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skills</title> <meta name="description" content="Search results for: presentation skills"> <meta name="keywords" content="presentation skills"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="presentation skills"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4217</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: presentation skills</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4217</span> “Presently”: A Personal Trainer App to Self-Train and Improve Presentation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shyam%20Mehraaj">Shyam Mehraaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Samanthi%20E.%20R.%20Siriwardana"> Samanthi E. R. Siriwardana</a>, <a href="https://publications.waset.org/abstracts/search?q=Shehara%20A.%20K.%20G.%20H."> Shehara A. K. G. H.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wanigasinghe%20N.%20T."> Wanigasinghe N. T.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wandana%20R.%20A.%20K."> Wandana R. A. K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Wedage%20C.%20V."> Wedage C. V.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A presentation is a critical tool for conveying not just spoken information but also a wide spectrum of human emotions. The single most effective thing to make the presentation successful is to practice it beforehand. Preparing for a presentation has been shown to be essential for improving emotional control, intonation and prosody, pronunciation, and vocabulary, as well as the quality of the presentation slides. As a result, practicing has become one of the most critical parts of giving a good presentation. In this research, the main focus is to analyze the audio, video, and slides of the presentation uploaded by the presenters. This proposed solution is based on the Natural Language Processing and Computer Vision techniques to cater to the requirement for the presenter to do a presentation beforehand using a mobile responsive web application. The proposed system will assist in practicing the presentation beforehand by identifying the presenters’ emotions, body language, tonality, prosody, pronunciations and vocabulary, and presentation slides quality. Overall, the system will give a rating and feedback to the presenter about the performance so that the presenters’ can improve their presentation skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=presentation" title="presentation">presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20learning%20processing" title=" natural learning processing"> natural learning processing</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20vision" title=" computer vision"> computer vision</a> </p> <a href="https://publications.waset.org/abstracts/150559/presently-a-personal-trainer-app-to-self-train-and-improve-presentation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150559.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4216</span> Project Based Learning in Language Lab: An Analysis in ESP Learning Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Priya">S. Priya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A project based learning assignment in English for Specific Purposes (ESP) context based on Communicative English as prescribed in the university syllabus for engineering students and its learning outcome from ESP context is the focus of analysis through this paper. The task based on Project Based Learning (PBL) was conducted in the digital language lab which had audio visual aids to support the team presentation. The total strength of 48 students of Mechanical Branch were divided into 6 groups, each consisting of 8 students. The group members were selected on random numbering basis. They were given a group task to represent a power point presentation on a topic related to their core branch. They had to discuss the issue and choose their topic and represent in a given format. It provided the individual role of each member in the presentation. A brief overview of the project and the outcome of its technical aspects were also had to be included. Each group had to highlight the contributions of that innovative technology through their presentation. The power point should be provided in a CD format. The variations in the choice of subjects, their usage of digital technologies, co-ordination for competition, learning experience of first time stage presentation, challenges of team cohesiveness were some criteria observed as their learning experience. For many other students undergoing the stages of planning, preparation and practice as steps for presentation had been the learning outcomes as given through their feedback form. The evaluation pattern is distributed for individual contribution and group effectiveness which promotes quality of presentation. The evaluated skills are communication skills, group cohesiveness, and audience response, quality of technicality and usage of technical terms. This paper thus analyses how project based learning improves the communication, life skills and technical skills in English for Specific learning context through PBL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20lab" title="language lab">language lab</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP%20context" title=" ESP context"> ESP context</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20skills" title=" communicative skills"> communicative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20skills" title=" life skills"> life skills</a> </p> <a href="https://publications.waset.org/abstracts/63457/project-based-learning-in-language-lab-an-analysis-in-esp-learning-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63457.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4215</span> Application of an Educational Program for Al Jouf University Students regarding Scientific Writing and Presentation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Abdel%20Moneim%20Al%20Tawil">Fatma Abdel Moneim Al Tawil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was undertaken to evaluate an educational program regarding scientific writing and presentation skills among university students. This interventional study used a one-group, pretest/posttest design and was conducted in Al Jouf University among four colleges in Saudi Arabia. Baseline students’ assessment was conducted for developing educational program. Interventional, one group, pretest/posttest study was designed to evaluate the effectiveness of the educational program. Three parts evaluation sheet with total scores of 30 was used for 113 students for the development of the program and 52 students for test pretest phase. Wilcoxon signed ranks showed statistically significant improvement in the combined overall program skills score from a median of 56.7 pre to a median of 86.7 post, (z = 6.231, p < 0.001). When compared to preprogram intervention, post interventions 51.9 % of students achieve excellent performance. While pre intervention no students (0.0 %) achieve this score. Regarding to scientific writing skills, Wilcoxon signed ranks showed statistically significant improvement in the score from a median of 60 pre to a median of 90 post, (z = 6.122, p < 0.001). None of students had excellent performance changed to 73.1%. Regarding to oral presentation skills, Wilcoxon signed ranks showed statistically significant improvement in the score from a median of 50 pre to a median of 80 post, (z = 6.153, p < 0.001). None of students had excellent performance changed to 48.1%. Such educational program needs to be incorporated into classroom delivery of the students’ curriculum. Scientific writing skills book needed to be developed to be recommended as a basic educational strategy for all university faculties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20writing" title="scientific writing">scientific writing</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20skills" title=" presentation skills"> presentation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20%20program" title=" educational program "> educational program </a> </p> <a href="https://publications.waset.org/abstracts/11111/application-of-an-educational-program-for-al-jouf-university-students-regarding-scientific-writing-and-presentation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4214</span> Exploring Teacher Verbal Feedback on Postgraduate Students' Performances in Presentations in English </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattawadee%20Sinpattanawong">Nattawadee Sinpattanawong</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaowaret%20Tharawoot"> Yaowaret Tharawoot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an analytic and descriptive classroom-centered research, the purpose of which is to explore teacher verbal feedback on postgraduate students’ performances in presentations in English in an English for Specific Purposes (ESP) postgraduate classroom. The participants are a Thai female teacher, two Thai female postgraduate students, and two foreign male postgraduate students. The current study draws on both classroom observation and interview data. The class focused on the students’ presentations and the teacher’s providing verbal feedback on them was observed nine times with audio recording and taking notes. For the interviews, the teacher was interviewed about linkages between her verbal feedback and each student’s presentation skills in English. For the data analysis, the audio files from the observations were transcribed and analyzed both quantitatively and qualitatively. The quantitative approach addressed the frequencies and percentages of content of the teacher’s verbal feedback for each student’s performances based on eight presentation factors (content, structure, grammar, coherence, vocabulary, speaking skills, involving the audience, and self-presentation). Based on the quantitative data including the interview data, a qualitative analysis of the transcripts was made to describe the occurrences of several content of verbal feedback for each student’s presentation performances. The study’s findings may help teachers to reflect on their providing verbal feedback based on various students’ performances in presentation in English. They also help students who have similar characteristics to the students in the present study when giving a presentation in English improve their presentation performances by applying the teacher’s verbal feedback content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20verbal%20feedback" title="teacher verbal feedback">teacher verbal feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20factors" title=" presentation factors"> presentation factors</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20in%20English" title=" presentation in English"> presentation in English</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20performances" title=" presentation performances"> presentation performances</a> </p> <a href="https://publications.waset.org/abstracts/105396/exploring-teacher-verbal-feedback-on-postgraduate-students-performances-in-presentations-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105396.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4213</span> Using VR as a Training Tool in the Banking Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bj%C3%B8rn%20Salskov">Bjørn Salskov</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicolaj%20Bang"> Nicolaj Bang</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20Falko"> Charlotte Falko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Future labour markets demand employees that can carry out a non-linear task which is still not possible for computers. This means that employees must have well-developed soft-skills to perform at high levels in such a work environment. One of these soft-skills is presenting a message effectively. To be able to present a message effectively, one needs to practice this. To practice effectively, the trainee needs feedback on the current performance. Here VR environments can be used as a practice tool because it gives the trainee a sense of presence and reality. VR environments are becoming a cost-effective training method since it does not demand the presence of an expert to provide this feedback. The research article analysed in this study suggests that VR environment can be used and are able to provide the necessary feedback to the trainee which in turn will help the trainee become better at the task. The research analysed in this review does, however, show that there is a need for a study with larger sample size and a study which runs over a longer period. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20skills" title=" presentation skills"> presentation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%20training" title=" VR training"> VR training</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%20as%20a%20training%20tool" title=" VR as a training tool"> VR as a training tool</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%20and%20presentation" title=" VR and presentation"> VR and presentation</a> </p> <a href="https://publications.waset.org/abstracts/146654/using-vr-as-a-training-tool-in-the-banking-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146654.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4212</span> Creativity in Development of Multimedia Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahathir%20Sarjan">Mahathir Sarjan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramos%20Radzly"> Ramos Radzly</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20Baiti%20Jamaluddin"> Noor Baiti Jamaluddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Hafiz%20Zakaria"> Mohd Hafiz Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Suhadi"> Hisham Suhadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity is marked by the ability or power, to produce through imaginative skill and create something anew. The University is one of the great places to improve the talent in imaginative skill. Thus, it is important that for the student have a creativity to adapt the multimedia element in the development of presentation products for learning and teaching the process. The purpose of this study was to identify a creativity of the student in presentation product development. Two hundred seventeen Technical and Vocational Education (TVE) students in Universiti Tun Hussein Onn had chosen as a respondent. This study is to survey the level of creativity which is focused on knowledge, skills, presentation style and character of creative personnel. The level of creativity was measured based on the scale at low, medium and high followed by mean score level. The data collected by questionnaire then analyzed using SPSS version 20.0. The result of the study indicated that the students showed a higher of creativity (mean score in Knowledge = 4.12 and Skills= 4.02). In conjunction with the findings s implications and recommendations were suggested forward like to ensconce the research and improve with a more creativity concept in presentation product of development for learning and teaching the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=technical" title=" technical"> technical</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20products%20and%20development%20for%20learning%20and%20teaching%20process" title=" presentation products and development for learning and teaching process"> presentation products and development for learning and teaching process</a> </p> <a href="https://publications.waset.org/abstracts/31786/creativity-in-development-of-multimedia-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4211</span> Using Presentation as a Means to Develop Communication Skills of Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Urvashi%20Kaushal">Urvashi Kaushal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the entry of multinationals in India, engineering students of Indian universities have opportunity to work with the best and the most innovative industries in the world, but in order to compete in the global job market, they require an added competence of communication skills in English. With work places turning global, competence in English can provide the Indian student the added advantage to begin his/her career in the international market. The present method of teaching English in any engineering college across Gujarat mostly concentrates on developing writing, and reading skills. Developing speech becomes a secondary topic owing to the old trend of lecturing in the class room and the huge strength of the class. This paper aims to highlight the importance of improving speaking skills of engineering students. It also insists that presentations can be used as a viable method to enhance the communication skills of these students. Presentations force students to plan, prepare, practice and perfect their communication skills which will enable them to get a foothold in the industry. The paper also discusses one such experiment carried out at the author’s institute and the response it received. Further, such experimental language learning approach is bound to have some limitations and obstacles. The paper suggests ways to overcome such limitations and strives to develop an interesting means of developing communication skills of the engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering" title="engineering">engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a> </p> <a href="https://publications.waset.org/abstracts/9043/using-presentation-as-a-means-to-develop-communication-skills-of-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4210</span> The Impact of Content Familiarity of Receptive Skills on Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Fallahi">Sara Fallahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reviews the importance of content familiarity of receptive skills and offers solutions to the issue of content unfamiliarity in language learning materials. Presently, language learning materials are mainly comprised of global issues and target language speakers’ culture(s) in receptive skills. This might leadlearners to focus on content rather than the language. As a solution, materials on receptive skills can be developed with a focus on learners’culture and social concerns, especially in the beginner levels of learning. Language learners often learn their target language through the receptive skills of listening and reading before language production ensues through speaking and writing. Students’ journey from receptive skills to productive skills is mainly concentrated on by teachers. There are barriers to language learning, such as time and energy, that can hinder learners’ understanding and ability to build the required background knowledge of the content. This is generated due to learners’ unfamiliarity with the skill’s content. Therefore, materials that improve content familiarity will help learners improve their language comprehension, learning, and usage. This presentation will conclude with practical solutions to help teachers and learners more authentically integrate language and culture to elevate language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20content" title=" listening content"> listening content</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20content" title=" reading content"> reading content</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20familiarity" title=" content familiarity"> content familiarity</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%20books" title=" ESL books"> ESL books</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20books" title=" language learning books"> language learning books</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20familiarity" title=" cultural familiarity"> cultural familiarity</a> </p> <a href="https://publications.waset.org/abstracts/149934/the-impact-of-content-familiarity-of-receptive-skills-on-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149934.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4209</span> The Quality of the Presentation Influence the Audience Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gilang%20Maulana">Gilang Maulana</a>, <a href="https://publications.waset.org/abstracts/search?q=Dhika%20Rahma%20Qomariah"> Dhika Rahma Qomariah</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasin%20Fadil"> Yasin Fadil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This research meant to measure the magnitude of the influence of the quality of the presentation to the targeted audience perception in catching information presentation. Design/Methodology/Approach: This research uses a quantitative research method. The kind of data that uses in this research is the primary data. The population in this research are students the economics faculty of Semarang State University. The sampling techniques uses in this research is purposive sampling. The retrieving data uses questionnaire on 30 respondents. The data analysis uses descriptive analysis. Result: The quality of presentation influential positive against perception of the audience. This proved that the more qualified presentation will increase the perception of the audience. Limitation: Respondents were limited to only 30 people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20presentation" title="quality of presentation">quality of presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=audience" title=" audience"> audience</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=semarang%20state%20university" title=" semarang state university"> semarang state university</a> </p> <a href="https://publications.waset.org/abstracts/34240/the-quality-of-the-presentation-influence-the-audience-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34240.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4208</span> Digital Literacy Skills for Geologist in Public Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angsumalin%20Puntho">Angsumalin Puntho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Disruptive technology has had a great influence on our everyday lives and the existence of an organization. Geologists in the public sector need to keep up with digital technology and be able to work and collaborate in a more effective manner. The result from SWOT and 7S McKinsey analyses suggest that there are inadequate IT personnel, no individual digital literacy development plan, and a misunderstanding of management policies. The Office of Civil Service Commission develops digital literacy skills that civil servants and government officers should possess in order to work effectively; it consists of nine dimensions, including computer skills, internet skills, cyber security awareness, word processing, spreadsheets, presentation programs, online collaboration, graphics editors and cyber security practices; and six steps of digital literacy development including self-assessment, individual development plan, self-learning, certified test, learning reflection, and practices. Geologists can use digital literacy as a learning tool to develop themselves for better career opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disruptive%20technology" title="disruptive technology">disruptive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technology" title=" digital technology"> digital technology</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20skills" title=" computer skills"> computer skills</a> </p> <a href="https://publications.waset.org/abstracts/152172/digital-literacy-skills-for-geologist-in-public-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4207</span> Interdisciplinary Integrated Physical Education Program Using a Philosophical Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellie%20Abdi">Ellie Abdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Susana%20Juniu"> Susana Juniu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this presentation is to describe an interdisciplinary teaching program that integrates physical education concepts using a philosophical approach. The presentation includes a review of: a) the philosophy of American education, b) the philosophy of sports and physical education, c) the interdisciplinary physical education program, d) professional development programs, (e) the Success of this physical education program, f) future of physical education. This unique interdisciplinary program has been implemented in an urban school physical education discipline in East Orange, New Jersey for over 10 years. During the program the students realize that the bodies go through different experiences. The body becomes a place where a child can recognize in an enjoyable way to express and perceive particular feelings or mental states. Children may distinguish themselves to have high abilities in the social or other domains but low abilities in the field of athletics. The goal of this program for the individuals is to discover new skills, develop and demonstrate age appropriate mastery level at different tasks, therefore the program consists of 9 to 12 sports, including many game. Each successful experience increases the awareness ability. Engaging in sports and physical activities are social movements involving groups of children in situations such as teams, friends, and recreational settings, which serve as a primary socializing agent for teaching interpersonal skills. As a result of this presentation the audience will reflect and explore how to structure a physical education program to integrate interdisciplinary subjects with philosophical concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20disciplines" title="interdisciplinary disciplines">interdisciplinary disciplines</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophical%20concepts" title=" philosophical concepts"> philosophical concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20teaching%20program" title=" interdisciplinary teaching program"> interdisciplinary teaching program</a> </p> <a href="https://publications.waset.org/abstracts/4162/interdisciplinary-integrated-physical-education-program-using-a-philosophical-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4206</span> Fractal: Formative Reflective Assessment and Critical Thinking in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yannis%20Stavrakakis">Yannis Stavrakakis</a>, <a href="https://publications.waset.org/abstracts/search?q=Damian%20Gordon"> Damian Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical Thinking and Reflective Practice are two vital skills that students undertaking postgraduate studies should ideally possess. To help students develop and enhance these skills, this research developed several authentic activities to be undertaken as part of a module that is delivered early in a taught MSc to enhance these skills. One of the challenges of these topics is that they are somewhat ill-defined in terms of precisely what they mean, and also, there is no clear route to operationalizing the teaching of these skills. This research focuses on identifying suitable models of these skills and delivering them in a manner that is both clear and highly motivating. To achieve this, a class of 22 Master's students was divided into two groups, one was provided with a presentation and checklist about critical thinking skills, and the other group was given the same materials on the reflective practice process. The groups were given two scenarios each to analyze using their respective checklists and were asked to present their outcomes to each other and give peer review. The results were coded and compared, and key differences were noted, including the fact that the Critical Thinking outcomes were more future-focused, and the Reflective Practice outcomes were more past-focused and present-focused, as well as the fact that the Reflective Practice process generated a significantly wider range of perspectives on the scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20scenarios" title=" ethical scenarios"> ethical scenarios</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/153272/fractal-formative-reflective-assessment-and-critical-thinking-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4205</span> Analyzing the Perceptions of Accounting Practitioners regarding Communication Skills of Distance-Learning Graduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20S.%20Binnekade">Carol S. Binnekade</a>, <a href="https://publications.waset.org/abstracts/search?q=Deon%20Scott"> Deon Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20C.%20Shuttleworth"> Christina C. Shuttleworth</a>, <a href="https://publications.waset.org/abstracts/search?q=Annelien%20A.%20Van%20Rooyen"> Annelien A. Van Rooyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education institutions are constantly challenged to deliver skilled graduates into the workplace. Employers expect graduates to have the required technical knowledge as well as various pervasive skills. This also applies to accountants who need to know the technical requirements of financial reporting and be able to communicate with individuals, teams and clients at a high level. Accountants need to develop effective business conversational skills and use these skills to communicate up, down and across organizations, taking into consideration cultural and gender diversity. In addition, they need to master business writing and presentation skills. However, providing students with these skills in a distance-learning environment where interaction between students and instructors is limited, is a challenge for academics. The study on which this paper reports, forms part of a larger body of research, which explored the perceptions of accounting practitioners of the communication skills (or lack thereof) of recently qualified accounting students. Feedback (qualitative and quantitative) was obtained from various accounting practitioners in South Africa. Taking into consideration that distance learners communicate mainly with their instructors via email communication and their assignments are submitted using various word processor software, the researchers were of the opinion that the accounting graduates would be capable of communicating effectively once they entered the workplace. However, the research findings, inter alia, suggested that the accounting graduates lacked communication skills and that training was needed to differentiate between business and social communication once they entered the workplace. Recommendations on how these communication challenges may be addressed by higher education institutions are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20practitioners" title="accounting practitioners">accounting practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=pervasive%20skills" title=" pervasive skills"> pervasive skills</a> </p> <a href="https://publications.waset.org/abstracts/79507/analyzing-the-perceptions-of-accounting-practitioners-regarding-communication-skills-of-distance-learning-graduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79507.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4204</span> Experiential Learning: A Case Study for Teaching Operating System Using C and Unix</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamshuddin%20K.">Shamshuddin K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Nagaraj%20Vannal"> Nagaraj Vannal</a>, <a href="https://publications.waset.org/abstracts/search?q=Diwakar%20Kulkarni"> Diwakar Kulkarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Raghavendra%20Nakod"> Raghavendra Nakod</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most of the universities and colleges Operating System (OS) course is treated as theoretical and usually taught in a classroom using conventional teaching methods. In this paper we are presenting a new approach of teaching OS through experiential learning, the course is designed to suit the requirement of undergraduate engineering program of Instrumentation Technology. This new approach has benefited us to improve our student’s programming skills, presentation skills and understanding of the operating system concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title="pedagogy">pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title=" interactive learning"> interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=OS" title=" OS"> OS</a>, <a href="https://publications.waset.org/abstracts/search?q=C" title=" C"> C</a>, <a href="https://publications.waset.org/abstracts/search?q=UNIX" title=" UNIX"> UNIX</a> </p> <a href="https://publications.waset.org/abstracts/21738/experiential-learning-a-case-study-for-teaching-operating-system-using-c-and-unix" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">606</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4203</span> Affirming Students’ Attention and Perceptions on Prezi Presentation via Eye Tracking System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood">Mona Masood</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshazlina%20Shaik%20Othman"> Norshazlina Shaik Othman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate graduate students’ visual attention and perceptions of a Prezi presentation. Ten post-graduate master students were presented with a Prezi presentation at the Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia (USM). The eye movement indicators such as dwell time, average fixation on the areas of interests, heat maps and focus maps were abstracted to indicate the students’ visual attention. Descriptive statistics was employed to analyze the students’ perception of the Prezi presentation in terms of text, slide design, images, layout and overall presentation. The result revealed that the students paid more attention to the text followed by the images and sub heading presented through the Prezi presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=Prezi" title=" Prezi"> Prezi</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20attention" title=" visual attention"> visual attention</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perception" title=" visual perception"> visual perception</a> </p> <a href="https://publications.waset.org/abstracts/18507/affirming-students-attention-and-perceptions-on-prezi-presentation-via-eye-tracking-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18507.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4202</span> English 2A Students’ Oral Presentation Errors: Basis for English Policy Revision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marylene%20N.%20Tizon">Marylene N. Tizon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English instructors pay attention on errors committed by students as errors show whether they know or master their oral skills and what difficulties they may have in the process of learning the English language. This descriptive quantitative study aimed at identifying and categorizing the oral presentation errors of the purposively chosen 118 English 2A students enrolled during the first semester of school year 2013 – 2014. The analysis of the data for this study was undertaken using the errors committed by the students in their presentation. Marking and classifying of errors were made by first classifying them into linguistic grammatical errors then all errors were categorized further into Surface Structure Errors Taxonomy with the use of Frequency and Percentage distribution. From the analysis of the data, the researcher found out: Errors in tenses of the verbs (71 or 16%) and in addition 167 or 37% were most frequently uttered by the students. And Question and negation mistakes (12 or 3%) and misordering errors (28 or 7%) were least frequently enunciated by the students. Thus, the respondents in this study most frequently enunciated errors in tenses and in addition while they uttered least frequently the errors in question, negation, and misordering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grammatical%20error" title="grammatical error">grammatical error</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20presentation%20error" title=" oral presentation error"> oral presentation error</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20structure%20errors%20taxonomy" title=" surface structure errors taxonomy"> surface structure errors taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20quantitative%20design" title=" descriptive quantitative design"> descriptive quantitative design</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=Asia" title=" Asia"> Asia</a> </p> <a href="https://publications.waset.org/abstracts/32377/english-2a-students-oral-presentation-errors-basis-for-english-policy-revision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32377.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4201</span> The Age Difference in Social Skills Constructs for School Adaptation: A Cross-Sectional Study of Japanese Students at Elementary, Junior, and Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiroki%20Shinkawa">Hiroki Shinkawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Tadaaki%20Tomiie"> Tadaaki Tomiie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many interventions for social skills acquisition aim to decrease the gap between social skills deficits in the individual and normative social skills; nevertheless little is known of typical social skills according to age difference in students. In this study, we developed new quintet of Hokkaido Social Skills Inventory (HSSI) in order to identify age-appropriate social skills for school adaptation. First, we selected 13 categories of social skills for school adaptation from previous studies, and created questionnaire items through discussion by 25 teachers in all three levels from elementary schools to senior high schools. Second, the factor structures of five versions of the social skills scale were investigated on 2nd grade (n = 1,864), 4th grade (n = 1,936), 6th grade (n = 2,085), 7th grade (n = 2,007), and 10th grade (n = 912) students, respectively. The exploratory factor analysis showed that a number of constructing factors of social skills increased as one’s grade in school advanced. The results in the present study can be useful to characterize the age-appropriate social skills for school adaptation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title="social skills">social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20difference" title=" age difference"> age difference</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a> </p> <a href="https://publications.waset.org/abstracts/23635/the-age-difference-in-social-skills-constructs-for-school-adaptation-a-cross-sectional-study-of-japanese-students-at-elementary-junior-and-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4200</span> A Study of Learning to Enhance Ability Career Skills Consistent With Disruptive Innovation in Creative Strategies for Advertising Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kornchanok%20Chidchaisuwan">Kornchanok Chidchaisuwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project is a study of learning activities through experience to enhance career skills and technical abilities on the creative strategies for advertising course of undergraduate students. This instructional model consisted of study learning approaches: 1) Simulation-based learning: used to create virtual learning activities plans for work like working at advertising companies. 2) Project-based learning: Actual work based on the processed creating and focus on producing creative works to present on new media channels. The results of learning management found that there were effects on the students in various areas, including 1) The learners have experienced in the step by step of advertising work process. 2) The learner has the skills to work from the actual work (Learning by Doing), allowing the ability to create, present, and produce the campaign accomplished achievements and published on online media at a better level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technical" title="technical">technical</a>, <a href="https://publications.waset.org/abstracts/search?q=advertising" title=" advertising"> advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20skills" title=" career skills"> career skills</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20based%20learning" title=" simulation based learning"> simulation based learning</a> </p> <a href="https://publications.waset.org/abstracts/136581/a-study-of-learning-to-enhance-ability-career-skills-consistent-with-disruptive-innovation-in-creative-strategies-for-advertising-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4199</span> Implementing Contextual Approach to Improve EFL Learners’ English Speaking Skill</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samanik">Samanik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This writing is correlated with English teaching material development, Contextual Teaching Learning (CTL). CTL is believed to facilitate students with real world challenge. Contextual Teaching and Learning is identified as a promising strategy that actively engages students and promotes skills development. It is based on the notion that learning can only occur when students are able to connect between content and context. It also helps teachers link between the materials taught with real-world situations and encourage students to make connection between the knowledge possessed by its application. Besides, it directs students to be critical and analytical. In accordance, this paper looks for the opportunity to improve EFL learners’ English speaking skill through tour guide presentation. A single case study will be conducted to highlight EFL learners’ experience of doing tour guide presentation in the English class room setting. The writer assumes that CLT will contribute positively to EFL learners’ English speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20speaking%20skill" title="English speaking skill">English speaking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=contextual%20teaching%20learning" title=" contextual teaching learning"> contextual teaching learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tour%20guide%20presentation" title=" tour guide presentation"> tour guide presentation</a> </p> <a href="https://publications.waset.org/abstracts/55011/implementing-contextual-approach-to-improve-efl-learners-english-speaking-skill" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4198</span> From Self-Regulation to Self-Efficacy: Student Empowerment in Translator Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paulina%20Pietrzak">Paulina Pietrzak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The understanding of the role of the contemporary translator is fraught with contradictions and idealistic visions of individuals who, by definition, should be fully competent and versatile. In spite of the fact that lots of translation researchers have probed into the identification and exploration of the concept of translator competence, little study has been devoted to its metacognitive aspects. Due to the dynamic nature of the translator’s occupation, it is difficult to predict what specific skills will prove useful for novice translators in their professional career. Thus, it is crucial that the translator is self-regulated enough to adapt to changing job demands and effectively function in the contemporary, highly dynamic, translation market. The objective of the presentation is to investigate the role and nature of the translator’s self-regulation. It will also demonstrate the results of a pilot study into translation trainees’ self-regulatory skills and explore implications of these findings for translator training in relation to theories of student empowerment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20translation%20research" title="cognitive translation research">cognitive translation research</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20competence" title=" translator competence"> translator competence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulatory%20skills" title=" self-regulatory skills"> self-regulatory skills</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20training" title=" translator training"> translator training</a> </p> <a href="https://publications.waset.org/abstracts/76204/from-self-regulation-to-self-efficacy-student-empowerment-in-translator-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4197</span> Using iPads and Tablets in Language Teaching and Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ece%20Sarigul">Ece Sarigul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is an undeniable fact that, teachers need new strategies to communicate with students of the next generation and to shape enticing educational experiences for them. Many schools have launched iPad/ Tablets initiatives in an effort to enhance student learning. Despite their rapid adoption, the extent to which iPads / Tablets increase student engagement and learning is not well understood. This presentation aims to examine the use of iPads and Tablets in primary and high schools in Turkey as well as in the world to increase academic achievement through promotion of higher order thinking skills. In addition to explaining the ideas of school teachers and students who use the specific iPads or Tablets , various applications in schools and their use will be discussed and demonstrated in this study. The specific” iPads or Tablets” applications discussed in this presentation can be incorporated into the curriculum to assist in developing transformative practices and programs to meet the needs of a diverse student population. In the conclusion section of the presentation, there will be some suggestions for teachers about the effective use of technological devices in the classroom. This study can help educators understand better how students are currently using iPads and Tablets and shape future use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ipads" title="ipads">ipads</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=tablets" title=" tablets"> tablets</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/29873/using-ipads-and-tablets-in-language-teaching-and-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29873.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4196</span> The Intervention Effect of Gratitude Skills Training on the Reduction of Loneliness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Sakai">T. Sakai</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Aikawa"> A. Aikawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study defined 'gratitude skills training' as a social skills training which would become a new intervention method about gratitude intervention. The purpose of this study was to confirm the intervention effect of gratitude skills training on the reduction of loneliness. The participants in this study were university students (n = 36). A waiting list control design was used, in which the participants were assigned either to a training group (n = 18) or a waiting list control group (n = 18); the latter group took the same training after the first group had been trained. The two-week gratitude skills training comprised of three sessions (50 minutes per each of sessions). In the three sessions, the guidebook and the homework developed in this study were used. Results showed that gratitude skills training improved the participants’ gratitude skills. The results also indicated the intervention effect of gratitude skills training on the reduction of loneliness during the follow-up after three weeks. This study suggests that gratitude skills training can reduce loneliness. The gratitude skills training has a possibility of becoming a new treatment to reduce loneliness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gratitude%20skills" title="gratitude skills">gratitude skills</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills%20training" title=" social skills training"> social skills training</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/90531/the-intervention-effect-of-gratitude-skills-training-on-the-reduction-of-loneliness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90531.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4195</span> The Study of Digital Transformation Skills and Competencies Framework at Umm Alqura University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anod%20H.%20Alhazmi">Anod H. Alhazmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanaa%20A.%20Yamani"> Hanaa A. Yamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of digital transformation professionals could prevent Saudi Arabia’s universities from providing digital services. The task of understanding what digital skills are needed within an organization, measuring the existing skills, and developing or attracting talents is a complex task. This paper provides a comprehensive analysis of the digital transformation skills needed in the organizations who seek digital transformation and identifies the skills and competencies framework DigSC built on Skills Framework for the Informational Age (SFIA) framework that is adopted by the Ministry of Communications and Information Technology (MCIT) in Saudi Arabia. The framework adopted identifies the main digital transformation skills clusters, categories and levels of responsibilities for each job description to fill the gap between this requirement and the digital skills supplied by the Umm Alqura University (UQU). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Umm%20Alqura%20university" title=" Umm Alqura university"> Umm Alqura university</a> </p> <a href="https://publications.waset.org/abstracts/129686/the-study-of-digital-transformation-skills-and-competencies-framework-at-umm-alqura-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129686.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4194</span> Analysis of Farm Management Skills in Broiler Poultry Producers in Botswana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Som%20Pal%20Baliyan">Som Pal Baliyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this quantitative study was to analyze farm management skills in broiler poultryproducers in Botswana. The study adopted a descriptive and correlation research design. The population of the study was the poultry farm operators who had been in broiler poultry farming at least for two years. Based on the information from literature, a questionnaire was constructed for data collection on seven areas of farm management skills namely; planning skills, accounting and financial management skills, production management skills, product procurement and marketing skills, decision making skills, risk management skills, and specific technical skills. The validity and reliability of the questionnaire were accomplished by a panel of experts and by calculating the Cronbach’s alpha coefficient, respectively. Data were collected through a survey of 60 randomly sampled poultry farm operators in Botswana. Data were analyzed through descriptive statistical tools whereby the level of farm management skills were determined by calculating means and standard deviations of the management skills among the broiler producers. The level of farm management skills in broilers producers was discussed. All the seven farm management skills were ranked based on their calculated means. The specific technical skills and risk management skills were the highest and the lowest ranked farm management skills, respectively.Findings revealed that the broiler producers had skills above the average level only in specific technical skills whereas the skill levels in the remaining six farm management skills under study were found below the average level. This prevailing low level of farm management skills can be justified asthe cause of failure or poor performance of the broiler poultry farms in Botswana. Therefore, in order to improve the efficiency and productivityin broiler production in the country, it was recommended that the broiler poultry producers should be adequately trained in areas of planning skills, financial management skills, production management skills, product procurement and marketing skills, decision making skills and risk management skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=poultry%20production" title="poultry production">poultry production</a>, <a href="https://publications.waset.org/abstracts/search?q=broiler%20production" title=" broiler production"> broiler production</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20skills" title=" management skills"> management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=levels%20of%20skills" title=" levels of skills"> levels of skills</a> </p> <a href="https://publications.waset.org/abstracts/36860/analysis-of-farm-management-skills-in-broiler-poultry-producers-in-botswana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">400</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4193</span> IT Skills and Soft Skills for Accountants in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manirath%20Wongsim">Manirath Wongsim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information technology management has become important for the achievement of organisations. An increase in the pace of technological change has revolutionised the way accountants perform their jobs. In response to this challenge, the identification of a new comprehensive set of information technology competencies combined with information technology skills and other skills (namely, soft skills) are necessary. Thus, this study aims to investigate IT competencies among professional accountants to enhance firm performance. This research was conducted with 42 respondents at ten organisations in Thailand. This research used qualitative, interpretive evidence.The results indicate that the factor IT competencies within the organizational issues defines19 factors. Specifically, these new factors, based on the research findings and the literature and unique to IT competences for professional accountants, include ERP software skills, BI software skills and accounting law and legal skills. The evidence in this study suggests that ERP software, spreadsheets, BI software and accounting software were ranked as much-needed skills to be acquired by accountants while communication skills were ranked as the most required skills, and delegation skills as the least required. The findings of the research’s empirical evidence suggest that organizations should understand appropriate into developing information technology related competencies for knowledge workers in general and professional accountants in particular and provide assistance in all processes of decision making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IT%20competencies" title="IT competencies">IT competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20competencies%20for%20accountants" title=" IT competencies for accountants"> IT competencies for accountants</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20skills%20for%20accounting" title=" IT skills for accounting"> IT skills for accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills%20for%20accountants" title=" soft skills for accountants"> soft skills for accountants</a> </p> <a href="https://publications.waset.org/abstracts/41941/it-skills-and-soft-skills-for-accountants-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4192</span> The Impact of Using Technology Tools on Preparing English Language Learners for the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Kaya">Ozlem Kaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 21st-century learners are energetic and tech-savvy, and the skills and the knowledge required in this century are complex and challenging. Therefore, teachers need to find new ways to appeal to the needs and interests of their students and meet the demands of the 21st century at the same time. One way to do so in English language learning has been to incorporate various technology tools into classroom practices. Although teachers think these practices are effective and their students enjoy them, students may have different perceptions. To find out what students think about the use of technology tools in terms of developing 21st-century skills and knowledge, this study was conducted at Anadolu University School of Foreign Languages. A questionnaire was administered to 40 students at elementary level. Afterward, semi-structured interviews were held with 8 students to provide deeper insight into their perceptions. The details of the findings of the study will be presented and discussed during the presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title="21st century skills">21st century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20tools" title=" technology tools"> technology tools</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Learning" title=" English Language Learning"> English Language Learning</a> </p> <a href="https://publications.waset.org/abstracts/62471/the-impact-of-using-technology-tools-on-preparing-english-language-learners-for-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4191</span> Management Competency in Logistical Function: The Skills That Will Master a Logistical Manager</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Ibnchahid">Fatima Ibnchahid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Competence approach is considered, since the early 80's as one of the major development of HR policies. Many approaches to manage the professional skills were declined. Some processes are mature whereas the others have been abandoned. Competence can be defined as the set of knowledge (theoretical and practical), know-how (experience) and life skills (personality traits) mobilized by a person in the company. The skills must master a logistics manager are divided into two main categories: depending on whether technical skills, or managerial skills and human. The firsts are broken down into skills on logistical techniques and on general skills in business, seconds in social skills (self with others) and personal (with oneself). Logisticians are faced with new challenges and new constraints that are revolutionizing the way to treat the physical movement of goods and operations related to information flows that trigger, they control and guide the physical movements of these major changes, we can mention the development of information technology and communication, the emergence of strong environmental and security constraints. These changes have important effects on the skills needs of the members of the logistical function and sensitive development for training requested by logistical managers to perform better in their job changes. In this article, we will address two main points, first, a brief overview of the management skills and secondly answer the question asked in the title of the article to know what are the skills that will master a logistical manager. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=skills" title="skills">skills</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=logistical%20function" title=" logistical function"> logistical function</a> </p> <a href="https://publications.waset.org/abstracts/14953/management-competency-in-logistical-function-the-skills-that-will-master-a-logistical-manager" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4190</span> The Effects of Big 6+6 Skill Training on Daily Living Skills for an Adolescent with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luca%20Vascelli">Luca Vascelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Iacomini"> Silvia Iacomini</a>, <a href="https://publications.waset.org/abstracts/search?q=Giada%20Gueli"> Giada Gueli</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Cavallini"> Francesca Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20Cavallini"> Carlo Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=Federica%20Berardo"> Federica Berardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted to evaluate the effect of training on Big 6 + 6 motor skills to promote daily living skills. Precision teaching (PT) suggests that improved speed of the component behaviors can lead to better performance of composite skills. This study assessed the effects of the repeated timed practice of component motor skills on speed and accuracy of composite skills related to daily living skills. An 18 years old adolescent with intellectual disability participated. A pre post probe single-subject design was used. The results suggest that the participant was able to perform the component skills at his individual aims (endurance was assessed). The speed and accuracy of composite skills were increased; stability and retention were also measured for the composite skill after the training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%206%2B6" title="big 6+6">big 6+6</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20living%20skills" title=" daily living skills"> daily living skills</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=precision%20teaching" title=" precision teaching"> precision teaching</a> </p> <a href="https://publications.waset.org/abstracts/115648/the-effects-of-big-66-skill-training-on-daily-living-skills-for-an-adolescent-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115648.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4189</span> Students' Perceptions of Social Media as a Means to Improve Their Language Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahia%20Braktia">Bahia Braktia</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Marcela%20Montenegro%20Sanchez"> Ana Marcela Montenegro Sanchez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media, such as Facebook, Twitter, and YouTube, has been used for teaching and learning for quite some time. These platforms have been proven to be a good tool to improve various language skills, students’ performance of the English language, motivation as well as trigger the authentic language interaction. However, little is known about the potential effects of social media usage on the learning performance of Arabic language learners. The present study explores the potential role that the social media technologies play in learning Arabic as a foreign language at a university in Southeast of United States. In order to investigate this issue, an online survey was administered to examine the perceptions and attitudes of American students learning Arabic. The research questions were: How does social media, specifically Facebook and Twitter, impact the students' Arabic language skills, and what is their attitude toward it? The preliminary findings of the study showed that students had a positive attitude toward the use of social media to enhance their Arabic language skills, and that they used a range of social media features to expose themselves to the Arabic language and communicate in Arabic with native Arabic speaking friends. More detailed findings will be shared in the light data analysis with the audience during the presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perceptions" title=" students’ perceptions"> students’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/84572/students-perceptions-of-social-media-as-a-means-to-improve-their-language-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84572.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4188</span> Critical Thinking and Academic Writing: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mubina%20Rauf">Mubina Rauf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking is a highly valued outcome of university education. There is an agreement in literature that it is demonstrated through the abilities to highlight issues and assumptions, find links between ideas and concepts, make correct inferences, evaluate evidence or authority and deduce conclusions (Tsui, 2002). Although Critical thinking plays a significant role in developing all academic skills, its role in developing writing skills is significant (Kurfiss, 1988). SAW (student academic writing) is an observable output of critical thinking (Wilson K. , 2016). When students apply critical thinking to their writing, they present clear, accurate, significant and logical arguments constructing their own voice in the form of an essay or dissertation (Matsuda, 2001). This presentation will show how a rubric can be used to find evidence of critical thinking in SAW. Participants will experience how evidence-based written arguments supported by background knowledge and authorial voice can develop students into efficient critical thinkers. Participants will have an opportunity to use the rubric to find the evidence of critical thinking in SAW samples. This presentation is intended for classroom teachers with or without the basic knowledge of implementing critical thinking in academic settings. Participants will also learn tips how various features of critical thinking can be developed among students. After the session, the participants will be able to use or adapt the rubric according to their needs to find evidence of critical thinking in SAW within their context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Rubric" title=" Rubric"> Rubric</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20academic%20writing" title=" student academic writing"> student academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=argumentation" title=" argumentation"> argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20analysis" title=" text analysis"> text analysis</a> </p> <a href="https://publications.waset.org/abstracts/174838/critical-thinking-and-academic-writing-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=presentation%20skills&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=presentation%20skills&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=presentation%20skills&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=presentation%20skills&page=5">5</a></li> <li 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