aim of this mixed-methods empirical study is thus to help elucidate learner beliefs and attitudes regarding digital game-based language learning with survey data collected from 112 undergraduate student participants at a large public university in Japan. The findings reveal that learners generally held positive attitudes towards DGBLL before taking part in any intervention and, after playing a cooperative digital game over six weekly sessions, reported stronger positive attitudes towards this pedagogical approach. In contrast to the results of earlier studies, gender was not found to be a statistically significant predictor of attitude towards DGBLL in this sample. However, two other demographic factors, namely information technology literacy and digital gaming experience, correlated positively with several measures of attitude. The learners considered enjoyment to be the most important advantage of using digital games for language learning. However, many also expressed doubts regarding the effectiveness of game-based language education.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43543930","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 : 2023-04-16DOI: 10.29140/jaltcall.v19n1.773
P. Díez-Arcón
Language MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format. The application of these theoretical advances should be reflected in the instructional design of the courses. This study is based on this premise and monitors the quality of the design of communication and discussion forums considering the different levels of engagement in a LMOOC, the accessibility, ease of navigation, assessment of learning processes, and support to participants in in the development of self-determination strategies. This is done by analysing the content of the forums and applying two instruments created upon the research needs. The results show the relevance of the instructional design of the forums in LMOOCs, and subsequently a suitable analytical framework is put forward, which can be easily replicated due to its simplicity and concreteness. This is the main contribution of this paper, since the elaboration of common analytical frameworks in LMOOC research strengthens the field and reinforces the significance of instructional design in successful language learning in these online courses.
{"title":"The significance of instructional design: Analysis of content in Language MOOC forums","authors":"P. Díez-Arcón","doi":"10.29140/jaltcall.v19n1.773","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n1.773","url":null,"abstract":"Language MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format. The application of these theoretical advances should be reflected in the instructional design of the courses. This study is based on this premise and monitors the quality of the design of communication and discussion forums considering the different levels of engagement in a LMOOC, the accessibility, ease of navigation, assessment of learning processes, and support to participants in in the development of self-determination strategies. This is done by analysing the content of the forums and applying two instruments created upon the research needs. The results show the relevance of the instructional design of the forums in LMOOCs, and subsequently a suitable analytical framework is put forward, which can be easily replicated due to its simplicity and concreteness. This is the main contribution of this paper, since the elaboration of common analytical frameworks in LMOOC research strengthens the field and reinforces the significance of instructional design in successful language learning in these online courses.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46343025","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 : 2023-04-01DOI: 10.29140/jaltcall.v19n1.1016
Hsien-Chin Liou
This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project. While benefits of collaborative writing are confirmed in the literature, little is known about learners’ diversified emotions and L2 grit in the process, and the connections between interactions and their affective changes. Via a ten-week online collaborative writing project, two groups (n=6) out of 24 students provided peer feedback and worked together on their collective drafts. An emotion questionnaire and a grit questionnaire elicited the participants’ responses with their posts on emotions. Both groups showed much more positive emotions which may stimulate their motivation for task accomplishment with improved writing performance over time. The two groups demonstrated slight variations on interaction dynamics with mutuality or equality in active participation associated with their perseverance and interest on the writing tasks. Our study is among the first that examined both interactions and grit and emotions in online collaborative writing and shows success in two cases. The collaborative task design provides a chance for mutual scaffolding among peers. Future studies can design online collaborative writing tasks aiming to benefit EFL students’ writing performance while fostering positive feelings and more grit.
{"title":"Online interaction, emotions, and EFL learners’ grit in collaborative writing","authors":"Hsien-Chin Liou","doi":"10.29140/jaltcall.v19n1.1016","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n1.1016","url":null,"abstract":"This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project. While benefits of collaborative writing are confirmed in the literature, little is known about learners’ diversified emotions and L2 grit in the process, and the connections between interactions and their affective changes. Via a ten-week online collaborative writing project, two groups (n=6) out of 24 students provided peer feedback and worked together on their collective drafts. An emotion questionnaire and a grit questionnaire elicited the participants’ responses with their posts on emotions. Both groups showed much more positive emotions which may stimulate their motivation for task accomplishment with improved writing performance over time. The two groups demonstrated slight variations on interaction dynamics with mutuality or equality in active participation associated with their perseverance and interest on the writing tasks. Our study is among the first that examined both interactions and grit and emotions in online collaborative writing and shows success in two cases. The collaborative task design provides a chance for mutual scaffolding among peers. Future studies can design online collaborative writing tasks aiming to benefit EFL students’ writing performance while fostering positive feelings and more grit.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45670707","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 : 2023-04-01DOI: 10.29140/jaltcall.v19n1.675
A. Alruwaili
This paper describes the outcomes of a teacher-training course offered to inservice teachers in public education on the use of corpora in language education. The paper reports on a mixed method study that explores in-service teachers’ evaluation of an online seven-week course in corpus linguistics (CL). Data were gathered through surveys and open-ended questions. Seventy-one in-service teachers took part in this study and completed both pre- and post-course questionnaires. The main aim of the course was to introduce the main concepts of CL, including an exploration of CL tools and resources, and the use of CL in learning and teaching. The course presents a wide range of corpora, corpus-based materials, and tools. The participants had a positive reaction to the course and considered it useful and comprehensive, although they did not prefer the online delivery method for the practical sessions of the course. The participants acknowledged the usefulness of corpora in their classrooms as well as the possible difficulties they might face, which shows that they genuinely thought about applying corpora in their teaching contexts. Moreover, the participants showed a willingness for the future use of corpora. Offering such a course to in-service teachers using an online delivery method is not preferable, but a hybrid course may be more suitable and effective, given the variation in teachers’ computer and corpus literacy.
{"title":"An online training course on the use of corpora for teachers in public schools","authors":"A. Alruwaili","doi":"10.29140/jaltcall.v19n1.675","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n1.675","url":null,"abstract":"This paper describes the outcomes of a teacher-training course offered to inservice teachers in public education on the use of corpora in language education. The paper reports on a mixed method study that explores in-service teachers’ evaluation of an online seven-week course in corpus linguistics (CL). Data were gathered through surveys and open-ended questions. Seventy-one in-service teachers took part in this study and completed both pre- and post-course questionnaires. The main aim of the course was to introduce the main concepts of CL, including an exploration of CL tools and resources, and the use of CL in learning and teaching. The course presents a wide range of corpora, corpus-based materials, and tools. The participants had a positive reaction to the course and considered it useful and comprehensive, although they did not prefer the online delivery method for the practical sessions of the course. The participants acknowledged the usefulness of corpora in their classrooms as well as the possible difficulties they might face, which shows that they genuinely thought about applying corpora in their teaching contexts. Moreover, the participants showed a willingness for the future use of corpora. Offering such a course to in-service teachers using an online delivery method is not preferable, but a hybrid course may be more suitable and effective, given the variation in teachers’ computer and corpus literacy.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43265876","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 : 2023-01-15DOI: 10.15575/call.v4i2.14547
M. Ramdhan, Tenny Sudjatnika, Hasbi Assiddiqi
Movie is one of the media that has a significant impact on the dissemination of information and the transmission of messages to readers or the general public. This study aimed to discover moral value in "The Patriot" movie. This study aimed to discover how moral principles in the movie compare to those in the 18th century. This study also used a qualitative approach to acquire subjective evaluations by utilizing data sources, data collection techniques, data analysis techniques, and time and location. The primary data source was the movie "The Patriot," while secondary sources included the literature on moral issues, particularly the negative repercussions of the industrial revolution. According to the study, the movie "The Patriot" upholds moral principles such as respect, responsibility, fairness, tolerance, wisdom, helping one another, compassion, cooperation, courage, and self-assurance. The investigation came to the conclusion that there was a connection between the moral principles in the film The Patriot and the social circumstances of 18th-century British society. Keywords: social condition, moral values, movie
{"title":"MORAL VALUE IN THE PATRIOT MOVIE AND RELATION WITH 18th CENTURY","authors":"M. Ramdhan, Tenny Sudjatnika, Hasbi Assiddiqi","doi":"10.15575/call.v4i2.14547","DOIUrl":"https://doi.org/10.15575/call.v4i2.14547","url":null,"abstract":"Movie is one of the media that has a significant impact on the dissemination of information and the transmission of messages to readers or the general public. This study aimed to discover moral value in \"The Patriot\" movie. This study aimed to discover how moral principles in the movie compare to those in the 18th century. This study also used a qualitative approach to acquire subjective evaluations by utilizing data sources, data collection techniques, data analysis techniques, and time and location. The primary data source was the movie \"The Patriot,\" while secondary sources included the literature on moral issues, particularly the negative repercussions of the industrial revolution. According to the study, the movie \"The Patriot\" upholds moral principles such as respect, responsibility, fairness, tolerance, wisdom, helping one another, compassion, cooperation, courage, and self-assurance. The investigation came to the conclusion that there was a connection between the moral principles in the film The Patriot and the social circumstances of 18th-century British society. Keywords: social condition, moral values, movie","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88424015","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 : 2023-01-15DOI: 10.15575/call.v4i2.14537
Juliandri Santika Putra
This study aimed to describe role of represantement, object and interpretant in the cover of the novel Harry Potter And The Chamber of Secrets. This was a descriptive qualitative study. Data in the study were collected from the novel. It interprets that the signs and illustrations show fantasy which does not exist in real life. Colors which were discovered show the reality in the fantasy novel and the typography. The method uses to collect data was documentation with the following steps: (1) reading the novel, (2) interpreting the signs and colors displayed in the cover of the novel. In analyzing the data, the writer uses Peirce's theory of representation, object and interpretant for the main theory. The results of this study indicate that the signs, illustrations, typography and colors of the cover of the Harry Potter novel by J.K Rowling show the relationship between signs represented in one object, which has a strong and complementary character. The study concluded that the representation (sign) on the cover of the novel, while the object is the use of the image mark, such as place, cover title, publisher, player, and then Interpretation is the meaning about the sign. Keywords: semiotic, symbol, typography, color
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