Pub Date : 2019-07-01DOI: 10.4018/IJVPLE.2019070103
Aznur Aisyah, I. S. Zainudin, Rou Seung Yoan
Internet application advancement has enabled Korean pop culture (K-Pop) to rapidly spread worldwide. However, technology alone is insufficient in delivering k-pop content to K-Pop fans because of language barriers. Hence, the translator's role is pivotal in decoding these data. Realising this crucial need, fans have acted as translators in interpreting enormous data file that have been improperly translated or unavailable in the original file. This research examined the translation process occurring in Twitter microblogging environment which is rarely analysed among linguistic scholars. the translation style of fan translators was identified, and the translational action involved discussed. K-Pop group, Bangtan Sonyeondan's (BTS) twitter account was selected as the main data source and Korean-English fan translation of the content distributed in the account was collected. The microblogging interface is equipped with the latest technology that supports multimedia data form, resulting in more dynamic translation work which needs to be highlighted in translation studies.
{"title":"Social Media Translational Action: Translation Activities by K-Pop Fans in Twitter","authors":"Aznur Aisyah, I. S. Zainudin, Rou Seung Yoan","doi":"10.4018/IJVPLE.2019070103","DOIUrl":"https://doi.org/10.4018/IJVPLE.2019070103","url":null,"abstract":"Internet application advancement has enabled Korean pop culture (K-Pop) to rapidly spread worldwide. However, technology alone is insufficient in delivering k-pop content to K-Pop fans because of language barriers. Hence, the translator's role is pivotal in decoding these data. Realising this crucial need, fans have acted as translators in interpreting enormous data file that have been improperly translated or unavailable in the original file. This research examined the translation process occurring in Twitter microblogging environment which is rarely analysed among linguistic scholars. the translation style of fan translators was identified, and the translational action involved discussed. K-Pop group, Bangtan Sonyeondan's (BTS) twitter account was selected as the main data source and Korean-English fan translation of the content distributed in the account was collected. The microblogging interface is equipped with the latest technology that supports multimedia data form, resulting in more dynamic translation work which needs to be highlighted in translation studies.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"123 1","pages":"32-54"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85684854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.4018/IJVPLE.2019070105
Duc Huu Pham
To help EFL learners realize the use of nominals and clauses in practicing productive skills of academic writing in English writing tests, experiments have been exploited using the tasks similar to those of internet-based test of English as a foreign language to determine the nominal and clause level information during sentence and paragraph processing. Subjects were placed in two groups (the treatment group and the control group) and comprised English intermediate level students at a university in Vietnam performing compositions that were of lexical and clausal congruence but the congruence with discourse context was manipulated. The results indicated that lexical and clausal processing and discourse congruence have an effect on each other and influence writing skills. The study was undertaken as a basis for improving the technology-linguistics combined intake of learners' knowledge in order to accelerate the acquisition of foreign languages and will benefit future research related to computerized writing and assessment of writing.
{"title":"Nominalization Versus Clause Usage in CALL Technology-Mediated Acquisition of EFL Learners' Writing Skills","authors":"Duc Huu Pham","doi":"10.4018/IJVPLE.2019070105","DOIUrl":"https://doi.org/10.4018/IJVPLE.2019070105","url":null,"abstract":"To help EFL learners realize the use of nominals and clauses in practicing productive skills of academic writing in English writing tests, experiments have been exploited using the tasks similar to those of internet-based test of English as a foreign language to determine the nominal and clause level information during sentence and paragraph processing. Subjects were placed in two groups (the treatment group and the control group) and comprised English intermediate level students at a university in Vietnam performing compositions that were of lexical and clausal congruence but the congruence with discourse context was manipulated. The results indicated that lexical and clausal processing and discourse congruence have an effect on each other and influence writing skills. The study was undertaken as a basis for improving the technology-linguistics combined intake of learners' knowledge in order to accelerate the acquisition of foreign languages and will benefit future research related to computerized writing and assessment of writing.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"8 1","pages":"72-86"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82743013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/ijvple.2019010102
Richard J. Vigilante Jr.
This article examines the equivalency of virtual credit recovery (VCR) programs as a viable alternative to earning back failed credits needed to graduate on time. Utilization of interviews and questionnaires assisted with collecting perspective data of 10 teachers facilitating the VCR program. Artifact analysis provided a third source of numeric data and allowed for triangulation of results. Data underwent thematic analysis and pattern matching, which led to the development of five main themes: (1) knowledge of students, (2) instructional design procedures, (3) facilitator communication and support, (4) instructional assistance, and (5) outcomes. Data analysis revealed the existence of both positive and negative learning experiences, both of which affect the overall equivalency of the VCR program. Although learning experiences varied in value, results indicated VCR programs provide an equivalent and viable alternative to earning back failed credits needed to graduate on time.
{"title":"Teacher Perceptions of Virtual Credit Recovery Program Equivalency","authors":"Richard J. Vigilante Jr.","doi":"10.4018/ijvple.2019010102","DOIUrl":"https://doi.org/10.4018/ijvple.2019010102","url":null,"abstract":"This article examines the equivalency of virtual credit recovery (VCR) programs as a viable alternative to earning back failed credits needed to graduate on time. Utilization of interviews and questionnaires assisted with collecting perspective data of 10 teachers facilitating the VCR program. Artifact analysis provided a third source of numeric data and allowed for triangulation of results. Data underwent thematic analysis and pattern matching, which led to the development of five main themes: (1) knowledge of students, (2) instructional design procedures, (3) facilitator communication and support, (4) instructional assistance, and (5) outcomes. Data analysis revealed the existence of both positive and negative learning experiences, both of which affect the overall equivalency of the VCR program. Although learning experiences varied in value, results indicated VCR programs provide an equivalent and viable alternative to earning back failed credits needed to graduate on time.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"242 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76787517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/IJVPLE.2019010103
E. Dommett
Different learning tools are available within virtual learning environments, including forums, quizzes, and ePortfolios. This article investigates perceptions of helpfulness and ease of use of these three tools, including how they are impacted by learner characteristics and what predicts frequency of use of each tool. Critically, the relationship between perceived helpfulness of the three tools and their ability to support achievement of learning outcomes and development of employability skills is assessed. The findings support previous work showing an impact of learner characteristics on perceived helpfulness and ease of use for all tools. Results also show that the ability of forums to support achievement of learning outcomes predicts their perceived helpfulness, whilst development of employability skills predicts helpfulness of quizzes. In turn, helpfulness but not ease of use predicted frequency of these tools.
{"title":"Understanding the Use of Online Tools Embedded Within a Virtual Learning Environment","authors":"E. Dommett","doi":"10.4018/IJVPLE.2019010103","DOIUrl":"https://doi.org/10.4018/IJVPLE.2019010103","url":null,"abstract":"Different learning tools are available within virtual learning environments, including forums, quizzes, and ePortfolios. This article investigates perceptions of helpfulness and ease of use of these three tools, including how they are impacted by learner characteristics and what predicts frequency of use of each tool. Critically, the relationship between perceived helpfulness of the three tools and their ability to support achievement of learning outcomes and development of employability skills is assessed. The findings support previous work showing an impact of learner characteristics on perceived helpfulness and ease of use for all tools. Results also show that the ability of forums to support achievement of learning outcomes predicts their perceived helpfulness, whilst development of employability skills predicts helpfulness of quizzes. In turn, helpfulness but not ease of use predicted frequency of these tools.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"23 1","pages":"39-55"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85913847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/IJVPLE.2019010101
F. Almeida, Zoltán Buzády
This article performs an exploratory study of the potential of flow theory and FLIGBY game to contribute to develop entrepreneurship competencies among higher education students. For this purpose, this study considers the use of a focus group consisting of eight students enrolled in the entrepreneurship course in a higher educational institution in Portugal, in which students for two months explored FLIGBY. The results obtained allowed us to conclude that FLIGBY was also suitable to be explored in the context of entrepreneurship classes. Students emphasized the potential of the game to be applied for training of management skills, the recognition of their leadership skills, and the exploration of new approaches to the management challenges. Finally, it should be noted that the benefits offered by FLIGBY were experienced differently by students with professional experience in IT and management fields. Those students emphasized the application of the game to the real world and the potential offered for FLIGBY for allowing students to explore new skills and actions.
{"title":"Learning Entrepreneurship in Higher Education Through Flow Theory and FLIGBY Game","authors":"F. Almeida, Zoltán Buzády","doi":"10.4018/IJVPLE.2019010101","DOIUrl":"https://doi.org/10.4018/IJVPLE.2019010101","url":null,"abstract":"This article performs an exploratory study of the potential of flow theory and FLIGBY game to contribute to develop entrepreneurship competencies among higher education students. For this purpose, this study considers the use of a focus group consisting of eight students enrolled in the entrepreneurship course in a higher educational institution in Portugal, in which students for two months explored FLIGBY. The results obtained allowed us to conclude that FLIGBY was also suitable to be explored in the context of entrepreneurship classes. Students emphasized the potential of the game to be applied for training of management skills, the recognition of their leadership skills, and the exploration of new approaches to the management challenges. Finally, it should be noted that the benefits offered by FLIGBY were experienced differently by students with professional experience in IT and management fields. Those students emphasized the application of the game to the real world and the potential offered for FLIGBY for allowing students to explore new skills and actions.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"78 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88563880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-01DOI: 10.4018/IJVPLE.2018070102
E. Peñalver, Alexandra Santamaría Urbieta
Nowadays, social networks (SN) are increasingly extended at a professional and personal level, and their use has also been included in educational contexts. In the field of translation and interpretation, in which this proposal is framed, the use of SN seems even more relevant, since working as a freelancer is one of the main professional opportunities of translators and interpreters. This article analyses the impact of Twitter on the learning process of an English class for students of the degree in translation and modern languages in terms of enhancing their communicative competence in English while at the same time increasing their motivation with an approach to professional reality. This analysis was part of a pilot study to examine to what extent the use of this social network could be useful and positive for our students.
{"title":"Tweets of a Feather Flock Together: An Analysis of the Impact of Twitter in a Class of Translation","authors":"E. Peñalver, Alexandra Santamaría Urbieta","doi":"10.4018/IJVPLE.2018070102","DOIUrl":"https://doi.org/10.4018/IJVPLE.2018070102","url":null,"abstract":"Nowadays, social networks (SN) are increasingly extended at a professional and personal level, and their use has also been included in educational contexts. In the field of translation and interpretation, in which this proposal is framed, the use of SN seems even more relevant, since working as a freelancer is one of the main professional opportunities of translators and interpreters. This article analyses the impact of Twitter on the learning process of an English class for students of the degree in translation and modern languages in terms of enhancing their communicative competence in English while at the same time increasing their motivation with an approach to professional reality. This analysis was part of a pilot study to examine to what extent the use of this social network could be useful and positive for our students.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"86 1","pages":"10-23"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76205401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-01DOI: 10.4018/IJVPLE.2018070101
Shizhou Yang
Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conference on College Composition and Communication (CCCC), the largest international organization that specializes in the teaching and studies of composition. This recognition seems to signal a turn to transliteracy education, i.e., English writing education should embrace a vision and actual pedagogical practices of cultivating citizens of the world who use English ethically. The purposes of this article are threefold: to define transliteracy, to provide illustrative studies, and to propose its application in foreign language contexts. The author suggests that in designing innovative programs sensitive to various English styles teachers need to strike a balance between traditional literacy and transliteracy. New ways of implementing such literacies in some alternate space, as mediated by modern communication technologies, especially the Internet, are provided.
{"title":"Left Foot on Traditional Literacy, and Right, on Transliteracy","authors":"Shizhou Yang","doi":"10.4018/IJVPLE.2018070101","DOIUrl":"https://doi.org/10.4018/IJVPLE.2018070101","url":null,"abstract":"Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conference on College Composition and Communication (CCCC), the largest international organization that specializes in the teaching and studies of composition. This recognition seems to signal a turn to transliteracy education, i.e., English writing education should embrace a vision and actual pedagogical practices of cultivating citizens of the world who use English ethically. The purposes of this article are threefold: to define transliteracy, to provide illustrative studies, and to propose its application in foreign language contexts. The author suggests that in designing innovative programs sensitive to various English styles teachers need to strike a balance between traditional literacy and transliteracy. New ways of implementing such literacies in some alternate space, as mediated by modern communication technologies, especially the Internet, are provided.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"66 1 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77318953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-01DOI: 10.4018/IJVPLE.2018070104
Lenny Marzulina, Akhmad Habibi, A. Mukminin, Deta Desvitasari, M. Yaakob, D. Ropawandi
Social networking services (SNSs) have been popular and essential media to increase lecturer-student interaction, collaboration, and communication as well as lecturers' supervision in Indonesian universities including in teaching English as a foreign language (EFL). This mixed method study utilized a survey and interview as the techniques of data collection which specifically explored the lecturers' perspectives on the use SNSs for personal and educational purposes as well as demographic information related to the experience and frequency using SNSs, ownership (possession) of SNSs, and SNSs popularity. The findings revealed that the participants had much knowledge and experiences with SNSs. Even though most participants found some benefits of SNSs in EFL classes including easing communication, supervision and evaluation, time flexibility, and creativity. There were two barriers that have emerged, including lack of skill and cost to use. Implications and future research are offered to improve technology integration in higher education.
{"title":"The Integration of Social Networking Services in Higher Education: Benefits and Barriers in Teaching English","authors":"Lenny Marzulina, Akhmad Habibi, A. Mukminin, Deta Desvitasari, M. Yaakob, D. Ropawandi","doi":"10.4018/IJVPLE.2018070104","DOIUrl":"https://doi.org/10.4018/IJVPLE.2018070104","url":null,"abstract":"Social networking services (SNSs) have been popular and essential media to increase lecturer-student interaction, collaboration, and communication as well as lecturers' supervision in Indonesian universities including in teaching English as a foreign language (EFL). This mixed method study utilized a survey and interview as the techniques of data collection which specifically explored the lecturers' perspectives on the use SNSs for personal and educational purposes as well as demographic information related to the experience and frequency using SNSs, ownership (possession) of SNSs, and SNSs popularity. The findings revealed that the participants had much knowledge and experiences with SNSs. Even though most participants found some benefits of SNSs in EFL classes including easing communication, supervision and evaluation, time flexibility, and creativity. There were two barriers that have emerged, including lack of skill and cost to use. Implications and future research are offered to improve technology integration in higher education.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"50 1","pages":"46-62"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82488752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-01DOI: 10.4018/IJVPLE.2018070103
D. Tafazoli, S. Sadeghi
The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers' perceptions of professional identity and current teachers' self-perceptions. To meet the end, the researchers applied the Teachers' Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers' perceptions of professional identity and the current teacher's self-perceptions.
{"title":"A Comparative Study on the Professional Identity of Current and Prospective Teachers: Iranian English Language Teachers' Perspectives","authors":"D. Tafazoli, S. Sadeghi","doi":"10.4018/IJVPLE.2018070103","DOIUrl":"https://doi.org/10.4018/IJVPLE.2018070103","url":null,"abstract":"The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers' perceptions of professional identity and current teachers' self-perceptions. To meet the end, the researchers applied the Teachers' Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers' perceptions of professional identity and the current teacher's self-perceptions.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"55 1","pages":"24-45"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84463902","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}
{"title":"Mobile App to Support Teaching in Distance Mode at Fiji National University: Design and Evaluation","authors":"B. Kumar, S. Chand","doi":"10.4018/IJVPLE.2018010102","DOIUrl":"https://doi.org/10.4018/IJVPLE.2018010102","url":null,"abstract":"InordertoassistindeliveringofcoursesindistancemodeatFijiNationalUniversityamobilelearning appwasdesignedandevaluated.Themainobjectiveofthisappwastoprovidelearningsupportto learnerswhoarestudyingindistancemode.Theappwasdesignedforandroidbasedsmartphones andusabilitystudywasconductedtoevaluatetheapp.Theevaluationwasconductedusingtwenty students who examined the system for ease of use, usefulness and user satisfaction. The results highlightedminorusabilityproblemshencerecommendationswerederivedtoimprovetheapp. KEywoRDS Distance Learning, Mobile App, Mobile Computing, Mobile Learning","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"7 1","pages":"25-37"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87648791","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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