This study explores both teachers’ and students’ perceptions regarding the teaching and learning of general education (GE) courses in an online environment, where activities such as pair work, group work, and discussion frequently feature. These activities typically necessitate a high level of interaction during class time. This presents an intriguing environment for studying both teachers’ and learners’ experiences due to the abrupt switch to online education in recent years. The participants included 10 Thai teachers of GE courses and 431 Thai and international undergraduates enrolled in the GE courses and taught via an online platform. Online questionnaires and interviews were used to obtain participants’ perceptions of both instructors’ and students’ experiences regarding online learning, particularly in terms of communication difficulties and potential intercultural communication difficulties. The data obtained from the online questionnaire was analyzed using descriptive statistics. The frequency count and the percentage were used for calculating and thematizing the numeric data. Interview data was transcribed, analyzed, and reported based on themes. Key quotes from the participants’ responses were collated and presented in a narrative. The findings revealed the students’ and the lecturers’ perceptions of the benefits of online teaching, challenges, and their future needs.
{"title":"The present state of online teaching of general education courses in terms of instructors’ and students’ experiences, needs, and challenges","authors":"Atipat Boonmoh, Thidaporn Jumpakate","doi":"10.46687/obmm9933","DOIUrl":"https://doi.org/10.46687/obmm9933","url":null,"abstract":"This study explores both teachers’ and students’ perceptions regarding the teaching and learning of general education (GE) courses in an online environment, where activities such as pair work, group work, and discussion frequently feature. These activities typically necessitate a high level of interaction during class time. This presents an intriguing environment for studying both teachers’ and learners’ experiences due to the abrupt switch to online education in recent years. The participants included 10 Thai teachers of GE courses and 431 Thai and international undergraduates enrolled in the GE courses and taught via an online platform. Online questionnaires and interviews were used to obtain participants’ perceptions of both instructors’ and students’ experiences regarding online learning, particularly in terms of communication difficulties and potential intercultural communication difficulties. The data obtained from the online questionnaire was analyzed using descriptive statistics. The frequency count and the percentage were used for calculating and thematizing the numeric data. Interview data was transcribed, analyzed, and reported based on themes. Key quotes from the participants’ responses were collated and presented in a narrative. The findings revealed the students’ and the lecturers’ perceptions of the benefits of online teaching, challenges, and their future needs.","PeriodicalId":509524,"journal":{"name":"Studies in Linguistics, Culture, and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139182069","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 Russian-Ukrainian War, which began in February 2022, has recently become a trend and attracted the attention of different news agencies. This paper examines the paratextual components of ten news articles on the Russian-Ukrainian War. The source articles are extracted from The Atlantic and Foreign Affairs, while the Arabic translation is retrieved from Al Jazeera website. In this paper, the narrative theory is adopted (Baker, 2018) since it is a dynamic and flexible approach that emphasizes the role of translators and interpreters as active participants in constructing reality. The English articles with their Arabic counterparts were compared, and the parts that were paratextually reframed in the translated versions were identified. Investigating how Al Jazeera reframed the Russian-Ukrainian War through translation, Al Jazeera appears to sometimes create different, diverse, and contradictory versions of the narrative. This may result in various and, sometimes, different views of the same story. The findings showed that the paratextual framing strategies utilized by Al Jazeera to reframe the Russian-Ukrainian War include titles, subheadings, introductions, and footnotes. The paper concludes that the war is framed in the source texts in line with the source media outlets‘ agenda and is then reframed in the target language through translation. The entire process might affect how the target audience views the event under study.
{"title":"Al Jazeera’s Para-Textual Reframing of The Atlantic and Foreign Affairs Coverage of The 2022 Russian-Ukrainian War","authors":"Karina AlOteibi, Ahmad S. Haider, Hadeel AlSaed","doi":"10.46687/rqth4999","DOIUrl":"https://doi.org/10.46687/rqth4999","url":null,"abstract":"The Russian-Ukrainian War, which began in February 2022, has recently become a trend and attracted the attention of different news agencies. This paper examines the paratextual components of ten news articles on the Russian-Ukrainian War. The source articles are extracted from The Atlantic and Foreign Affairs, while the Arabic translation is retrieved from Al Jazeera website. In this paper, the narrative theory is adopted (Baker, 2018) since it is a dynamic and flexible approach that emphasizes the role of translators and interpreters as active participants in constructing reality. The English articles with their Arabic counterparts were compared, and the parts that were paratextually reframed in the translated versions were identified. Investigating how Al Jazeera reframed the Russian-Ukrainian War through translation, Al Jazeera appears to sometimes create different, diverse, and contradictory versions of the narrative. This may result in various and, sometimes, different views of the same story. The findings showed that the paratextual framing strategies utilized by Al Jazeera to reframe the Russian-Ukrainian War include titles, subheadings, introductions, and footnotes. The paper concludes that the war is framed in the source texts in line with the source media outlets‘ agenda and is then reframed in the target language through translation. The entire process might affect how the target audience views the event under study.","PeriodicalId":509524,"journal":{"name":"Studies in Linguistics, Culture, and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139182503","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 aim of this paper is to analyze and compare the language used in the New Year’s addresses of the presidents of Bulgaria, Austria and Türkiye and describe the major differences in terms of topics and expressions used. The cross-linguistic critical analysis attempts to reveal both how the political background of the presidents is reflected in their speeches and how the different scope of powers these presidents possess influences the choice of topics and their linguistic means of expression. The presidents of Bulgaria, Austria and Türkiye come from different political traditions, namely the socialist tradition, the environmental movement and the Islamic-conservative tradition. True to historically close relations with Russia, Radev avoids taking sides when talking about the Russia-Ukrainian war. A former speaker of the Austrian Green Party, van der Bellen is the only one of the three presidents who mentions the climate crisis as one of the major challenges of the future. And only AKP’s leader Erdoğan resorts to constructing fears and referring to God’s help he is hoping to receive. While Radev and van der Bellen position themselves as observers of political and social life, Erdoğan primarily focuses on the achievements of his party. In terms of field of action, the speeches of Radev and van der Bellen can be determined as belonging to ‘Formation of public attitudes, opinions and will’. In Erdoğan’s speech, we find elements from ‘Formation of public attitudes, opinions and will’, ‘Political advertising’ and ‘Political executive and administration’.
{"title":"All just empty words/ leere Worte/ празни приказки/ boş laf? A cross-linguistic analysis of the New Year’s addresses of Rumen Radev, Alexander van der Bellen and Recep Tayyip Erdoğan","authors":"Silviya Dimitrova","doi":"10.46687/etyk5116","DOIUrl":"https://doi.org/10.46687/etyk5116","url":null,"abstract":"The aim of this paper is to analyze and compare the language used in the New Year’s addresses of the presidents of Bulgaria, Austria and Türkiye and describe the major differences in terms of topics and expressions used. The cross-linguistic critical analysis attempts to reveal both how the political background of the presidents is reflected in their speeches and how the different scope of powers these presidents possess influences the choice of topics and their linguistic means of expression. The presidents of Bulgaria, Austria and Türkiye come from different political traditions, namely the socialist tradition, the environmental movement and the Islamic-conservative tradition. True to historically close relations with Russia, Radev avoids taking sides when talking about the Russia-Ukrainian war. A former speaker of the Austrian Green Party, van der Bellen is the only one of the three presidents who mentions the climate crisis as one of the major challenges of the future. And only AKP’s leader Erdoğan resorts to constructing fears and referring to God’s help he is hoping to receive. While Radev and van der Bellen position themselves as observers of political and social life, Erdoğan primarily focuses on the achievements of his party. In terms of field of action, the speeches of Radev and van der Bellen can be determined as belonging to ‘Formation of public attitudes, opinions and will’. In Erdoğan’s speech, we find elements from ‘Formation of public attitudes, opinions and will’, ‘Political advertising’ and ‘Political executive and administration’.","PeriodicalId":509524,"journal":{"name":"Studies in Linguistics, Culture, and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139182973","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 article focuses on the problems which trainee teachers face in reflecting on observed lessons taught by experienced teachers. Observing and discussing live and recorded lessons is part of a practical module in a Bulgarian state university run together with a course in ELT methodology, with the aim of helping trainee-teachers link theory to practice in preparation for their school-based internship. The discussion is based on the results of 74 BA and MA trainee-teachers’ written assignments of a whole video lesson observation (with the task of identifying its stages, procedures, and the rationale behind them), and a follow-up collective feedback aimed at revealing the sources of identified problems. A checklist including targeted observation foci was used for collecting quantitative data related to the elements of the lesson which were identified and correctly interpreted by the participants. Data analysis revealed no significant differences between the results of BA and MA trainees, who experienced similar difficulties in recognizing teaching techniques and interpreting teacher’s actions in terms of ELT theory, perceiving the lesson as a coherent entity, and understanding the logic of its organisation. The post observation feedback provided some insights into the problems, suggesting that they might stem from insufficient theoretical preparation and the lasting impact of trainees’ native educational culture with its traditional models of teaching; factors which might lead to conscious rejection of practices perceived as strange or inappropriate for the local teaching context. The implications of the study are linked to possible measures for overcoming the challenges and enhancing trainees’ development of professional expertise.
{"title":"Lesson observation: the challenge of seeing beyond observable behaviours","authors":"Irina Ivanova","doi":"10.46687/wxcc7206","DOIUrl":"https://doi.org/10.46687/wxcc7206","url":null,"abstract":"The article focuses on the problems which trainee teachers face in reflecting on observed lessons taught by experienced teachers. Observing and discussing live and recorded lessons is part of a practical module in a Bulgarian state university run together with a course in ELT methodology, with the aim of helping trainee-teachers link theory to practice in preparation for their school-based internship. The discussion is based on the results of 74 BA and MA trainee-teachers’ written assignments of a whole video lesson observation (with the task of identifying its stages, procedures, and the rationale behind them), and a follow-up collective feedback aimed at revealing the sources of identified problems. A checklist including targeted observation foci was used for collecting quantitative data related to the elements of the lesson which were identified and correctly interpreted by the participants. Data analysis revealed no significant differences between the results of BA and MA trainees, who experienced similar difficulties in recognizing teaching techniques and interpreting teacher’s actions in terms of ELT theory, perceiving the lesson as a coherent entity, and understanding the logic of its organisation. The post observation feedback provided some insights into the problems, suggesting that they might stem from insufficient theoretical preparation and the lasting impact of trainees’ native educational culture with its traditional models of teaching; factors which might lead to conscious rejection of practices perceived as strange or inappropriate for the local teaching context. The implications of the study are linked to possible measures for overcoming the challenges and enhancing trainees’ development of professional expertise.","PeriodicalId":509524,"journal":{"name":"Studies in Linguistics, Culture, and FLT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139182083","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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