The main goal of using Automated Writing Evaluation (AWE) instruments is to help language learners learn more quickly and more effectively. In addition to assigning writing-related assignments, these technologies give language learners a suitable forum where they can receive general comments on their written pieces. In the same vein as the benefits of using AWE instruments, this study aims to comprehend foreign language e-learners' perspectives regarding the impact of these tools in their learning environment. Sixty-seven (67) research participants, who are currently e-learning foreign languages at King Khalid University, participated in an online survey to achieve this fundamental goal. Their answers to the questions were compiled and presented using a quantitative method, and they serve as the foundation for the research results. Moreover, the data distribution was precisely computed using a descriptive statistics table. Nonetheless, the study's findings demonstrate that AWE tools come with suitable measurements that non-native English speakers might utilize to improve their writing skills. This is predicated on the scoring propensity and feedback propensity—two crucial aspects of these instruments. Additionally, the study shows that e-learners occasionally run into difficulties when using these resources, which are mostly remediable by the programmers of these applications as well as language teachers. Lastly, to achieve a balance in the appropriate integration and use of AWE tools in the language educational setting, this research recommends using these tools in addition to human feedback and instruction.
{"title":"Investigating the impact of automated instruments used for assessing the writing skill: Perspectives of language e-learners","authors":"M. Khasawneh","doi":"10.58256/4fd2qt78","DOIUrl":"https://doi.org/10.58256/4fd2qt78","url":null,"abstract":"The main goal of using Automated Writing Evaluation (AWE) instruments is to help language learners learn more quickly and more effectively. In addition to assigning writing-related assignments, these technologies give language learners a suitable forum where they can receive general comments on their written pieces. In the same vein as the benefits of using AWE instruments, this study aims to comprehend foreign language e-learners' perspectives regarding the impact of these tools in their learning environment. Sixty-seven (67) research participants, who are currently e-learning foreign languages at King Khalid University, participated in an online survey to achieve this fundamental goal. Their answers to the questions were compiled and presented using a quantitative method, and they serve as the foundation for the research results. Moreover, the data distribution was precisely computed using a descriptive statistics table. Nonetheless, the study's findings demonstrate that AWE tools come with suitable measurements that non-native English speakers might utilize to improve their writing skills. This is predicated on the scoring propensity and feedback propensity—two crucial aspects of these instruments. Additionally, the study shows that e-learners occasionally run into difficulties when using these resources, which are mostly remediable by the programmers of these applications as well as language teachers. Lastly, to achieve a balance in the appropriate integration and use of AWE tools in the language educational setting, this research recommends using these tools in addition to human feedback and instruction.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140733653","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 purpose of this article is to examine Caryl Churchill's play ‘Owners’ through the lens of feminism. The play was created mostly in response to the ideas of the feminist movement of the 1960s - 1970s, which examines many of the similar themes. As one of the most influential feminists of her day, Simone de Beauvoir's opinions on women are discussed in relation to the play. Churchill places strong female characters front and centre and explores male power from several angles. In addition to in depth discussions on the previously mentioned aspects, the present research study covers a brief overview of contemporary feminism overall. It also questions the effects of patriarchy and the socially defined positions of women in Churchill's ‘Owners’. As a consequence, it becomes clear that the dramatist highlights and displays the issues facing women of her day while also highlighting the significance of women's economic and emotional independence.
本文旨在从女权主义的视角审视卡里尔-丘吉尔（Caryl Churchill）的剧本《业主》。该剧主要是为了响应 20 世纪 60-70 年代女权运动的思想而创作的，其中探讨了许多类似的主题。作为当时最有影响力的女权主义者之一，西蒙娜-德-波伏娃（Simone de Beauvoir）关于女性的观点在剧中得到了讨论。丘吉尔将强势的女性角色置于中心位置，并从多个角度探讨了男性权力。除了对前面提到的方面进行深入讨论外，本研究还对当代女权主义的整体情况进行了简要概述。研究还质疑了父权制的影响以及丘吉尔《主人公》中女性的社会地位。因此，我们可以清楚地看到，剧作家在强调女性经济和情感独立的重要性的同时，也强调并展示了当时女性所面临的问题。
{"title":"Reflection of gender divisions and feminine consciousness in Caryl Churchill’s ‘Owners’","authors":"Mehrunnisa M. Yunus, Tribhuwan Kumar","doi":"10.58256/h52ncn63","DOIUrl":"https://doi.org/10.58256/h52ncn63","url":null,"abstract":"The purpose of this article is to examine Caryl Churchill's play ‘Owners’ through the lens of feminism. The play was created mostly in response to the ideas of the feminist movement of the 1960s - 1970s, which examines many of the similar themes. As one of the most influential feminists of her day, Simone de Beauvoir's opinions on women are discussed in relation to the play. Churchill places strong female characters front and centre and explores male power from several angles. In addition to in depth discussions on the previously mentioned aspects, the present research study covers a brief overview of contemporary feminism overall. It also questions the effects of patriarchy and the socially defined positions of women in Churchill's ‘Owners’. As a consequence, it becomes clear that the dramatist highlights and displays the issues facing women of her day while also highlighting the significance of women's economic and emotional independence.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239043","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}
Hollywood science fiction movies from "Ready Player One" to "FREE GUY" have all scored good box office results, while Japan's Hatsune Miku has gained a huge global fan base. They all have one thing in common, or what can be called a common denominator: the presence of avatars in the main roles. Currently, both Venom, a hybrid art figure made of virtual and real people and GUY, a virtual art figure made of pure AI animation, are extremely popular, and both are in line with the current hot meta-universe concept, with natural similarity. If Venom, a combination of virtual and real people, can be a virtual idol, then this virtual image is synthesized by pure AI animation, both of them can be a new kind of virtual "idol", and this article aims to put this kind of pure virtual image into the category of film and media idol research, and explore their value under the concept of the metaverse and The purpose of this article is to investigate the value of these pure avatars in the context of the metaverse concept and the feasibility of their development.
{"title":"Hybrid Idol in Virtual Idols: Constructing a New Perspective on Idol Studies in Film and Media","authors":"Jun Dong, Kamal Sabran","doi":"10.58256/jvx4ck11","DOIUrl":"https://doi.org/10.58256/jvx4ck11","url":null,"abstract":"Hollywood science fiction movies from \"Ready Player One\" to \"FREE GUY\" have all scored good box office results, while Japan's Hatsune Miku has gained a huge global fan base. They all have one thing in common, or what can be called a common denominator: the presence of avatars in the main roles. Currently, both Venom, a hybrid art figure made of virtual and real people and GUY, a virtual art figure made of pure AI animation, are extremely popular, and both are in line with the current hot meta-universe concept, with natural similarity. If Venom, a combination of virtual and real people, can be a virtual idol, then this virtual image is synthesized by pure AI animation, both of them can be a new kind of virtual \"idol\", and this article aims to put this kind of pure virtual image into the category of film and media idol research, and explore their value under the concept of the metaverse and The purpose of this article is to investigate the value of these pure avatars in the context of the metaverse concept and the feasibility of their development.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140431037","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 paper examines the reflection of semes of energy terms in different scientific contexts and the semantic relationship between them according to their constant and potential semes. The aim of this study is to determine the semantic characteristics and functions of terms and the relationship between them in different contexts which play an important role for the formation of modern terminological thesaurus dictionaries. Componential and contextual semantic analyses were carried out based on 100 scientific articles of energy industry and other closely-related fields. It is concluded that the key terms for a certain text constitute a kind of scheme (scenario), according to which the presentation of scientific texts unfolds. The content and composition of each of the selected scenarios is determined by the title of an article and the aspect of the presentation by the authors. The typological description of the scenarios in the article is based, on the one hand, on the indication of the composition of the given scenario, and on the other hand, on the analysis of the content of each of the allocated compositional fragments.
{"title":"The componential semantic reflection of Russian energy industry terms in scientific articles","authors":"May Chan Myae Zaw, Polina Nikolaevna Alpatova","doi":"10.58256/d498dh32","DOIUrl":"https://doi.org/10.58256/d498dh32","url":null,"abstract":"This paper examines the reflection of semes of energy terms in different scientific contexts and the semantic relationship between them according to their constant and potential semes. The aim of this study is to determine the semantic characteristics and functions of terms and the relationship between them in different contexts which play an important role for the formation of modern terminological thesaurus dictionaries. Componential and contextual semantic analyses were carried out based on 100 scientific articles of energy industry and other closely-related fields. It is concluded that the key terms for a certain text constitute a kind of scheme (scenario), according to which the presentation of scientific texts unfolds. The content and composition of each of the selected scenarios is determined by the title of an article and the aspect of the presentation by the authors. The typological description of the scenarios in the article is based, on the one hand, on the indication of the composition of the given scenario, and on the other hand, on the analysis of the content of each of the allocated compositional fragments. ","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959487","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 delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.
{"title":"Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators","authors":"Mouna Abou Assali","doi":"10.58256/et4a4a30","DOIUrl":"https://doi.org/10.58256/et4a4a30","url":null,"abstract":"This article delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795678","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 delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.
{"title":"Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators","authors":"Mouna Abou Assali","doi":"10.58256/et4a4a30","DOIUrl":"https://doi.org/10.58256/et4a4a30","url":null,"abstract":"This article delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855430","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 civil protection of trademarks in the United Arab Emirates is governed by Federal Law No. 37 of 1992 on Trademarks. This law outlines the legal framework for registering, protecting, and enforcing trademarks in the UAE. It provides trademark owners with the legal tools to safeguard their intellectual property rights and take appropriate measures in case of any infringement or unauthorised use of their trademarks. The law plays a crucial role in maintaining a fair and competitive business environment while ensuring the country's intellectual property protection.
{"title":"The civil protection of trademarks according to the UAE law","authors":"Nadia Yas, Hani Abdurahim, Mohammed Njim","doi":"10.58256/safv7f55","DOIUrl":"https://doi.org/10.58256/safv7f55","url":null,"abstract":"The civil protection of trademarks in the United Arab Emirates is governed by Federal Law No. 37 of 1992 on Trademarks. This law outlines the legal framework for registering, protecting, and enforcing trademarks in the UAE. It provides trademark owners with the legal tools to safeguard their intellectual property rights and take appropriate measures in case of any infringement or unauthorised use of their trademarks. The law plays a crucial role in maintaining a fair and competitive business environment while ensuring the country's intellectual property protection.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139858019","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 civil protection of trademarks in the United Arab Emirates is governed by Federal Law No. 37 of 1992 on Trademarks. This law outlines the legal framework for registering, protecting, and enforcing trademarks in the UAE. It provides trademark owners with the legal tools to safeguard their intellectual property rights and take appropriate measures in case of any infringement or unauthorised use of their trademarks. The law plays a crucial role in maintaining a fair and competitive business environment while ensuring the country's intellectual property protection.
{"title":"The civil protection of trademarks according to the UAE law","authors":"Nadia Yas, Hani Abdurahim, Mohammed Njim","doi":"10.58256/safv7f55","DOIUrl":"https://doi.org/10.58256/safv7f55","url":null,"abstract":"The civil protection of trademarks in the United Arab Emirates is governed by Federal Law No. 37 of 1992 on Trademarks. This law outlines the legal framework for registering, protecting, and enforcing trademarks in the UAE. It provides trademark owners with the legal tools to safeguard their intellectual property rights and take appropriate measures in case of any infringement or unauthorised use of their trademarks. The law plays a crucial role in maintaining a fair and competitive business environment while ensuring the country's intellectual property protection.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139798077","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}
Various methods are used to evaluate the English skills of non-native learners. Two approaches within cognitive science have garnered attention lately due to their potential usefulness in learning a foreign language and improving an individual's interpersonal and communicative skills. They include Transactional Analysis (TA) and Neuro-Linguistic Programming (NLP). Self-improvement, psychoeducation, and language teaching extensively use these psychological methods for assessing and evaluating students' behaviour. Communication skills, such as consciousness, fearlessness, and others, are essential to teach English in the classroom and can be trained through methods like NLP and TA. This study focused on measuring different variables that underpin proficiency in a foreign language. The six variables measured in this study include speaking, listening, reading, and writing skills. Grammar and vocabulary proficiency were also measured. The measuring instrument was the NLP and TA tools, and the method adopted for the study is an experimental approach. Two hundred high school students participated in both the pretest and posttest. Both the researcher and some selected teachers administered the tests. The findings of the study affirm that the participants generally performed better across the skill sets for proficiency in the posttest, more than what is seen in the pretest. This indicates that the tools help measure and facilitate learning different FL proficiency skills. The study further revealed that the students performed better during the posttest in the TA test than in the NLP test. The findings also indicated that the students performed better in speaking and listening skills in both the posttests of NLP and TA tests. It is thus concluded that TA and NLP are critical tools to measure students' progress in certain areas of FL learning.
评估非母语学习者英语技能的方法多种多样。最近，认知科学中的两种方法因其在学习外语和提高个人人际交往与沟通技能方面的潜在作用而备受关注。这两种方法包括事务分析法（TA）和神经语言程序学（NLP）。自我提高、心理教育和语言教学广泛使用这些心理学方法来评估和评价学生的行为。意识、无畏等交流技能是课堂英语教学的基本要素，可以通过 NLP 和 TA 等方法进行训练。本研究侧重于测量支撑外语熟练程度的不同变量。本研究测量的六个变量包括口语、听力、阅读和写作技能。此外，还对语法和词汇水平进行了测量。测量工具是 NLP 和 TA 工具，研究采用的方法是实验法。200 名高中生参加了前测和后测。研究人员和一些选定的教师共同进行了测试。研究结果表明，参加后测的学生在熟练掌握各套技能方面的表现普遍优于前测。这表明，这些工具有助于测量和促进不同语言技能的学习。研究进一步显示，在后测期间，学生在 TA 测试中的表现优于 NLP 测试。研究结果还表明，在 NLP 和 TA 测试的后测中，学生在口语和听力技能方面的表现都更好。因此，我们得出结论，TA 和 NLP 是衡量学生在某些语言学习领域取得进步的重要工具。
{"title":"Using neuro-linguistic programming and transactional analysis tools to measure the English proficiency of Fl learners","authors":"Abdulrahman Almosa","doi":"10.58256/5ryw2v96","DOIUrl":"https://doi.org/10.58256/5ryw2v96","url":null,"abstract":"Various methods are used to evaluate the English skills of non-native learners. Two approaches within cognitive science have garnered attention lately due to their potential usefulness in learning a foreign language and improving an individual's interpersonal and communicative skills. They include Transactional Analysis (TA) and Neuro-Linguistic Programming (NLP). Self-improvement, psychoeducation, and language teaching extensively use these psychological methods for assessing and evaluating students' behaviour. Communication skills, such as consciousness, fearlessness, and others, are essential to teach English in the classroom and can be trained through methods like NLP and TA. This study focused on measuring different variables that underpin proficiency in a foreign language. The six variables measured in this study include speaking, listening, reading, and writing skills. Grammar and vocabulary proficiency were also measured. The measuring instrument was the NLP and TA tools, and the method adopted for the study is an experimental approach. Two hundred high school students participated in both the pretest and posttest. Both the researcher and some selected teachers administered the tests. The findings of the study affirm that the participants generally performed better across the skill sets for proficiency in the posttest, more than what is seen in the pretest. This indicates that the tools help measure and facilitate learning different FL proficiency skills. The study further revealed that the students performed better during the posttest in the TA test than in the NLP test. The findings also indicated that the students performed better in speaking and listening skills in both the posttests of NLP and TA tests. It is thus concluded that TA and NLP are critical tools to measure students' progress in certain areas of FL learning.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803158","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}
Various methods are used to evaluate the English skills of non-native learners. Two approaches within cognitive science have garnered attention lately due to their potential usefulness in learning a foreign language and improving an individual's interpersonal and communicative skills. They include Transactional Analysis (TA) and Neuro-Linguistic Programming (NLP). Self-improvement, psychoeducation, and language teaching extensively use these psychological methods for assessing and evaluating students' behaviour. Communication skills, such as consciousness, fearlessness, and others, are essential to teach English in the classroom and can be trained through methods like NLP and TA. This study focused on measuring different variables that underpin proficiency in a foreign language. The six variables measured in this study include speaking, listening, reading, and writing skills. Grammar and vocabulary proficiency were also measured. The measuring instrument was the NLP and TA tools, and the method adopted for the study is an experimental approach. Two hundred high school students participated in both the pretest and posttest. Both the researcher and some selected teachers administered the tests. The findings of the study affirm that the participants generally performed better across the skill sets for proficiency in the posttest, more than what is seen in the pretest. This indicates that the tools help measure and facilitate learning different FL proficiency skills. The study further revealed that the students performed better during the posttest in the TA test than in the NLP test. The findings also indicated that the students performed better in speaking and listening skills in both the posttests of NLP and TA tests. It is thus concluded that TA and NLP are critical tools to measure students' progress in certain areas of FL learning.
评估非母语学习者英语技能的方法多种多样。最近，认知科学中的两种方法因其在学习外语和提高个人人际交往与沟通技能方面的潜在作用而备受关注。这两种方法包括事务分析法（TA）和神经语言程序学（NLP）。自我提高、心理教育和语言教学广泛使用这些心理学方法来评估和评价学生的行为。意识、无畏等交流技能是课堂英语教学的基本要素，可以通过 NLP 和 TA 等方法进行训练。本研究侧重于测量支撑外语熟练程度的不同变量。本研究测量的六个变量包括口语、听力、阅读和写作技能。此外，还对语法和词汇水平进行了测量。测量工具是 NLP 和 TA 工具，研究采用的方法是实验法。200 名高中生参加了前测和后测。研究人员和一些选定的教师共同进行了测试。研究结果表明，参加后测的学生在熟练掌握各套技能方面的表现普遍优于前测。这表明，这些工具有助于测量和促进不同语言技能的学习。研究进一步显示，在后测期间，学生在 TA 测试中的表现优于 NLP 测试。研究结果还表明，在 NLP 和 TA 测试的后测中，学生在口语和听力技能方面的表现都更好。因此，我们得出结论，TA 和 NLP 是衡量学生在某些语言学习领域取得进步的重要工具。
{"title":"Using neuro-linguistic programming and transactional analysis tools to measure the English proficiency of Fl learners","authors":"Abdulrahman Almosa","doi":"10.58256/5ryw2v96","DOIUrl":"https://doi.org/10.58256/5ryw2v96","url":null,"abstract":"Various methods are used to evaluate the English skills of non-native learners. Two approaches within cognitive science have garnered attention lately due to their potential usefulness in learning a foreign language and improving an individual's interpersonal and communicative skills. They include Transactional Analysis (TA) and Neuro-Linguistic Programming (NLP). Self-improvement, psychoeducation, and language teaching extensively use these psychological methods for assessing and evaluating students' behaviour. Communication skills, such as consciousness, fearlessness, and others, are essential to teach English in the classroom and can be trained through methods like NLP and TA. This study focused on measuring different variables that underpin proficiency in a foreign language. The six variables measured in this study include speaking, listening, reading, and writing skills. Grammar and vocabulary proficiency were also measured. The measuring instrument was the NLP and TA tools, and the method adopted for the study is an experimental approach. Two hundred high school students participated in both the pretest and posttest. Both the researcher and some selected teachers administered the tests. The findings of the study affirm that the participants generally performed better across the skill sets for proficiency in the posttest, more than what is seen in the pretest. This indicates that the tools help measure and facilitate learning different FL proficiency skills. The study further revealed that the students performed better during the posttest in the TA test than in the NLP test. The findings also indicated that the students performed better in speaking and listening skills in both the posttests of NLP and TA tests. It is thus concluded that TA and NLP are critical tools to measure students' progress in certain areas of FL learning.","PeriodicalId":516818,"journal":{"name":"Research Journal in Advanced Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863103","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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