Pub Date : 2024-06-07DOI: 10.47752/sjell.72.22..27
Muhammad Ishtiaq Afsana Ferdous
The study examines the concept of deviation and conformity in Thomas Hardy’s The Return of the Native where the novel accounts about the lives of many characters as they struggle with their aspirations and society’s expectations against the stunning backdrop of Egdon Heath. The study also explores how the characters namely Clim Yeobright and the enigmatic Eustacia Vie negotiate reciprocal conflict between personal desires and social norms through careful textual analysis and contextual inquiry. Additionally, supporting figures like Digory Vane and Thomasine Yeobright offer opposing viewpoints on the effects of conformity and deviation. This study shows the timeless conflict between individual aspiration and communal conformity as it portrays in Hardy’s masterwork by examining the impact of Egdon Heath on the protagonists’ decisions.
{"title":"Exploring Deviation and Conformity in Thomas Hardy’s The Return of the Native","authors":"Muhammad Ishtiaq Afsana Ferdous","doi":"10.47752/sjell.72.22..27","DOIUrl":"https://doi.org/10.47752/sjell.72.22..27","url":null,"abstract":"The study examines the concept of deviation and conformity in Thomas Hardy’s The Return of the Native where the novel accounts about the lives of many characters as they struggle with their aspirations and society’s expectations against the stunning backdrop of Egdon Heath. The study also explores how the characters namely Clim Yeobright and the enigmatic Eustacia Vie negotiate reciprocal conflict between personal desires and social norms through careful textual analysis and contextual inquiry. Additionally, supporting figures like Digory Vane and Thomasine Yeobright offer opposing viewpoints on the effects of conformity and deviation. This study shows the timeless conflict between individual aspiration and communal conformity as it portrays in Hardy’s masterwork by examining the impact of Egdon Heath on the protagonists’ decisions.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":" 54","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374401","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}
Lovelyn C. Llanillo Sittie Fatma D. Inggo, Sittie Osaima K. Abdul Layka S. Alon, Kyla D. Lopez Aleah Casandra M. Magelna
The COVID-19 pandemic has affected people’s lives all across the world. The education sector is one of the areas of our society that has been most affected by the global pandemic caused by the novel coronavirus SARS-CoV-2. Due to the pandemic and to avoid being crowded inside the school premises, Sultan Kudarat State University (SKSU) ACCESS Campus implemented Rotational Blended Learning (RBL). This study employed the quantitative research method of (Creswell, 2012). A checklist-style questionnaire was conducted with 136 respondents. In order to identify the impact of Rotational Blended Learning (RBL) on student’s academic performance, the researchers compared the general point average (GPA) of the students before and after the implementation of RBL. The study reveals that students had a higher general point average (GPA) during online classes (M = 1.95, SD = 0.24) compared to when they experienced rotational blended learning (M = 2.27, SD = 0.27). In order to identify the impact of Rotational Blended Learning (RBL) on student’s mental state, the researchers used the DASS-21, "Depression, Anxiety, and Stress Scale," by Lovibond & Lovibond (1995), as cited in Llanillo (2021). The study reveals that student’s mental state after the implementation of RBL in terms of depression is moderate (M = 16.88, SD = 8.01), anxiety is severe (M = 19.01, SD = 5.14), and stress is mild (M = 23.97, SD = 8.13). The efficiency of online distance learning in terms of GPA against rotational blended learning has been proven. Therefore, it is recommended that online distance learning should be employed instead of rotational blended learning if another pandemic strikes our country again.
{"title":"Rotational Blended Learning (Rbl): Its Impact on Student’s Academic Performance and Mental State","authors":"Lovelyn C. Llanillo Sittie Fatma D. Inggo, Sittie Osaima K. Abdul Layka S. Alon, Kyla D. Lopez Aleah Casandra M. Magelna","doi":"10.47752/72.14.21","DOIUrl":"https://doi.org/10.47752/72.14.21","url":null,"abstract":"The COVID-19 pandemic has affected people’s lives all across the world. The education sector is one of the areas of our society that has been most affected by the global pandemic caused by the novel coronavirus SARS-CoV-2. Due to the pandemic and to avoid being crowded inside the school premises, Sultan Kudarat State University (SKSU) ACCESS Campus implemented Rotational Blended Learning (RBL). This study employed the quantitative research method of (Creswell, 2012). A checklist-style questionnaire was conducted with 136 respondents. In order to identify the impact of Rotational Blended Learning (RBL) on student’s academic performance, the researchers compared the general point average (GPA) of the students before and after the implementation of RBL. The study reveals that students had a higher general point average (GPA) during online classes (M = 1.95, SD = 0.24) compared to when they experienced rotational blended learning (M = 2.27, SD = 0.27). In order to identify the impact of Rotational Blended Learning (RBL) on student’s mental state, the researchers used the DASS-21, \"Depression, Anxiety, and Stress Scale,\" by Lovibond & Lovibond (1995), as cited in Llanillo (2021). The study reveals that student’s mental state after the implementation of RBL in terms of depression is moderate (M = 16.88, SD = 8.01), anxiety is severe (M = 19.01, SD = 5.14), and stress is mild (M = 23.97, SD = 8.13). The efficiency of online distance learning in terms of GPA against rotational blended learning has been proven. Therefore, it is recommended that online distance learning should be employed instead of rotational blended learning if another pandemic strikes our country again.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":"2 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141388086","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}
Lovelyn C. Llanillo Catherine D. Pauya, Jenny Rose S. Villaflor, Almark S. Felicity Florence B. Ruaya
The study was conducted in Tacurong National High School Barangay New Isabela, Tacurong City. The study used quantitative research to determine the details needed, using the survey questionnaire. The research design used in this study was descriptive statistics. Slovin’s formula determined the number of samples from the general population. This study utilized the random sampling technique by employing numerous straightforward cluster sampling approaches. On the other hand, the mean, standard deviation, frequency count, percentage distribution, and correlation were used to assess the study’s respondents’ responses. Based on the findings and conclusions of the study, the researchers present the following recommendations; in the level of implementation, the researchers found out that the school’s performance during the implementation of the modular learning platform was high as satisfactory, but it partly reflects the performance of the students. Thus, the curricularists must evaluate the integrated curricula and formulate a more effective aid of teaching using this study as the basis for better integration. The school must further focus on the student’s learning and come up with more effective strategies that will help the students to be more active and productive even with distance learning. Given that the cognitive skills development of the students was low as unsure, the researchers suggest that the Department of Education must focus on learner consultations for modular teaching approach-built confusion in identifying their learning capacities and this may result in low academic performance. Future researchers may further research large-scale and more specific studies aligned with this topic.
该研究在塔库隆市新伊莎贝拉镇塔库隆国家高中（Tacurong National High School Barangay New Isabela）进行。本研究采用定量研究法，通过调查问卷确定所需的详细信息。本研究采用的研究设计是描述性统计。斯洛文公式确定了从总体人口中抽取样本的数量。本研究利用随机抽样技术，采用了大量直接的分组抽样方法。另一方面，平均值、标准差、频率计数、百分比分布和相关性被用来评估受访者的回答。根据研究结果和结论，研究人员提出了以下建议；在实施水平方面，研究人员发现，学校在实施模块化学习平台期间的表现令人满意，但这也部分反映了学生的表现。因此，课程设置者必须对综合课程进行评估，并以本研究为基础制定更有效的教学辅助工具，以更好地进行综合教学。学校必须进一步关注学生的学习，并制定更有效的策略，帮助学生在远程学习中也能更加积极主动，取得更好的成绩。鉴于学生的认知技能发展水平较低，研究人员建议，教育部必须重视学生咨询，采用模块化教学方法，因为学生在确定自己的学习能力方面存在困惑，这可能会导致学习成绩低下。未来的研究人员可以进一步开展与这一主题相一致的大规模和更具体的研究。
{"title":"Modular Learning Platform Implementation and Cognitive Skills Development of Senior High School Students","authors":"Lovelyn C. Llanillo Catherine D. Pauya, Jenny Rose S. Villaflor, Almark S. Felicity Florence B. Ruaya","doi":"10.47752/sjell.64.86.92","DOIUrl":"https://doi.org/10.47752/sjell.64.86.92","url":null,"abstract":"The study was conducted in Tacurong National High School Barangay New Isabela, Tacurong City. The study used quantitative research to determine the details needed, using the survey questionnaire. The research design used in this study was descriptive statistics. Slovin’s formula determined the number of samples from the general population. This study utilized the random sampling technique by employing numerous straightforward cluster sampling approaches. On the other hand, the mean, standard deviation, frequency count, percentage distribution, and correlation were used to assess the study’s respondents’ responses. Based on the findings and conclusions of the study, the researchers present the following recommendations; in the level of implementation, the researchers found out that the school’s performance during the implementation of the modular learning platform was high as satisfactory, but it partly reflects the performance of the students. Thus, the curricularists must evaluate the integrated curricula and formulate a more effective aid of teaching using this study as the basis for better integration. The school must further focus on the student’s learning and come up with more effective strategies that will help the students to be more active and productive even with distance learning. Given that the cognitive skills development of the students was low as unsure, the researchers suggest that the Department of Education must focus on learner consultations for modular teaching approach-built confusion in identifying their learning capacities and this may result in low academic performance. Future researchers may further research large-scale and more specific studies aligned with this topic.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140199","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}
This study investigated some psychological barriers like anxiety and stress due to which EFL adult learners hesitate to talk in their English classes. It also suggested some strategies to facilitate opportunities for learners to feel free and talk. A sample of 30 learners was selected out of a population of 90, in the age range of 20-45. They were learning English at Safir English Language Institute in Rasht, Iran. They were then divided into two groups: experimental and control. The results revealed that most of the participants in the control group suffered from stress and anxiety. In conclusion, English teachers were required to learn and use stress-relief strategies and facilitate speaking for EFL adult learners in order to lead them to a higher proficiency level in their oral performance, especially those who find having conversations embarrassing and try not to get involved in such interactions.
{"title":"The Enhancement of Speaking Opportunities Through Stress-Relief Strategies among EFL Elementary Adult Learners","authors":"Majid Pourmohammadi Farkhondeh Farahnak","doi":"10.47752/sjell.63.47.53","DOIUrl":"https://doi.org/10.47752/sjell.63.47.53","url":null,"abstract":"This study investigated some psychological barriers like anxiety and stress due to which EFL adult learners hesitate to talk in their English classes. It also suggested some strategies to facilitate opportunities for learners to feel free and talk. A sample of 30 learners was selected out of a population of 90, in the age range of 20-45. They were learning English at Safir English Language Institute in Rasht, Iran. They were then divided into two groups: experimental and control. The results revealed that most of the participants in the control group suffered from stress and anxiety. In conclusion, English teachers were required to learn and use stress-relief strategies and facilitate speaking for EFL adult learners in order to lead them to a higher proficiency level in their oral performance, especially those who find having conversations embarrassing and try not to get involved in such interactions.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115510026","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}
Suwari God’stime Samuel, Ugo Panebi, Osemene Emizibo Samuel
The study examined the entrepreneurship skills required by youths for effective participation in the honey production occupation in Bayelsa State, Nigeria. The study adopted the descriptive research design. The population for the study, comprised 150 respondents, comprising 70 male and 80 female students of the agricultural education unit in the Department of Vocational and Technology Education, Faculty of Education, Niger Delta University, Bayelsa State, Nigeria from the four different levels viz: 100, 200, 300 and 400 in the 2018/2019 session. The instrument for data collection was a 54-item structured questionnaire on a 4-point rating scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) with corresponding numerical values of 4, 3, 2, and 1 respectively. The instrument was face-validated by three experts and the Cronbach alpha reliability method was used which yielded a reliability coefficient of 0.62. The data collected were analyzed using weighted mean score while t-test statistics was used for testing the null hypotheses at 0.05 level of significance. The study identified eleven apiculture planning skills, sixteen apiculture management skills, ten preparatory skills for harvesting honey and eleven honey processing skills. There was no significant difference in the mean responses of male and female students of agricultural education on the entrepreneurship skills required by youths for honey production occupation. Based on the findings, the study recommends, among others, that trainers should redouble their efforts to equip learners with entrepreneurship skills in apiculture enterprise. Also, government should intensify campaigns to encourage youths into honey production occupation.
{"title":"Entrepreneurship Skills Required by Youths for Effective Participation in Honey Production Occupation in Bayelsa State, Nigeria","authors":"Suwari God’stime Samuel, Ugo Panebi, Osemene Emizibo Samuel","doi":"10.47752/sjell.62.37.46","DOIUrl":"https://doi.org/10.47752/sjell.62.37.46","url":null,"abstract":"The study examined the entrepreneurship skills required by youths for effective participation in the honey production occupation in Bayelsa State, Nigeria. The study adopted the descriptive research design. The population for the study, comprised 150 respondents, comprising 70 male and 80 female students of the agricultural education unit in the Department of Vocational and Technology Education, Faculty of Education, Niger Delta University, Bayelsa State, Nigeria from the four different levels viz: 100, 200, 300 and 400 in the 2018/2019 session. The instrument for data collection was a 54-item structured questionnaire on a 4-point rating scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) with corresponding numerical values of 4, 3, 2, and 1 respectively. The instrument was face-validated by three experts and the Cronbach alpha reliability method was used which yielded a reliability coefficient of 0.62. The data collected were analyzed using weighted mean score while t-test statistics was used for testing the null hypotheses at 0.05 level of significance. The study identified eleven apiculture planning skills, sixteen apiculture management skills, ten preparatory skills for harvesting honey and eleven honey processing skills. There was no significant difference in the mean responses of male and female students of agricultural education on the entrepreneurship skills required by youths for honey production occupation. Based on the findings, the study recommends, among others, that trainers should redouble their efforts to equip learners with entrepreneurship skills in apiculture enterprise. Also, government should intensify campaigns to encourage youths into honey production occupation.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124065485","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}
The study investigated the extent to which parental factor act as a leverage for adolescents’ criminal behaviour in South-West, Nigeria. Parental factor includes Parenting styles, Parental criminality, Parent educational achievement, Family type,, Family conflict, and Family financial capability. The Ex-post facto research design was adopted for the study. The simple random as well as purposive sampling technique was used to select adolescents in Juvenile correctional centres and Medium correctional services across South-West Nigeria. A total of 240 participants took part in the study, while data was collected through the responses from the respondents to the Adolescents Criminal Exposure Behaviour Questionnaire (ACEBQ). The data collected was analyzed using the Univariate Analysis of variance [UNIANOVA] at 0.05 level of significance. A significant F- value ( F=4.551:P <0.0 5) The findings revealed that parental factor significantly disposed adolescents in Southwest Nigeria to criminal behaviours and exposure to correctional institutions. This study concluded that parents and guardians need to have firm grip on their wards, so as to prevent them from being negatively influenced by criminally inclined adolescents. The issue of family planning should also be taken seriously, if possible government should mandate couples not to have more than 2 children irrespective of their gender and teaching on dangers and consequences of divorce should be constituted into the counselling sessions for intending couples during their joining at the marriage registry. This is because it was revealed in the course of this research that majority of the adolescents inmates in the correctional institutions visited, were not from intact homes.
{"title":"Parental Factor as a Leverage For Adolescents' Criminal Behaviour In South-West, Nigeria","authors":"Dosunmu Simeon A., Sowunmi Rhoda O","doi":"10.47752/sjell.52.30.37","DOIUrl":"https://doi.org/10.47752/sjell.52.30.37","url":null,"abstract":"The study investigated the extent to which parental factor act as a leverage for adolescents’ criminal behaviour in South-West, Nigeria. Parental factor includes Parenting styles, Parental criminality, Parent educational achievement, Family type,, Family conflict, and Family financial capability. The Ex-post facto research design was adopted for the study. The simple random as well as purposive sampling technique was used to select adolescents in Juvenile correctional centres and Medium correctional services across South-West Nigeria. A total of 240 participants took part in the study, while data was collected through the responses from the respondents to the Adolescents Criminal Exposure Behaviour Questionnaire (ACEBQ). The data collected was analyzed using the Univariate Analysis of variance [UNIANOVA] at 0.05 level of significance. A significant F- value ( F=4.551:P <0.0 5) The findings revealed that parental factor significantly disposed adolescents in Southwest Nigeria to criminal behaviours and exposure to correctional institutions. This study concluded that parents and guardians need to have firm grip on their wards, so as to prevent them from being negatively influenced by criminally inclined adolescents. The issue of family planning should also be taken seriously, if possible government should mandate couples not to have more than 2 children irrespective of their gender and teaching on dangers and consequences of divorce should be constituted into the counselling sessions for intending couples during their joining at the marriage registry. This is because it was revealed in the course of this research that majority of the adolescents inmates in the correctional institutions visited, were not from intact homes.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122904507","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}
This article aims to show children’s books written about children who is living in the Israeli Gaza envelop Since 2001, the residents of the Otef Gaza have lived under the shadow of a continuous security threat, during which five rounds of fighting took place. ‘Red Colour’ is a code name for an alarm that signals people to enter a protected space (shelter). About 20 children’s books have been written on this subject, which allows young readers to examine complex realities through the experiences of literary characters and to engage in cognitive and emotional processing without being directly exposed to the experiences. The research methodology is based on a hermeneutic analysis, which examines the social and cultural processes. Three themes emerge which emphasize the poetic dimension of the use of the concept of the color ‘red’: (1) the symbolic dimension of the concept of “red colour” and (2) the transition from a state of routine to a state of emergency.
{"title":"The ‘Red Colour’ that Cracks Children’s Souls: A Glimpse of Life in the ‘Otef Gaza’ in Israeli Children’s Books","authors":"L. Baratz","doi":"10.47752/sjell.61.20.29","DOIUrl":"https://doi.org/10.47752/sjell.61.20.29","url":null,"abstract":"This article aims to show children’s books written about children who is living in the Israeli Gaza envelop Since 2001, the residents of the Otef Gaza have lived under the shadow of a continuous security threat, during which five rounds of fighting took place. ‘Red Colour’ is a code name for an alarm that signals people to enter a protected space (shelter). About 20 children’s books have been written on this subject, which allows young readers to examine complex realities through the experiences of literary characters and to engage in cognitive and emotional processing without being directly exposed to the experiences. The research methodology is based on a hermeneutic analysis, which examines the social and cultural processes. Three themes emerge which emphasize the poetic dimension of the use of the concept of the color ‘red’: (1) the symbolic dimension of the concept of “red colour” and (2) the transition from a state of routine to a state of emergency.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116892181","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}
Emerging technologies have brought about major changes in the teaching and learning processes, and there is no doubt that the rapid growth of technology has significantly changed the way English teachers transfer knowledge to their students. Accordingly, this study investigated the effect of MALL using Tiny Cards app on Iranian intermediate EFL learners’ vocabulary learning and retention. It was a quantitative research employing a quasi-experimental design. Forty intermediate EFL learners, taking English course at Farzan English Language Institute, Rasht, Iran, were selected as homogeneous participants based on Quick Placement Test. Next, they were non-randomly divided into one experimental group (N = 20) and one control group (N = 20). Before the onset of treatment, a pretest of vocabulary was administered to certify the learners’ initial knowledge of vocabulary items. The groups then received the treatment on their vocabulary for eight sessions. The experimental group received instruction of vocabulary through Tiny Cards app. The control group, however, received the same items but approached them through traditional method of instruction without MALL. Overall, the results of independent-samples t-tests for the posttest and delayed posttest of vocabulary revealed that there was a statistically significant difference between the two groups in their performance on the posttest and delayed posttest of vocabulary learning and retention. Finally, it was concluded that the findings can be utilized by the teachers, materials developers, and education authorities to provide Iranian EFL learners with MALL vocabulary instruction.
{"title":"The Effect of Mobile-Assisted Language Learning Using Tiny Cards App on Iranian Intermediate EFL Learners’ Vocabulary Learning and Retention","authors":"Zahra Anvarpour Dero, Majid Pourmohammadi","doi":"10.47752/sjell.61.12.19","DOIUrl":"https://doi.org/10.47752/sjell.61.12.19","url":null,"abstract":"Emerging technologies have brought about major changes in the teaching and learning processes, and there is no doubt that the rapid growth of technology has significantly changed the way English teachers transfer knowledge to their students. Accordingly, this study investigated the effect of MALL using Tiny Cards app on Iranian intermediate EFL learners’ vocabulary learning and retention. It was a quantitative research employing a quasi-experimental design. Forty intermediate EFL learners, taking English course at Farzan English Language Institute, Rasht, Iran, were selected as homogeneous participants based on Quick Placement Test. Next, they were non-randomly divided into one experimental group (N = 20) and one control group (N = 20). Before the onset of treatment, a pretest of vocabulary was administered to certify the learners’ initial knowledge of vocabulary items. The groups then received the treatment on their vocabulary for eight sessions. The experimental group received instruction of vocabulary through Tiny Cards app. The control group, however, received the same items but approached them through traditional method of instruction without MALL. Overall, the results of independent-samples t-tests for the posttest and delayed posttest of vocabulary revealed that there was a statistically significant difference between the two groups in their performance on the posttest and delayed posttest of vocabulary learning and retention. Finally, it was concluded that the findings can be utilized by the teachers, materials developers, and education authorities to provide Iranian EFL learners with MALL vocabulary instruction.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":"37 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126167834","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}
This study aimed at establishing stakeholders’ perceptions of factors affecting the teaching and learning of Early Childhood Development (ECD) children in Marondera Urban, Zimbabwe. The study adopted the case study design to provide a detailed understanding of the views voiced by respondents, who included school heads, ECD teachers, and SDC members who represented the community. Questionnaires were administered on ECD teachers while school heads and SDC members were interviewed. Documents on staffing and enrolment were accessed to substantiate claims made by respondents in questionnaires and interviews. A total population of 156 respondents was of interest to this study. The researchers selected 8 primary school heads, 56 ECD teachers and 10 School Development Committee (SDC) members adding up to 74 sampled respondents selected through random sampling. Some of the major findings were that in some instances, unqualified ECD teachers were being recruited as highlighted by most respondents. Most of school heads provided appropriate supervision and guidance to ECD teachers and this positively affected the teaching and learning. Poor remuneration for ECD teachers was negatively affecting the teaching and learning of ECD learners although in some instances NGOs chipped in with some incentives to motivate the ECD teachers. Since the teacher-pupil ratio was higher than what was expected, coupled with the shortage or resources such as furniture, textbooks, workbooks, and other teaching and learning materials at school, this hindered effective teaching and learning of ECD children. The study recommended that there should be more training to ECD teachers so that they become professional personal in the teaching and learning of ECD children to avoid developmental delays. There should be workshops that have to be held at ECD centres especially on the development of ECD children mostly to the para-professional to gain experience. School heads should continue assessing, monitoring, and supervising their ECD teachers to maintain guidance and for the better development of ECD children.
{"title":"Stakeholders` Perceptions of the Factors Affecting the Teaching and Learning of Early Childhood Development Learners in Marondera Urban","authors":"Beatrice Tayengwa, Richard Bukaliya","doi":"10.47752/sjell.61.1.11","DOIUrl":"https://doi.org/10.47752/sjell.61.1.11","url":null,"abstract":"This study aimed at establishing stakeholders’ perceptions of factors affecting the teaching and learning of Early Childhood Development (ECD) children in Marondera Urban, Zimbabwe. The study adopted the case study design to provide a detailed understanding of the views voiced by respondents, who included school heads, ECD teachers, and SDC members who represented the community. Questionnaires were administered on ECD teachers while school heads and SDC members were interviewed. Documents on staffing and enrolment were accessed to substantiate claims made by respondents in questionnaires and interviews. A total population of 156 respondents was of interest to this study. The researchers selected 8 primary school heads, 56 ECD teachers and 10 School Development Committee (SDC) members adding up to 74 sampled respondents selected through random sampling. Some of the major findings were that in some instances, unqualified ECD teachers were being recruited as highlighted by most respondents. Most of school heads provided appropriate supervision and guidance to ECD teachers and this positively affected the teaching and learning. Poor remuneration for ECD teachers was negatively affecting the teaching and learning of ECD learners although in some instances NGOs chipped in with some incentives to motivate the ECD teachers. Since the teacher-pupil ratio was higher than what was expected, coupled with the shortage or resources such as furniture, textbooks, workbooks, and other teaching and learning materials at school, this hindered effective teaching and learning of ECD children. The study recommended that there should be more training to ECD teachers so that they become professional personal in the teaching and learning of ECD children to avoid developmental delays. There should be workshops that have to be held at ECD centres especially on the development of ECD children mostly to the para-professional to gain experience. School heads should continue assessing, monitoring, and supervising their ECD teachers to maintain guidance and for the better development of ECD children.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128976366","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}
(Nigerian) Pidgin is the number one lingua franca in Nigeria and West Africa, but determining its status and family is not straightforward, often controversial. This paper sets out to establish the status and descriptive labels of Nigerian Pidgin in use, teaching and linguistics to show that the real identity and status of the language is yet beclouded by nebulous typology and terminology of Nigerian English and world Englishes. The paper critically examines the sociolinguistic factors that constrain some linguists and laypeople worldwide to treat Naija as a nonstandard variety of Nigerian English, hence Nigerian Pidgin English (NPE) or Pidgin English (PE), and why it should be treated as a language different from English though English is its major lexifier. The paper used observation, usage/use examples and data from secondary sources and concluded that the language is not a variety of Nigerian English or world Englishes, thus proposing a new typology of Afro-Anglo or Afro-Euro-Asian Family of languages for world Pidgins and Creoles. The paper recommends that (i) users and teachers of the language should treat it as a language of its own and avoid using labels such as Pidgin English, Broken English, etc., which are derogatory, (ii) spell the word “Pidgin” or “Creole” always beginning with a capital letter, as is the rule for spelling the name of any language, (iii) universities in Nigeria as a matter of urgency should establish the department of Nigerian Pidgin and Literature to give full attention to its study, as in the case of Department of English and Literature in Nigerian Universities and (iv) it should be used in teaching.
{"title":"Is the Nigerian Pidgin Bread Being Buttered or Battered in Linguistics, Teaching and Use Worldwide?","authors":"Omowumi Olabode Steven Ekundayo","doi":"10.47752/sjell.54.80.90","DOIUrl":"https://doi.org/10.47752/sjell.54.80.90","url":null,"abstract":"(Nigerian) Pidgin is the number one lingua franca in Nigeria and West Africa, but determining its status and family is not straightforward, often controversial. This paper sets out to establish the status and descriptive labels of Nigerian Pidgin in use, teaching and linguistics to show that the real identity and status of the language is yet beclouded by nebulous typology and terminology of Nigerian English and world Englishes. The paper critically examines the sociolinguistic factors that constrain some linguists and laypeople worldwide to treat Naija as a nonstandard variety of Nigerian English, hence Nigerian Pidgin English (NPE) or Pidgin English (PE), and why it should be treated as a language different from English though English is its major lexifier. The paper used observation, usage/use examples and data from secondary sources and concluded that the language is not a variety of Nigerian English or world Englishes, thus proposing a new typology of Afro-Anglo or Afro-Euro-Asian Family of languages for world Pidgins and Creoles. The paper recommends that (i) users and teachers of the language should treat it as a language of its own and avoid using labels such as Pidgin English, Broken English, etc., which are derogatory, (ii) spell the word “Pidgin” or “Creole” always beginning with a capital letter, as is the rule for spelling the name of any language, (iii) universities in Nigeria as a matter of urgency should establish the department of Nigerian Pidgin and Literature to give full attention to its study, as in the case of Department of English and Literature in Nigerian Universities and (iv) it should be used in teaching.","PeriodicalId":404858,"journal":{"name":"Sumerianz Journal of Education, Linguistics and Literature","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134575231","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}
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