This study examines the impact of AI chatbots as a communication medium on student engagement and support in higher education. The qualitative method and Interpretative Phenomenological Analysis (IPA) were employed as the research approach, utilizing in-depth semi-structured interviews. Purposive sampling was used to select 11 participants from the state of Kerala, India, in higher education. Data analysis followed the Systematic Text Consideration (STC), a five-step process, including framing meaning units, condensing meaning units, coding, creating sub-themes, and deriving themes. By exploring themes aligned with the UTAUT2 constructs, a comprehensive understanding of the factors influencing student engagement and support was achieved. A total of eight themes were identified, encompassing “Effectiveness and Limitations,” “Beyond,” “Enrichment,” “Optimization,” “Synergize,” “Streamlining Communication,” “Engage+AI,” and “Refine.” These themes provided compelling evidence of the transformative potential of AI chatbots in facilitating effective communication, enhancing engagement, and offering timely support. The study’s results carry significant practical implications for higher education institutions. Embracing AI chatbots, universities and institutions can enhance student engagement and support through efficient communication, personalized recommendations, and streamlined interactions. These chatbots offer a balance between quick assistance and human expertise, optimizing both routine tasks and complex inquiries. Additionally, addressing security and privacy concerns is crucial to fostering trust and successful integration. Overall, embracing AI chatbots can transform the educational experience, making it more efficient, engaging, and supportive for students in higher education.
{"title":"A Phenomenological Exploration of Students’ Perceptions of AI Chatbots in Higher Education","authors":"Soniya Antony, R. Ramnath","doi":"10.22492/ije.11.2.01","DOIUrl":"https://doi.org/10.22492/ije.11.2.01","url":null,"abstract":"This study examines the impact of AI chatbots as a communication medium on student engagement and support in higher education. The qualitative method and Interpretative Phenomenological Analysis (IPA) were employed as the research approach, utilizing in-depth semi-structured interviews. Purposive sampling was used to select 11 participants from the state of Kerala, India, in higher education. Data analysis followed the Systematic Text Consideration (STC), a five-step process, including framing meaning units, condensing meaning units, coding, creating sub-themes, and deriving themes. By exploring themes aligned with the UTAUT2 constructs, a comprehensive understanding of the factors influencing student engagement and support was achieved. A total of eight themes were identified, encompassing “Effectiveness and Limitations,” “Beyond,” “Enrichment,” “Optimization,” “Synergize,” “Streamlining Communication,” “Engage+AI,” and “Refine.” These themes provided compelling evidence of the transformative potential of AI chatbots in facilitating effective communication, enhancing engagement, and offering timely support. The study’s results carry significant practical implications for higher education institutions. Embracing AI chatbots, universities and institutions can enhance student engagement and support through efficient communication, personalized recommendations, and streamlined interactions. These chatbots offer a balance between quick assistance and human expertise, optimizing both routine tasks and complex inquiries. Additionally, addressing security and privacy concerns is crucial to fostering trust and successful integration. Overall, embracing AI chatbots can transform the educational experience, making it more efficient, engaging, and supportive for students in higher education.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45604444","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}
El Mustapha Baytar, Abdelaziz Ettourouri, N. Saqri, Lynda Ouchaouka
Integrating technology into teaching practices often changes teachers’ work patterns. Thus, several studies have insisted on supporting such change by understanding teachers’ concerns. The present study adopts the Concerns-Based Adoption Model (CBAM) as a conceptual framework to examine Moroccan teachers’ concerns about integrating information and communications technology (ICT). To this end, we relied on a self-reporting instrument for a sample of teachers (n = 382) from two Regional Academies of Education. Our findings suggest that the overall profile of teachers’ stages of concern (SoC) is that of “reluctant” non-users. This profile showed high percentiles for the first three SoC, a low consequence stage percentile, medium percentiles for the management and collaboration stages, and a tailing up at the refocusing stage. Furthermore, the results highlighted a positive relationship between teachers’ concerns about integrating ICT and previous continuous training on the one hand and the pandemic’s impact on their attitudes toward self-training on the other. In addition, significant differences in teachers’ concerns regarding teaching experience and age were found. Our study provides change leaders insight into teachers’ concerns about integrating technology which will help the field design appropriate interventions to reduce their limiting concerns.
{"title":"Moroccan Teachers’ Perceptions and Concerns about ICT Integration","authors":"El Mustapha Baytar, Abdelaziz Ettourouri, N. Saqri, Lynda Ouchaouka","doi":"10.22492/ije.11.2.04","DOIUrl":"https://doi.org/10.22492/ije.11.2.04","url":null,"abstract":"Integrating technology into teaching practices often changes teachers’ work patterns. Thus, several studies have insisted on supporting such change by understanding teachers’ concerns. The present study adopts the Concerns-Based Adoption Model (CBAM) as a conceptual framework to examine Moroccan teachers’ concerns about integrating information and communications technology (ICT). To this end, we relied on a self-reporting instrument for a sample of teachers (n = 382) from two Regional Academies of Education. Our findings suggest that the overall profile of teachers’ stages of concern (SoC) is that of “reluctant” non-users. This profile showed high percentiles for the first three SoC, a low consequence stage percentile, medium percentiles for the management and collaboration stages, and a tailing up at the refocusing stage. Furthermore, the results highlighted a positive relationship between teachers’ concerns about integrating ICT and previous continuous training on the one hand and the pandemic’s impact on their attitudes toward self-training on the other. In addition, significant differences in teachers’ concerns regarding teaching experience and age were found. Our study provides change leaders insight into teachers’ concerns about integrating technology which will help the field design appropriate interventions to reduce their limiting concerns.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42747803","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}
Institutes of higher education (IHEs) have to consider benefits of remote learning post-pandemic. Retrogression to physical contact is counterproductive. The hasty implementation of remote learning during the pandemic deprived IHEs of opportunities to efficiently enact and theorise about it. Post-pandemic, IHEs have opportunities to theorise about remote learning hence the questions; a) what type of learning emerges when asynchronous and technology-as-essence framework undergirds students learning? b) What benefits accrue when chat-Generative Pre-training Transformer (chat-GPT) is infused into students learning? Use of synchronous learning and technology-as-utility framework to underpin remote learning during the pandemic was intended to retain most of physical contact learning traditions. Teachers and students met synchronously and simultaneously online for learning to occur. IHEs safeguarded their operational efficiency to minimise the disruptive nature of remote learning. The purpose of the study was to theoretically examine effects of asynchronous learning and “technology-as-essence framework on students learning. Asynchronous learning occurs when students registered on the same course learn online on their own schedule without any real-time interactions with teachers. This phenomenon occurs when remote learning develops through technological advances that, beyond 2030, would most likely stream educational courses similar to Netflix. One such technological advance is chat-GPT. A study was undertaken to better understand it. 15 multi-disciplinary advanced undergraduates tested out chat-GPT on their assignments and a concrete problem. Chat-GPT lessened the time of doing assignments and improves students’ problem solving abilities. AI systems advances have a positive effect on students learning. The study addresses the positive impact of asynchronous learning and advances in technology on IHEs.
{"title":"Post-COVID-19 Higher Learning: Towards Telagogy, A Web-Based Learning Experience","authors":"T. Pitso","doi":"10.22492/ije.11.2.02","DOIUrl":"https://doi.org/10.22492/ije.11.2.02","url":null,"abstract":"Institutes of higher education (IHEs) have to consider benefits of remote learning post-pandemic. Retrogression to physical contact is counterproductive. The hasty implementation of remote learning during the pandemic deprived IHEs of opportunities to efficiently enact and theorise about it. Post-pandemic, IHEs have opportunities to theorise about remote learning hence the questions; a) what type of learning emerges when asynchronous and technology-as-essence framework undergirds students learning? b) What benefits accrue when chat-Generative Pre-training Transformer (chat-GPT) is infused into students learning? Use of synchronous learning and technology-as-utility framework to underpin remote learning during the pandemic was intended to retain most of physical contact learning traditions. Teachers and students met synchronously and simultaneously online for learning to occur. IHEs safeguarded their operational efficiency to minimise the disruptive nature of remote learning. The purpose of the study was to theoretically examine effects of asynchronous learning and “technology-as-essence framework on students learning. Asynchronous learning occurs when students registered on the same course learn online on their own schedule without any real-time interactions with teachers. This phenomenon occurs when remote learning develops through technological advances that, beyond 2030, would most likely stream educational courses similar to Netflix. One such technological advance is chat-GPT. A study was undertaken to better understand it. 15 multi-disciplinary advanced undergraduates tested out chat-GPT on their assignments and a concrete problem. Chat-GPT lessened the time of doing assignments and improves students’ problem solving abilities. AI systems advances have a positive effect on students learning. The study addresses the positive impact of asynchronous learning and advances in technology on IHEs.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41889481","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}
Educational technology has changed the teaching and learning process in many ways. As teachers needed new strategies to adapt to emerging technology tools and to interact with students, immediate feedback and digital instructional resources had become the norm. Teaching and learning expectations are growing because of technological improvements. Many digital libraries and online resources are now easily accessible to teachers and students. Therefore, a qualified teacher must be aware of the new teaching requirements and the adjustments related to educational technology trends. Additionally, it is important to adopt a Technological Pedagogical Content Knowledge (TPCK) framework and to clarify how teachers and students can collaborate to achieve learning outcomes through updated educational practices. This collaborative education can occur because technology makes it easier for students and teachers to interact together, despite the physical distance that could separate them. This paper emphasizes the optimum use of educational technologies and the potential of new digital tools that have already been exploited in an unprecedented way. It aims to provide a comprehensive review of current technologies with pedagogic recommendations, to highlight the importance of educational technologies in teaching, and to reconsider strategies for acquiring digital skills in the Artificial Intelligence era. The discussion revolves around identifying and depicting various advanced educational technologies that can be integrated with engaging pedagogical approaches. Furthermore, it explains how each technology can enhance the learning experience, emphasizing the teacher’s role in the technology-based educational process.
{"title":"Rethinking Education: An In-Depth Examination of Modern Technologies and Pedagogic Recommendations","authors":"Murielle El Hajj, Hiba Harb","doi":"10.22492/ije.11.2.05","DOIUrl":"https://doi.org/10.22492/ije.11.2.05","url":null,"abstract":"Educational technology has changed the teaching and learning process in many ways. As teachers needed new strategies to adapt to emerging technology tools and to interact with students, immediate feedback and digital instructional resources had become the norm. Teaching and learning expectations are growing because of technological improvements. Many digital libraries and online resources are now easily accessible to teachers and students. Therefore, a qualified teacher must be aware of the new teaching requirements and the adjustments related to educational technology trends. Additionally, it is important to adopt a Technological Pedagogical Content Knowledge (TPCK) framework and to clarify how teachers and students can collaborate to achieve learning outcomes through updated educational practices. This collaborative education can occur because technology makes it easier for students and teachers to interact together, despite the physical distance that could separate them. This paper emphasizes the optimum use of educational technologies and the potential of new digital tools that have already been exploited in an unprecedented way. It aims to provide a comprehensive review of current technologies with pedagogic recommendations, to highlight the importance of educational technologies in teaching, and to reconsider strategies for acquiring digital skills in the Artificial Intelligence era. The discussion revolves around identifying and depicting various advanced educational technologies that can be integrated with engaging pedagogical approaches. Furthermore, it explains how each technology can enhance the learning experience, emphasizing the teacher’s role in the technology-based educational process.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41723908","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}
P.-O Hansson, Marcus Samuelsson, Marie-Louise Höög
This paper describes and evaluates student teachers’ virtual simulation training on teaching a controversial issue. In the fourth year of their program to become social science teachers at lower and upper secondary schools, 43 student teachers in Sweden conducted simulation teaching on conspiracy theories as an example of a controversial issue. Conspiracy theories appeal to young people and they often encounter these theories online, but they can be met with increased knowledge about how conspiracy theories work, and how they can be identified and countered. Thus, students at primary and secondary school need to develop their critical source skills. The Swedish Schools Inspectorate (2022) found that these issues were not properly taught because they were not connected to schools’ values-based work or to the development of students’ democratic competence. To analyze the simulation teaching, data was collected through observations, video-recorded simulation teaching, interviews with student teachers, and reflective documents. The results show that simulation teaching offers student teachers the opportunity to integrate content knowledge, pedagogical content knowledge, and subject knowledge, by being trained to become flexible and responsive to avatars’ individual differences as well as their different attitudes and understanding of the subject.
{"title":"Teaching Avatars on Controversial Issues: Lessons Learned","authors":"P.-O Hansson, Marcus Samuelsson, Marie-Louise Höög","doi":"10.22492/ije.11.2.03","DOIUrl":"https://doi.org/10.22492/ije.11.2.03","url":null,"abstract":"This paper describes and evaluates student teachers’ virtual simulation training on teaching a controversial issue. In the fourth year of their program to become social science teachers at lower and upper secondary schools, 43 student teachers in Sweden conducted simulation teaching on conspiracy theories as an example of a controversial issue. Conspiracy theories appeal to young people and they often encounter these theories online, but they can be met with increased knowledge about how conspiracy theories work, and how they can be identified and countered. Thus, students at primary and secondary school need to develop their critical source skills. The Swedish Schools Inspectorate (2022) found that these issues were not properly taught because they were not connected to schools’ values-based work or to the development of students’ democratic competence. To analyze the simulation teaching, data was collected through observations, video-recorded simulation teaching, interviews with student teachers, and reflective documents. The results show that simulation teaching offers student teachers the opportunity to integrate content knowledge, pedagogical content knowledge, and subject knowledge, by being trained to become flexible and responsive to avatars’ individual differences as well as their different attitudes and understanding of the subject.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45655844","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}
Intercultural sensitivity, which is seen as an affective component of intercultural competence, is crucial to cultivating one’s favorable emotions about cultural differences experienced in intercultural communication. This qualitative study was conducted to find out how undergraduate English as a foreign language (EFL) students in Vietnam perceived intercultural sensitivity. The results showed that although the majority of students had not previously heard the phrase “intercultural sensitivity” before taking part in the survey, their intuitive understanding of the term was rather close to that of the literature. The participants were well aware of the evaluation of their intercultural sensitivity level. EFL students had different strategies for improvement of intercultural sensitivity depending on their study level and intercultural awareness. All participants, especially those who were learning a second language, believed that intercultural awareness is crucial. The study findings point to the recommendation that educators strive to further integrate intercultural sensitivity instruction and learning to improve EFL students’ capacity for intercultural communication.
{"title":"An Analysis of Undergraduate EFL Students’ Perceptions of Intercultural Sensitivity","authors":"Huyen-Thanh Nguyen","doi":"10.22492/ije.11.1.01","DOIUrl":"https://doi.org/10.22492/ije.11.1.01","url":null,"abstract":"Intercultural sensitivity, which is seen as an affective component of intercultural competence, is crucial to cultivating one’s favorable emotions about cultural differences experienced in intercultural communication. This qualitative study was conducted to find out how undergraduate English as a foreign language (EFL) students in Vietnam perceived intercultural sensitivity. The results showed that although the majority of students had not previously heard the phrase “intercultural sensitivity” before taking part in the survey, their intuitive understanding of the term was rather close to that of the literature. The participants were well aware of the evaluation of their intercultural sensitivity level. EFL students had different strategies for improvement of intercultural sensitivity depending on their study level and intercultural awareness. All participants, especially those who were learning a second language, believed that intercultural awareness is crucial. The study findings point to the recommendation that educators strive to further integrate intercultural sensitivity instruction and learning to improve EFL students’ capacity for intercultural communication.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42382542","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 the relationship between a metaphor-based approach to teaching English as a foreign language (EFL) and involvement of the brain’s right hemisphere. Specifically, it examined learners’ understanding of three levels of sureness associated with different expressions in English – those that are certain, probable, and possible items. The three target items were chosen because they are frequently used by native English speakers although Japanese EFL learners often fail to distinguish between them. The metaphor-based learners and the control group engaged in computer-based explicit learning based on the meaning of the target expressions with three-dimensional (3D) animated illustrations. The images were based on the spatial concept of distance for the metaphor-based learners and a list of target items for the control group. At post-test, it was found that the metaphor-based learners performed better than the control group in both comparison and speaking tests. Obviously, the participants better understood the degrees of certainty in relation to distance. This shows that teaching the degrees of certainty by applying the spatial concept of distance could help in second-language (L2) learning. The metaphor approach allowed participants to link the spatial concept of distance to the degree of certainty associated with expressions of certitude. In addition, recordings of lip movements showed that participants remembered the target items better by opening the left side of their mouths more than the right side. This indicates that the brain’s right hemisphere is involved in deep processing of expressions that reflect different levels of certitude and creating stronger memory traces.
{"title":"The Relationship between a Cognitive Linguistic Approach and the Right-Hemisphere","authors":"M. Takimoto","doi":"10.22492/ije.11.1.05","DOIUrl":"https://doi.org/10.22492/ije.11.1.05","url":null,"abstract":"This study investigated the relationship between a metaphor-based approach to teaching English as a foreign language (EFL) and involvement of the brain’s right hemisphere. Specifically, it examined learners’ understanding of three levels of sureness associated with different expressions in English – those that are certain, probable, and possible items. The three target items were chosen because they are frequently used by native English speakers although Japanese EFL learners often fail to distinguish between them. The metaphor-based learners and the control group engaged in computer-based explicit learning based on the meaning of the target expressions with three-dimensional (3D) animated illustrations. The images were based on the spatial concept of distance for the metaphor-based learners and a list of target items for the control group. At post-test, it was found that the metaphor-based learners performed better than the control group in both comparison and speaking tests. Obviously, the participants better understood the degrees of certainty in relation to distance. This shows that teaching the degrees of certainty by applying the spatial concept of distance could help in second-language (L2) learning. The metaphor approach allowed participants to link the spatial concept of distance to the degree of certainty associated with expressions of certitude. In addition, recordings of lip movements showed that participants remembered the target items better by opening the left side of their mouths more than the right side. This indicates that the brain’s right hemisphere is involved in deep processing of expressions that reflect different levels of certitude and creating stronger memory traces.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48525959","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 examines East Jerusalem teachers’ perceptions of and attitudes toward acquiring and communicating in Hebrew as a second language. The context of the study is a complex education system dominated by the Israeli-Palestinian conflict. East Jerusalem’s education system is divided between schools supervised by Israel’s Ministry of Education and those supervised by its Palestinian Authority counterpart. Israel’s Ministry of Education requires that teachers in its East Jerusalem public schools learn basic Hebrew language and communication at an Israeli institute of higher education. This research seeks to examine a sampling of East Jerusalem teachers’ perceptions and attitudes toward acquiring Hebrew as a second language and communicating in it with the majority Jewish society. Study participants, all Arab teachers from East Jerusalem who had studied Hebrew at an Israeli college, were asked about their command and usage of Hebrew in several open-ended questions provided on a structured questionnaire that offered the respondents the ability to elaborate on their thoughts. The responses were subsequently assessed qualitatively. The study found that the participants’ willingness to learn Hebrew for daily communication purposes was motivated primarily by instrumental and pragmatic considerations. According to the findings, the participants’ communication in Hebrew was accompanied by feelings that in the process of acquiring and using the language, they were jeopardizing their sense of Palestinian identity as Palestinian citizens under Israeli rule. These perceptions arose in the context of the precarious status of East Jerusalem. The finding that national identification appears to impede second language acquisition has important implications for national language policy in similar regions.
{"title":"Language and Conflict in East Jerusalem: Arab Teachers’ Perspectives on Learning Hebrew","authors":"Nurit Buchweitz, A. Mar’i","doi":"10.22492/ije.11.1.03","DOIUrl":"https://doi.org/10.22492/ije.11.1.03","url":null,"abstract":"This study examines East Jerusalem teachers’ perceptions of and attitudes toward acquiring and communicating in Hebrew as a second language. The context of the study is a complex education system dominated by the Israeli-Palestinian conflict. East Jerusalem’s education system is divided between schools supervised by Israel’s Ministry of Education and those supervised by its Palestinian Authority counterpart. Israel’s Ministry of Education requires that teachers in its East Jerusalem public schools learn basic Hebrew language and communication at an Israeli institute of higher education. This research seeks to examine a sampling of East Jerusalem teachers’ perceptions and attitudes toward acquiring Hebrew as a second language and communicating in it with the majority Jewish society. Study participants, all Arab teachers from East Jerusalem who had studied Hebrew at an Israeli college, were asked about their command and usage of Hebrew in several open-ended questions provided on a structured questionnaire that offered the respondents the ability to elaborate on their thoughts. The responses were subsequently assessed qualitatively. The study found that the participants’ willingness to learn Hebrew for daily communication purposes was motivated primarily by instrumental and pragmatic considerations. According to the findings, the participants’ communication in Hebrew was accompanied by feelings that in the process of acquiring and using the language, they were jeopardizing their sense of Palestinian identity as Palestinian citizens under Israeli rule. These perceptions arose in the context of the precarious status of East Jerusalem. The finding that national identification appears to impede second language acquisition has important implications for national language policy in similar regions.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43724179","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}
Rhetoric plays an important role in helping information technology (IT) professionals communicate their ideas clearly and effectively. By employing rhetorical devices when speaking about technology topics, IT professionals can present logical and convincing arguments, and demonstrate their knowledge and expertise while engaging the audience and making complex technical concepts more accessible for non-experts. This study attempts to understand how IT students construct and develop persuasive arguments by analysing their use of rhetorical strategies in a sample of persuasive presentations delivered in the course “English for IT”. Both corpus analysis and manual analysis were used to identify different types of rhetorical strategies students employed to influence their audiences’ attitudes. The results show that IT students not only created a logical appeal which might be more natural for them but also employed a wide range of rhetorical strategies and devices to establish disciplinary credibility and create a more personal connection with their audience, thus maintaining an appropriate balance of logos, ethos and pathos. The study further recommends systematic and careful rhetorical analysis of ESP (English for specific purposes) students’ spoken language across disciplines and the consequent adaption of learning materials and teaching methods to improve ESP students’ rhetoric skills.
{"title":"Rhetorical Strategies Used by Information Technology Students in In-Class Presentations","authors":"Eva Ellederová","doi":"10.22492/ije.11.1.07","DOIUrl":"https://doi.org/10.22492/ije.11.1.07","url":null,"abstract":"Rhetoric plays an important role in helping information technology (IT) professionals communicate their ideas clearly and effectively. By employing rhetorical devices when speaking about technology topics, IT professionals can present logical and convincing arguments, and demonstrate their knowledge and expertise while engaging the audience and making complex technical concepts more accessible for non-experts. This study attempts to understand how IT students construct and develop persuasive arguments by analysing their use of rhetorical strategies in a sample of persuasive presentations delivered in the course “English for IT”. Both corpus analysis and manual analysis were used to identify different types of rhetorical strategies students employed to influence their audiences’ attitudes. The results show that IT students not only created a logical appeal which might be more natural for them but also employed a wide range of rhetorical strategies and devices to establish disciplinary credibility and create a more personal connection with their audience, thus maintaining an appropriate balance of logos, ethos and pathos. The study further recommends systematic and careful rhetorical analysis of ESP (English for specific purposes) students’ spoken language across disciplines and the consequent adaption of learning materials and teaching methods to improve ESP students’ rhetoric skills.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43536609","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}
Pain is human-universal since it is experienced by people across the world. However, since it is related to personal feelings, different people may feel it in a different way and rely on language to communicate. This paper presents a cross-cultural comparison of the study of the emotion of pain in Indonesian by examining the usage of two near-synonyms: sakit and nyeri. This study aims to provide a new insight for L2 learners of Indonesian regarding the study of emotion. A corpus-driven method by using the usage-feature analysis (Glynn, 2010b) is employed to test the hypothesis on the semasiological structure of pain from Indonesian dictionary. The corpus data of Indonesian News 2020 with a total of 15,206,710 tokens were extracted from the Leipzig Corpora Data Collection of Indonesian (Goldhahn et al., 2012). A total of 400 examples of sakit and nyeri were extracted from the corpus data using AntConc version 4.1.2 (Laurence, 2022) for manual annotation. The manual coding of the lexemes was conducted based on cross-linguistic dimensions of pain proposed by Wierzbicka (2016). After manual annotation, two statistical analyses were conducted in R (R Core Team, 2022), namely Binary Correspondence Analysis (Glynn, 2014) and Binomial Regression Analysis (Levshina, 2015). The result of exploratory analysis shows that sakit and nyeri can be distinguished by bodily focus and intensity. However, the confirmatory analysis confirms bodily focus as the significant predictor. It means nyeri is strongly associated with pain on the part of body relative to sakit. The finding of the current study may have an implication for the possibility of combining cross-cultural competence with L2 vocabulary learning by making use of corpora in L2 learning design.
{"title":"A Corpus-Driven Approach on Learning Near Synonyms of Pain in Indonesian","authors":"Haniva Yunita Leo","doi":"10.22492/ije.11.1.06","DOIUrl":"https://doi.org/10.22492/ije.11.1.06","url":null,"abstract":"Pain is human-universal since it is experienced by people across the world. However, since it is related to personal feelings, different people may feel it in a different way and rely on language to communicate. This paper presents a cross-cultural comparison of the study of the emotion of pain in Indonesian by examining the usage of two near-synonyms: sakit and nyeri. This study aims to provide a new insight for L2 learners of Indonesian regarding the study of emotion. A corpus-driven method by using the usage-feature analysis (Glynn, 2010b) is employed to test the hypothesis on the semasiological structure of pain from Indonesian dictionary. The corpus data of Indonesian News 2020 with a total of 15,206,710 tokens were extracted from the Leipzig Corpora Data Collection of Indonesian (Goldhahn et al., 2012). A total of 400 examples of sakit and nyeri were extracted from the corpus data using AntConc version 4.1.2 (Laurence, 2022) for manual annotation. The manual coding of the lexemes was conducted based on cross-linguistic dimensions of pain proposed by Wierzbicka (2016). After manual annotation, two statistical analyses were conducted in R (R Core Team, 2022), namely Binary Correspondence Analysis (Glynn, 2014) and Binomial Regression Analysis (Levshina, 2015). The result of exploratory analysis shows that sakit and nyeri can be distinguished by bodily focus and intensity. However, the confirmatory analysis confirms bodily focus as the significant predictor. It means nyeri is strongly associated with pain on the part of body relative to sakit. The finding of the current study may have an implication for the possibility of combining cross-cultural competence with L2 vocabulary learning by making use of corpora in L2 learning design.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46088134","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：