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essay</title> <meta name="description" content="Search results for: reflective essay"> <meta name="keywords" content="reflective essay"> <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="reflective essay"> <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> 524</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reflective essay</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">524</span> An Assessment of the Writing Skills of Reflective Essay of Grade 10 Students in Selected Secondary Schools in Valenzuela City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reynald%20Contreras">Reynald Contreras</a>, <a href="https://publications.waset.org/abstracts/search?q=Shaina%20Marie%20Bho"> Shaina Marie Bho</a>, <a href="https://publications.waset.org/abstracts/search?q=Kate%20Roan%20Dela%20Cruz"> Kate Roan Dela Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Marvin%20Dela%20Cruz"> Marvin Dela Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted with the aim of determining the skill level of grade ten (Grade 10) students in writing a reflective essay in selected secondary schools of Valenzuela. This research used descriptive and qualitative-quantitative research methods to systematically and accurately describe the level of writing skills of students and used a convenient sampling technique in selecting forty (40) students in grade ten. (Grade 10) at Polo, Wawang Pulo, and Arkong Batong high schools with a total of one hundred and twenty (120) students to assess the written reflective essay using modified rubrics developed based on 6+1 writing traits by Ruth Culham. According to the findings of the study, students at Polo and Wawang Pulo National high schools have low levels of writing skills that need to be developed or are not proficient. Meanwhile, Arkong Bato National High School has achieved a high degree of writing proficiency. Based on the study's findings, the researchers devised a suggested curriculum mapping for the suggested activity or intervention activity that would aid in the development and cultivation of the writing skills of children in grade ten (Grade 10). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title="writing skills">writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20essay" title=" reflective essay"> reflective essay</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention%20activity" title=" intervention activity"> intervention activity</a>, <a href="https://publications.waset.org/abstracts/search?q=6%2B1%20writing%20traits" title=" 6+1 writing traits"> 6+1 writing traits</a>, <a href="https://publications.waset.org/abstracts/search?q=modified%20rubrics" title=" modified rubrics"> modified rubrics</a> </p> <a href="https://publications.waset.org/abstracts/149971/an-assessment-of-the-writing-skills-of-reflective-essay-of-grade-10-students-in-selected-secondary-schools-in-valenzuela-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149971.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">523</span> Encouraging Teachers to be Reflective: Advantages, Obstacles and Limitations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazilet%20Alachaher">Fazilet Alachaher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the constructivist perspective of teaching, which views skilled teaching as knowing what to do in uncertain and unpredictable situations, this research essay explores the topic of reflective teaching by investigating the following questions: (1) What is reflective teaching and why is it important? (2) Why should teachers be trained to be reflective and how can they be prepared to be reflective? (3) What is the role of the teaching context in teachers’ attempts to be reflective? This paper suggests that reflective teaching is important because of the various potential benefits to teaching. Through reflection, teachers can maintain their voices and creativeness thus have authority to affect students, curriculum and school policies. The discussions also highlight the need to prepare student teachers and their professional counterparts to be reflective, so they can develop the characteristics of reflective teaching and gain the potential benefits of reflection. This can be achieved by adopting models and techniques that are based on constructivist pedagogical approaches. The paper also suggests that maintaining teachers’ attempts to be reflective in a workplace context and aligning practice with pre-service teacher education programs require the administrators or the policy makers to provide the following: sufficient time for teachers to reflect and work collaboratively to discuss challenges encountered in teaching, fewer non-classroom duties, regular in-service opportunities, more facilities and freedom in choosing suitable ways of evaluating their students’ progress and needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20teaching" title="creative teaching">creative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20teaching" title=" reflective teaching"> reflective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20pedagogical%20approaches" title=" constructivist pedagogical approaches"> constructivist pedagogical approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context" title=" teaching context"> teaching context</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20role" title=" teacher’s role"> teacher’s role</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20and%20school%20policies" title=" curriculum and school policies"> curriculum and school policies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context%20effect" title=" teaching context effect"> teaching context effect</a> </p> <a href="https://publications.waset.org/abstracts/11432/encouraging-teachers-to-be-reflective-advantages-obstacles-and-limitations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11432.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">447</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">522</span> Effect of Reflective Practices on the Performance of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madiha%20Zahid">Madiha Zahid</a>, <a href="https://publications.waset.org/abstracts/search?q=Afifa%20Khanam"> Afifa Khanam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to investigate the effect of reflective teaching practices on prospective teachers’ performance. Reflective teaching practice helps teachers to plan, implement and improve their performance by rethinking about their strengths and weaknesses. An action research was conducted by the researcher. All prospective teachers of sixth semester in a women university’s teacher education program were the population of the study. From 40 students, 20 students were taken as experimental group, and the rest of 20 students were taken as control group. During the action research a cyclic process of producing a module, training teachers for the reflective practices and then observing them during their class for reflective practice was done by the researchers. The research used a set of rubrics and checklists for assessing prospective teachers’ performance during their class. Finally, the module was modified with the help of findings. It was found that the training has improved the performance of teachers as they revised and modified their teaching strategies through reflective practice. However, they were not able to train their students for reflective practice as per expectation. The study has implications for teacher training programs to include reflective practice modules as part of their course work for making them better teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflective%20practices" title="reflective practices">reflective practices</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teacher" title=" prospective teacher"> prospective teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=effect" title=" effect"> effect</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/90210/effect-of-reflective-practices-on-the-performance-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90210.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">174</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">521</span> A Case Study on EFL Teachers’ Experience with Reflective Practice in a Professional Development Course in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is no doubt that reflective practice has become a stable component in continuous professional development (CPD) courses around the world for the purpose of promoting teacher development, meaningful learning, and deliberate teacher personal and professional growth. However, while there is much research on the benefits of integrating reflective practice in teacher CPD courses, not enough research explores EFL teachers’ experiences with engagement in reflective practice in the CPD from their own perspectives. This research employed a case study approach to explore the experience of 7 EFL teachers with engaging in reflective practice in a CPD course that took place in Kuwait.The participating EFL teachers engaged in collaborative dialogue reflections and completed reflection journal entries as part of the course. Data was collected through semi-structured interviews and analyzed thematically. Findings indicate that the participating teachers’ positive experience with reflective practice is associated with their engagement in collaborative dialogue reflections, while challenges and negative feelings are associated with writing their reflection journal entries. Accordingly, the study offers recommendations for CPD courses to help improve EFL teachers’ experiences with engagement in reflective practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collaborative%20dialogue%20reflections" title="Collaborative dialogue reflections">Collaborative dialogue reflections</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20professional%20development" title=" continuous professional development"> continuous professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20journals" title=" reflection journals"> reflection journals</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20reflective%20practice" title=" teacher reflective practice"> teacher reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/145115/a-case-study-on-efl-teachers-experience-with-reflective-practice-in-a-professional-development-course-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145115.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">171</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">520</span> An Approach from Fichte as a Response to the Kantian Dualism of Subject and Object: The Unity of the Subject and Object in Both Theoretical and Ethical Possibility</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mengjie%20Liu">Mengjie Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This essay aims at responding to the Kant arguments on how to fit the self-caused subject into the deterministic object which follows the natural laws. This essay mainly adopts the approach abstracted from Fichte’s “Wissenshaftslehre” (Doctrine of Science) to picture a possible solution to the conciliation of Kantian dualism. The Fichte approach is based on the unity of the theoretical and practical reason, which can be understood as a philosophical abstraction from ordinary experience combining both subject and object. This essay will discuss the general Kantian dualism problem and Fichte’s unity approach in the first part. Then the essay will elaborate on the achievement of this unity of the subject and object through Fichte’s “the I posits itself” process in the second section. The following third section is related to the ethical unity of subject and object based on the Fichte approach. The essay will also discuss the limitation of Fichte’s approach from two perspectives: (1) the theoretical possibility of the existence of the pure I and (2) Schelling’s statement that the Absolute I is a result rather than the originating act. This essay demonstrates a possible approach to unifying the subject and object supported by Fichte’s “Absolute I” and ethical theories and also points out the limitations of Fichte’s theories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fichte" title="Fichte">Fichte</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Kantian%20dualism" title=" Kantian dualism"> Kantian dualism</a>, <a href="https://publications.waset.org/abstracts/search?q=Wissenshaftslehre" title=" Wissenshaftslehre"> Wissenshaftslehre</a> </p> <a href="https://publications.waset.org/abstracts/150645/an-approach-from-fichte-as-a-response-to-the-kantian-dualism-of-subject-and-object-the-unity-of-the-subject-and-object-in-both-theoretical-and-ethical-possibility" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150645.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">519</span> The Relationship between Friedrich Nietzsche’s Dream and Intoxication: Through Analyzing the “Steppenwolf” by Hermann Hesse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mengjie%20Liu">Mengjie Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This essay mainly analyses the representation of the Apollo and Dionysus spirits in Hermann Hesse’s novel “Steppenwolf.” This analysis adopts a theoretical approach based on Fredrich Nietzsche’s theory of the two separate art worlds, dream and intoxication, which corresponds to the two art deities, Apollo and Dionysus. The essay will discuss Friedrich Nietzsche’s art and aesthetic theory of dream and intoxication in the first part. Then the essay will elaborate on the representation of the Apollo spirit and dream in “Steppenwolf” in the second section from two aspects: (1) Harry Haller’s (the main character) self-recognition and semblance with Hermina. (2) The realization of Hermina’s prophecy of the dream. Then the essay will analyze the representation of the Dionysus spirit and the intoxication in the third part by demonstrating Harry Haller’s self-forgetting and melting into the crowd. The essay will combine the two spirits in the fourth section and discuss the relationship between dream and intoxication as the stimulator (dream) and the realizing (intoxication). This essay takes Nietzsche’s theory as the basic foundation while also drawing sources from psychological analysis theories and other literature sources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dream" title="dream">dream</a>, <a href="https://publications.waset.org/abstracts/search?q=intoxication" title=" intoxication"> intoxication</a>, <a href="https://publications.waset.org/abstracts/search?q=Nietzsche" title=" Nietzsche"> Nietzsche</a>, <a href="https://publications.waset.org/abstracts/search?q=Steppenwolf" title=" Steppenwolf"> Steppenwolf</a> </p> <a href="https://publications.waset.org/abstracts/150648/the-relationship-between-friedrich-nietzsches-dream-and-intoxication-through-analyzing-the-steppenwolf-by-hermann-hesse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150648.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">147</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">518</span> The Racism Found in Capitalism’s Poetry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rich%20Murphy">Rich Murphy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ‘The Racism Found in Capitalism’s Poetry’ claims that since the death of philosophy and the end of art modern poetry has been upstaged by capitalist poetry using similar strategies and techniques; while both sublime moments use spectacle one is more effective. The essay also claims that capitalist poetry is open to racism and analyzes KFC advertising campaign to produce evidence of wide spread acceptance in an era of ‘micro-aggressions’ and confederate flag removals. The essay spends considerable time outlining the history of advertising and the weak literary counters to it that inevitably lent its assistance in education. The essay also suggests that the concept of ‘Enormous Irony’ may be the only way to counter. However, as long as capitalism is the method of the economy and governance, the essay suggests, there was little hope in spite of Obama’s election. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modern%20poetry" title="modern poetry">modern poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=advertising" title=" advertising"> advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=Kentucky%20fried%20chicken" title=" Kentucky fried chicken"> Kentucky fried chicken</a>, <a href="https://publications.waset.org/abstracts/search?q=capitalism" title=" capitalism"> capitalism</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry" title=" poetry"> poetry</a> </p> <a href="https://publications.waset.org/abstracts/47920/the-racism-found-in-capitalisms-poetry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47920.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">517</span> Using Assessment Criteria as a Pedagogic Tool to Develop Argumentative Essay Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sruti%20Akula">Sruti Akula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment criteria are mostly used for assessing skills like writing and speaking. However, they could be used as a pedagogic tool to develop writing skills. A study was conducted with higher secondary learners (Class XII Kendriya Vidyalaya) to investigate the effectiveness of assessment criteria to develop argumentative essay writing. In order to raise awareness about the features of argumentative essay, assessment criteria were shared with the learners. Along with that, self-evaluation checklists were given to the learners to guide them through the writing process. During the study learners wrote multiple drafts with the help of assessment criteria, self-evaluation checklists and teacher feedback at different stages of their writing. It was observed that learners became more aware of the features of argumentative essay which in turn improved their argumentative essay writing. In addition the self evaluation checklists imporved their ability to reflect on their work there by increasing learner autonomy in the class. Hence, it can be claimed that both assessment criteria and self evaluation checklists are effective pedagogic tools to develop argumentative essay writing. Thus, teachers can be trained to create and use tools like assessment criteria and self-evaluation checklists to develop learners’ writing skills in an effective way. The presentation would discuss the approach adopted in the study to teach argumentative essay writing along with the rationale. The tools used in the study would be shared and the data collected in the form of written scripts, self-evaluation checklists and student interviews will be analyzed to validate the claims. Finally, the practical implication of the study like the ways of using assessment criteria and checklists to raise learner awareness and autonomy, using such tools to keep the learners informed about the task requirements and genre features, and the like will be put forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20essay%20writing" title="argumentative essay writing">argumentative essay writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20criteria" title=" assessment criteria"> assessment criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20evaluation%20checklists" title=" self evaluation checklists"> self evaluation checklists</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic" title=" pedagogic"> pedagogic</a> </p> <a href="https://publications.waset.org/abstracts/20668/using-assessment-criteria-as-a-pedagogic-tool-to-develop-argumentative-essay-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20668.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">511</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">516</span> Examining Whether the Reflection Activities Help and Encourage Students’ Writing and Critical Thinking Skills Within the Law faculty, 3rd year students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Motlatjo%20Ntatamala">Motlatjo Ntatamala</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Ravyse"> Natasha Ravyse</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Laubsher"> Michael Laubsher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As much as students are being assessed through reflective activities, it is important to examine and check if those very same activities really assist in influencing and shaping both their writing and critical thinking skills. The skills which students will acquire from the reflective activities will not only be beneficial for the present or immediate moment, but they will also carry them over to their 4th year of writing a mini dissertation and in future for those who would want to explore their post-graduate studies. Thus, the only way to source the reliable and raw feedback on whether students think the reflective activities help them think about their writing and critical thinking skills is to get a direct students’ perspective by analysing their submitted reflective activities. Writing a research proposal implies that critical thinking is a talent that will grow in a holistic manner, as evidenced by previous studies. However, no research has been conducted to investigate the impact of critical thinking on legal writing skills in the South African setting. This study seeks to examine the effectiveness of the reflective activities in 3rd years’ students’ writing and towards their critical thinking. The proposed paper aims to examine the effectiveness of the reflection activities as an encouragement and motivation to their both writing and thinking skills. The paper will make use of students’ activities as a means of data collection and the activities will thus be analysed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection%20activities" title="reflection activities">reflection activities</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title=" reflective thinking"> reflective thinking</a> </p> <a href="https://publications.waset.org/abstracts/170709/examining-whether-the-reflection-activities-help-and-encourage-students-writing-and-critical-thinking-skills-within-the-law-faculty-3rd-year-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170709.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">81</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">515</span> Self-Regulation in Composition Writing: The Case of Variation of Self-Regulation Dispositions in Opinion Essay and Technical Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dave%20Kenneth%20Tayao%20Cayado">Dave Kenneth Tayao Cayado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20P.%20Magno"> Carlo P. Magno</a>, <a href="https://publications.waset.org/abstracts/search?q=Venice%20Cristine%20Dangaran"> Venice Cristine Dangaran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study determines whether there will be differences in the self-regulation dispositions that learners utilize when writing different types of composition. There were 7 self-regulation factors that were used to develop a scale in this study such as memory strategy, goal setting, self-evaluation, seeking assistance, learning responsibility, environmental structuring, and organizing. The scale was made specific for writing a composition. The researcher-made scale was administered to 150 participants who all came from a university in the Philippines. The participants were asked to write two compositions namely opinion essay and research introduction/review of related literature. The zero-order correlation revealed that all the factors of self-regulation are correlated with one another. However, only seeking assistance and self-evaluation are correlated with opinion essay and technical writing is not correlated to any of the self-regulation factors. However, when path analysis was used, it was shown that seeking assistance can predict opinion essay scores whereas memory strategy, self-evaluation, and organizing can predict technical writing scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=opinion%20essay" title="opinion essay">opinion essay</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20writing" title=" technical writing"> technical writing</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a> </p> <a href="https://publications.waset.org/abstracts/98869/self-regulation-in-composition-writing-the-case-of-variation-of-self-regulation-dispositions-in-opinion-essay-and-technical-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98869.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">182</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">514</span> Effect of Oral-Written Mode of Assessing Senior Secondary School Two English Language Students’ Achievement in Descriptive Essay</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwabukola%20Oluwaseyi%20Oduntan">Oluwabukola Oluwaseyi Oduntan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English Language plays a central and strategic role in the school system because almost all the school subjects are taught using the English language. However, students’ achievement in this subject at senior secondary school is not encouraging. Therefore, this study examined the effects of oral-written mode of assessment on senior secondary school students’ achievement in a descriptive essay. It also examined the moderating effects of students’ gender and class on students’ achievement in a descriptive essay. The study adopted a pretest-posttest, control group, quasi-experimental design with a 2x2x3 factorial matrix. The participant consisted of 140 Senior Secondary II students drawn from four intact classes from four schools randomly selected from four Local Government Areas randomly selected from Oyo town in Oyo State. Two schools were assigned each to the treatment group and the control group. The following instruments were used for the study: Descriptive Essay Achievement Test (r = 0.78); Descriptive Achievement Test Marking Scheme; Check List of Oral-Written Assessment and Teachers’ Instructional Guide on Descriptive Essay (r = 0.81). Seven null hypotheses guided the study and tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance, Estimated Marginal Means and Scheffe post-hoc test. The result revealed that treatment had a significant main effect on students’ achievement in descriptive essay (F(1,127) = 25.407, P < .05, η2 = .167). Students exposed to oral-written assessment had a higher achievement scores ((x ) ̅= 36.15) than those exposed to written assessment ((x ) ̅= 28.55). There was no significant main effect of gender on students’ achievement in descriptive essay (F₍₁, ₁₂₇₎ = .349, P > .05, η2 = .003). The result also revealed that the effects of class was not significant on students’ students’ achievement in descriptive essay (F₍₁, ₁₂₇₎ = .679, P > .05, η2 = .006). Oral-written mode of assessment enhanced students’ achievement in a descriptive essay. It is, therefore, recommended that teachers and curriculum developers should adopt the use of oral-written assessment for better improvement of students’ achievement in a descriptive essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class" title="class">class</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=oral-written%20assessment" title=" oral-written assessment"> oral-written assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20assessment" title=" written assessment"> written assessment</a> </p> <a href="https://publications.waset.org/abstracts/92996/effect-of-oral-written-mode-of-assessing-senior-secondary-school-two-english-language-students-achievement-in-descriptive-essay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92996.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">328</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">513</span> Gendered Perspectives on the Understanding of the Politics and the Social Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canan%20Cetin">Canan Cetin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This essay analyses how gendered shaped views influence on our understanding of global politics. To do so, feminism used as a framework theory, thus masculinity is discussed in order to explain the male-dominated international relations (IR) discipline and the differences of reflections on our perspective considering the politics in a broader perspective. Particularly, it is highlighted that the social and cultural structures of societies have also an impact on our views about international relations and politics. From a different perspective, it is aimed that the sociological and cultural impression of the shifted gender perspectives on the political approach of different nations and societies will be examined by drawing on a range of sources. Instead of supporting one feminist theory, this essay engages with all traditions and enriches their arguments. Specifically, the main objective of the essay is hegemonic and plural masculinity on societies. The essay sets things up theoretically by looking at the nature of masculinity – the stage is set to show how this informs our understanding of IR. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feminism" title="feminism">feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20affairs" title=" international affairs"> international affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20life" title=" social life"> social life</a> </p> <a href="https://publications.waset.org/abstracts/81690/gendered-perspectives-on-the-understanding-of-the-politics-and-the-social-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81690.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">202</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">512</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">511</span> Topic-to-Essay Generation with Event Element Constraints</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yufen%20Qin">Yufen Qin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Topic-to-Essay generation is a challenging task in Natural language processing, which aims to generate novel, diverse, and topic-related text based on user input. Previous research has overlooked the generation of articles under the constraints of event elements, resulting in issues such as incomplete event elements and logical inconsistencies in the generated results. To fill this gap, this paper proposes an event-constrained approach for a topic-to-essay generation that enforces the completeness of event elements during the generation process. Additionally, a language model is employed to verify the logical consistency of the generated results. Experimental results demonstrate that the proposed model achieves a better BLEU-2 score and performs better than the baseline in terms of subjective evaluation on a real dataset, indicating its capability to generate higher-quality topic-related text. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=event%20element" title="event element">event element</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20model" title=" language model"> language model</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=topic-to-essay%20generation." title=" topic-to-essay generation."> topic-to-essay generation.</a> </p> <a href="https://publications.waset.org/abstracts/168393/topic-to-essay-generation-with-event-element-constraints" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168393.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">236</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">510</span> An Analytical Study of Organizational Implication in EFL Writing Experienced by Iranian Students with Learning Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoones%20Tavoosy">Yoones Tavoosy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This present study concentrates on the organizational implication the Iranian students with learning difficulties (LD) experience when they write an English essay. Particularly, the present study aims at exploring students' structural problems in EFL essay writing. A mixed method research design was employed including a questionnaire and a semi-structured in-depth interview. Technical Data Analysis of findings exposed that students experience a number of difficulties in the structure of EFL essay writing. Discussion and implications of these findings are presented respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iranian%20students" title="Iranian students">Iranian students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20implication" title=" organizational implication"> organizational implication</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/68751/an-analytical-study-of-organizational-implication-in-efl-writing-experienced-by-iranian-students-with-learning-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68751.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">222</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">509</span> Implications of Creating a 3D Vignette as a Reflective Practice for Continuous Professional Development of Foreign Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samiah%20H.%20Ghounaim">Samiah H. Ghounaim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The topic of this paper is significant because of the increasing need for intercultural training for foreign language teachers due to the continuous challenges they face in their diverse classrooms. First, the structure of the intercultural training program designed will be briefly described, and the structure of a 3D vignette and its intended purposes will be elaborated on. This was the first stage where the program was designed and implemented on the period of three months with a group of local and expatriate foreign language teachers/practitioners at a university in the Middle East. After that, a set of primary data collected during the first stage of this research on the design and co-construction process of a 3D vignette will be reviewed and analysed in depth. Each practitioner designed a personal incident into a 3D vignette where each dimension of the vignette viewed the same incident from a totally different perspective. Finally, the results and the implications of having participant construct their personal incidents into a 3D vignette as a reflective practice will be discussed in detail as well as possible extensions for the research. This process proved itself to be an effective reflective practice where the participants were stimulated to view their incidents in a different light. Co-constructing one’s own critical incidents –be it a positive experience or not– into a structured 3D vignette encouraged participants to decentralise themselves from the incidents and, thus, creating a personal reflective space where they had the opportunity to see different potential outcomes for each incident, as well as prepare for the reflective discussion of their vignette with their peers. This provides implications for future developments in reflective writing practices and possibilities for educators’ continuous professional development (CPD). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20vignettes" title="3D vignettes">3D vignettes</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence%20training" title=" intercultural competence training"> intercultural competence training</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/106487/implications-of-creating-a-3d-vignette-as-a-reflective-practice-for-continuous-professional-development-of-foreign-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106487.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">107</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">508</span> Learning through Reflective Practice of Nursing Students in the Delivery Room: A Qualitative Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peeranan%20Wisanskoonwong">Peeranan Wisanskoonwong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumitta%20Sawangtook"> Sumitta Sawangtook</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practicum in Midwifery II is the subject that affects most students to be stressed and anxious because they lack of experiences and self-confidence in delivery baby. This study is a qualitative research. That research objectives were (1) to study learning through reflective practice of nursing students (2) to explain the effects of learning through reflective practice of nursing students in the delivery room. The selected key informant method was criterion-based selection. Thirty-two of fourth-year nursing students in Kuakarun Faculty of nursing who practiced in Delivery room at Taksin Hospital in academic year 2014 were selected. Data collection was data triangulation which consisted of in-depth interview, group discussion and reading students’ reflective practice journal. The research instruments were students’ reflective practice journal, semi-structured questionnaires for in-depth interview, group discussion. Data analysis was thematic analysis. The research result found that: The learning method through reflective practice of nursing students in the delivery room were (1) reflective practice journal (2) dialogue (3) critical thinking and problem solving (4) incident analysis (5) self-criticism (6) observation and evaluation of practice. There were eight issues that students learned through their reflective practice were that (1) students' ethics and morality. (2) students' knowledge and comprehension (3) creative thinking of students (4) communications and collaboration (5) experiential learning of students (6) students’memories and impressions (7) students’experience in delivery baby (8) self-learning of students. Learning through reflective practice supported students’ awareness in improving knowledge and learning continuously and systematically. It helped to adjust the attitude to learning and leadership to be careful which help develop their skills, including critical thinking and understand themselves and understand others. Recommendation for applying research results: midwifery and nursing lecturers can apply these results to be a guide for development their clinical teaching in delivery rooms and other wards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=birth" title=" birth"> birth</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/38585/learning-through-reflective-practice-of-nursing-students-in-the-delivery-room-a-qualitative-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38585.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">280</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">507</span> Art Street as a Way for Reflective Thinking in the Filed of Adult and Primary Education: Examples of Educational Techniques</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgia%20H.%20Mega">Georgia H. Mega</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Art street, a category of artwork displayed in public spaces, has been recognized as a potential tool for promoting reflective thinking in both adult and primary education. Educational techniques that encourage critical and creative thinking, as well as deeper reflection, have been developed and applied in educational curricula. This paper aims to explore the potential of art street in cultivating learners' reflective awareness toward multiculturalism. The main objective of this case study is to investigate the possibilities that art street offers in terms of developing learners' critical reflection, regardless of their age. The study compares two art street works from Greece and Norway, focusing on their common theme of multiculturalism. The study adopts a qualitative methodology, specifically a case study approach. This approach allows for an in-depth analysis of the two selected art street works and their impact on learners' reflective thinking. The study demonstrates that art street can effectively cultivate learners' reflective awareness of multiculturalism. The selected works of art, despite being created by different artists and displayed in different cities, share similar content and convey messages that facilitate reflective dialogue on cultural osmosis. Both adult and primary education approaches utilize the same art street works to achieve reflective awareness. This paper contributes to the existing literature on reflective learning processes by highlighting the potential of art street as a means for encouraging reflective thinking. It builds upon the theoretical frameworks of adult education theorists such as Freire and Mezirow, as well as those of primary education theorists such as Perkins and Project Zero. Data for this study were collected through observation and analysis of two art street works, one from Greece and one from Norway. These works were selected based on their common theme of multiculturalism. Analysis Procedures: The collected data were analyzed using qualitative analysis techniques. The researchers examined the content and messages conveyed by the selected art street works and explored their impact on learners' reflective thinking. The central question addressed in this study is whether art street can develop learners' critical reflection toward multiculturalism, regardless of their age. The findings of this study support the notion that art street can effectively cultivate learners' reflective awareness toward multiculturalism. The selected art street works, despite their differences in origin and location, share common themes that encourage reflective dialogue. The use of art street in both adult and primary education approaches showcases its potential as a tool for promoting reflective learning processes. Overall, this paper contributes to the understanding of art street as a means for reflective thinking in the field of adult and primary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20street" title="art street">art street</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20techniques" title=" educational techniques"> educational techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=observation%20of%20artworks" title=" observation of artworks"> observation of artworks</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20awareness" title=" reflective awareness"> reflective awareness</a> </p> <a href="https://publications.waset.org/abstracts/171126/art-street-as-a-way-for-reflective-thinking-in-the-filed-of-adult-and-primary-education-examples-of-educational-techniques" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171126.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">75</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">506</span> Photo-Reflective Mulches For Saving Water in Agriculture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Mormile">P. Mormile</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Rippa"> M. Rippa</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Bonanomi"> G. Bonanomi</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Scala"> F. Scala</a>, <a href="https://publications.waset.org/abstracts/search?q=Changrong%20Yan"> Changrong Yan</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Petti"> L. Petti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Photo-reflective films represent, in the panorama of agricultural films, a valid support for Spring and Summer cultivations, both in open field and under greenhouse. In fact, thanks to the high reflectivity of these films, thermal aggression, that causes serious problems to plants when traditional black mulch films are used, is avoided. Yellow or silver colored photo-reflective films protect plants from damages, assure the mulching effect, give a valid support to Integrated Pest Management and, according to recent trials, greatly contribute in saving water. This further advantage is determined by the high water condensation under the mulch film and this gives rise to reduction of irrigation. Water saving means also energy saving for electric system of water circulation. Trials performed at different geographic and ambient context confirm that the use of photo-reflective mulch films during the hot season allows to save water up to 30%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=photo-selective%20mulches" title="photo-selective mulches">photo-selective mulches</a>, <a href="https://publications.waset.org/abstracts/search?q=saving%20water" title=" saving water"> saving water</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20circulation" title=" water circulation"> water circulation</a>, <a href="https://publications.waset.org/abstracts/search?q=irrigation" title=" irrigation"> irrigation</a> </p> <a href="https://publications.waset.org/abstracts/23464/photo-reflective-mulches-for-saving-water-in-agriculture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23464.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">516</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">505</span> The Role of Brooding and Reflective as Subtypes of Rumination toward Psychological Distress in University of Indonesia First-Year Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hepinda%20Fajari%20Nuharini">Hepinda Fajari Nuharini</a>, <a href="https://publications.waset.org/abstracts/search?q=Sugiarti%20A.%20Musabiq"> Sugiarti A. Musabiq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Various and continuous pressures that exceed individual resources can cause first-year undergraduate college students to experience psychological distress. Psychological distress can occur when individuals use rumination as cognitive coping strategies. Rumination is one of the cognitive coping strategies that can be used by individuals to respond to psychological distress that causes individuals to think about the causes and consequences of events that have occurred. Rumination had two subtypes, such as brooding and reflective. Therefore, the purpose of this study was determining the role of brooding and reflective as subtypes of rumination toward psychological distress in University of Indonesia first-year undergraduate students. Methods: Participants of this study were 403 University of Indonesia first-year undergraduate students aged between 18 and 21 years old. Psychological distress measured using self reporting questionnaire (SRQ-20) and brooding and reflective as subtypes of rumination measured using Ruminative Response Scale - Short Version (RRS - Short Version). Results: Binary logistic regression analyses showed that 22.8% of the variation in psychological distress could be explained by the brooding and reflective as subtypes of rumination, while 77.2% of the variation in psychological distress could be explained by other factors (Nagelkerke R² = 0,228). The results of the binary logistic regression analysis also showed rumination subtype brooding is a significant predictor of psychological distress (b = 0,306; p < 0.05), whereas rumination subtype reflective is not a significant predictor of psychological distress (b = 0,073; p > 0.05). Conclusion: The findings of this study showed a positive relationship between brooding and psychological distress indicates that a higher level of brooding will predict higher psychological distress. Meanwhile, a negative relationship between reflective and psychological distress indicates a higher level of reflective will predict lower psychological distress in University of Indonesia first-year undergraduate students. Added Values: The psychological distress among first-year undergraduate students would then have an impact on student academic performance. Therefore, the results of this study can be used as a reference for making preventive action to reduce the percentage and impact of psychological distress among first-year undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brooding%20as%20subtypes%20of%20rumination" title="brooding as subtypes of rumination">brooding as subtypes of rumination</a>, <a href="https://publications.waset.org/abstracts/search?q=first-year%20undergraduate%20students" title=" first-year undergraduate students"> first-year undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20distress" title=" psychological distress"> psychological distress</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20as%20subtypes%20of%20rumination" title=" reflective as subtypes of rumination"> reflective as subtypes of rumination</a> </p> <a href="https://publications.waset.org/abstracts/111818/the-role-of-brooding-and-reflective-as-subtypes-of-rumination-toward-psychological-distress-in-university-of-indonesia-first-year-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111818.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">108</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">504</span> The effect of Reflective Thinking on Iranian EFL Learners’ Language Learning Strategy Use, L2 Proficiency, and Beliefs about Second Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hadi%20Mahmoodi">Mohammad Hadi Mahmoodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mojtaba%20Farahani"> Mojtaba Farahani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed at investigating whether reflective thinking differentiates Iranian EFL learners regarding language learning strategy use, beliefs about language learning and teaching, and L2 proficiency. To this end, the researcher adopted a mixed method approach. First, 94 EFL learners were asked to complete Reflective Thinking Questionnaire (Kember et al., 2000), Beliefs about Language Learning and Teaching Inventory (Horwitz, 1985), Strategy Inventory for Language Learning (Oxford, 1990), and Oxford Quick Placement Test. The results of three separate one-way ANOVAs indicated that reflective thinking significantly differentiates Iranian EFL learners concerning: (a)language learning strategy use, (b) beliefs about language learning and teaching, and (c) general language proficiency. Furthermore, to see where the differences lay, three separate post-hoc Tukey tests were run the results of which showed that learners with different levels of reflectivity (high, mid, and low) were significantly different from each other in all three dependent variables. Finally, to increase the validity of the findings thirty of the participants were interviewed and the results were analyzed through template organizing style method (Crabtree & Miller, 1999). The results of the interview analysis supported the results of quantitative data analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title="reflective thinking">reflective thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20use" title=" language learning strategy use"> language learning strategy use</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs%20toward%20language%20learning%20and%20teaching" title=" beliefs toward language learning and teaching"> beliefs toward language learning and teaching</a> </p> <a href="https://publications.waset.org/abstracts/19148/the-effect-of-reflective-thinking-on-iranian-efl-learners-language-learning-strategy-use-l2-proficiency-and-beliefs-about-second-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19148.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">656</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">503</span> Reviewing Special Education Preservice Teachers' Reflective Practices over Two Field Experiences: Topics and Changes in Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurie%20U.%20deBettencourt">Laurie U. deBettencourt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During pre-service field experiences teacher candidates are often asked to reflect as part of their training and in this investigation candidates’ reflective journal entries were reviewed, coded and analyzed with results suggesting teacher candidates need more direct instruction on how to describe, analyze, and make judgements on their instructional practices so that their practices improve over time. Teacher education programs often incorporate reflective-based activities during field experiences. The purpose of this investigation was to determine if special education teacher candidate’s reflective practices changed as they completed their two supervised field experiences and to determine what topics the candidates focused on in their reflections. The six females graduate students were completing two field experiences in special education classrooms within one academic year as part of their coursework leading to a master’s degree and special education teacher state certification. Each candidate wrote 15 reflection journal entries (approximately 200 words each) per field experience. Each of the journal entries were reviewed sentence by sentence to determine a reflective practice score and to determine the topics discussed. The reflective practice score was calculated using four dimensions of reflection (describe, analyze, judge, and apply) in order to create a continuous variable representing their reflective practice across four points of time. A One-way Repeated Measures Analysis of Variance (ANOVA) suggested that special education teacher candidates did not change their reflective practices over time (i.e., at time-point one the practitioner’s mean score was 56.0 out of 100 (SD = 7.6), 53.8 (SD = 4.3) at time-point two, 51.2 (SD = 4.5) at time-point three, and 57.7 (SD = 8.2) at time-point four). Qualitative findings suggest candidates focused mostly on themselves in their reflections. Conclusions suggest the need for teacher preparation programs to provide more direct instruction on how a teacher should reflect. Specific implications are provided for teacher training and future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=field%20experiences" title="field experiences">field experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practices" title=" reflective practices"> reflective practices</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educators" title=" special educators"> special educators</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/77969/reviewing-special-education-preservice-teachers-reflective-practices-over-two-field-experiences-topics-and-changes-in-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77969.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">350</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">502</span> Investigation on Cost Reflective Network Pricing and Modified Cost Reflective Network Pricing Methods for Transmission Service Charges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Iskandar">K. Iskandar</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20H.%20Radzi"> N. H. Radzi</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Aziz"> R. Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Kamaruddin"> M. S. Kamaruddin</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20Abdullah"> M. N. Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20A.%20Jumaat"> S. A. Jumaat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays many developing countries have been undergoing a restructuring process in the power electricity industry. This process has involved disaggregating former state-owned monopoly utilities both vertically and horizontally and introduced competition. The restructuring process has been implemented by the Australian National Electricity Market (NEM) started from 13 December 1998, began operating as a wholesale market for supply of electricity to retailers and end-users in Queensland, New South Wales, the Australian Capital Territory, Victoria and South Australia. In this deregulated market, one of the important issues is the transmission pricing. Transmission pricing is a service that recovers existing and new cost of the transmission system. The regulation of the transmission pricing is important in determining whether the transmission service system is economically beneficial to both side of the users and utilities. Therefore, an efficient transmission pricing methodology plays an important role in the Australian NEM. In this paper, the transmission pricing methodologies that have been implemented by the Australian NEM which are the Cost Reflective Network Pricing (CRNP) and Modified Cost Reflective Network Pricing (MCRNP) methods are investigated for allocating the transmission service charges to the transmission users. A case study using 6-bus system is used in order to identify the best method that reflects a fair and equitable transmission service charge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cost-reflective%20network%20pricing%20method" title="cost-reflective network pricing method">cost-reflective network pricing method</a>, <a href="https://publications.waset.org/abstracts/search?q=modified%20cost-reflective%20network%20pricing%20method" title=" modified cost-reflective network pricing method"> modified cost-reflective network pricing method</a>, <a href="https://publications.waset.org/abstracts/search?q=restructuring%20process" title=" restructuring process"> restructuring process</a>, <a href="https://publications.waset.org/abstracts/search?q=transmission%20pricing" title=" transmission pricing"> transmission pricing</a> </p> <a href="https://publications.waset.org/abstracts/62287/investigation-on-cost-reflective-network-pricing-and-modified-cost-reflective-network-pricing-methods-for-transmission-service-charges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62287.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">445</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">501</span> From Theory to Practice: Teaching Rhetorical Theory for Effective Argumentative Essay Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Ahmadi">Mohammad Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Argumentative writing is a highly opinion-based form of discourse that necessitates the ability to address commonly held opinions (endoxa). To enhance the development of persuasive, argumentative essays, the incorporation of classical rhetorical theory, with a specific focus on topics related to the canon of Invention (inventio), can be advantageous. This research investigates the practical application of rhetorical theory in teaching students how to construct compelling argumentative essays. The fundamental premise of this study is the limited familiarity of rhetoric and composition students with rhetorical theory. Consequently, this paper presents an effective pedagogical approach to introduce rhetorical theory to students, beginning from a foundational level. It delineates the procedures and progression that educators should adopt to elucidate and facilitate students' comprehension of rhetorical theory while demonstrating its utilization in the writing of an argumentative essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20essay" title="argumentative essay">argumentative essay</a>, <a href="https://publications.waset.org/abstracts/search?q=rhetorical%20theory" title=" rhetorical theory"> rhetorical theory</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=invention" title=" invention"> invention</a> </p> <a href="https://publications.waset.org/abstracts/169199/from-theory-to-practice-teaching-rhetorical-theory-for-effective-argumentative-essay-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169199.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">79</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">500</span> Perceptions of Tunisian EFL Students toward Their Writing Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salwa%20Enneifer">Salwa Enneifer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research is intended to investigate Tunisian students’ own perception of the difficulties they encounter in the writing task. To achieve this objective, a questionnaire was administered to students enrolled in the ‘Faculty of Letters Arts and Humanities’ in Kairouan, in Tunisia. Students were classified into three groups: first-, second-, and third-year students. The researcher used 120 questionnaires filled in by the students as data for this study; moreover, 30 students participated in a semi-structured interview to complete the data. The questionnaire results revealed that Tunisian EFL students faced spelling and grammar difficulties. ANOVA also revealed that the first-year students did not recognise that Arabic and English greatly differ in their respective punctuation systems. The second-year class, however, was fully aware of this difference. Additionally, the interview shed light on other aspects or different difficulties experienced by students in writing: a cruel ‘lack of vocabulary’, Arabic language interference, the organisation of the essay and especially the academic essay, and difficulty with writing an argumentative essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=difficulties" title="difficulties">difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunisian" title=" Tunisian"> Tunisian</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title=" EFL students"> EFL students</a> </p> <a href="https://publications.waset.org/abstracts/139398/perceptions-of-tunisian-efl-students-toward-their-writing-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139398.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">241</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">499</span> An Attempt to Get Communication Design Students to Reflect: A Content Analysis of Students’ Learning Journals </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20K.%20Peter%20Chuah">C. K. Peter Chuah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Essentially, the intention of reflective journal is meant for students to develop higher-order thinking skills and to provide a 'space' to make their learning experience and thinking, making and feeling visible, i.e., it provides students an opportunity to evaluate their learning critically by focusing on the rationale behind their thinking, making and feeling. In addition, reflective journal also gets the students to focus on how could things be done differently—the possibility, alternative point of views, and opportunities for change. It is hoped that by getting communication design students to reflect at various intervals, they could move away from mere working on the design project and pay more attention to what they thought they have learned in relation to the development of their design ability. Unfortunately, a closer examination—through content analysis—of the learning journals submitted by a group of design students revealed that most of the reflections were descriptive and tended to be a summary of what occurred in the learning experience. While many students were able to describe what they did, very few were able to explain how they were able to do something critically. It can be concluded that to get design students to reflect is a fairly easy task, but to get them to reflect critically could be very challenging. To ensure that design students could benefit from the use of reflective journal as a tool to develop their critical thinking skills, a more systematic and structured approach to the introduction of critical thinking and reflective journal should be built into the design curriculum to provide as much practice and sufficient feedback as other studio subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20design%20education" title="communication design education">communication design education</a>, <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=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20journal" title=" reflective journal"> reflective journal</a> </p> <a href="https://publications.waset.org/abstracts/54467/an-attempt-to-get-communication-design-students-to-reflect-a-content-analysis-of-students-learning-journals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54467.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">286</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">498</span> Creative Application of Cognitive Linguistics and Communicative Methods to Eliminate Common Learners' Mistakes in Academic Essay Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ekaterina%20Lukianchenko">Ekaterina Lukianchenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article sums up a six-year experience of teaching English as a foreign language to over 900 university students at MGIMO (Moscow University of International Relations, Russia), all of them native speakers of Russian aged 16 to 23. By combining modern communicative approach to teaching with cognitive linguistics theories, one can deal more effectively with deeply rooted mistakes which particular students have of which conventional methods have failed to eliminate. If language items are understood as concepts and frames, and classroom activities as meaningful parts of language competence development, this might help to solve such problems as incorrect use of words, unsuitable register, and confused tenses - as well as logical or structural mistakes, and even certain psychological issues concerning essay writing. Along with classic teaching methods, such classroom practice includes plenty of interaction between students - playing special classroom games aimed at eliminating particular mistakes, working in pairs and groups, integrating all skills in one class. The main conclusions that the author of the experiment makes consist in an assumption that academic essay writing classes demand a balanced plan. This should not only include writing as such, but additionally feature elements of listening, reading, speaking activities specifically chosen according to the skills and language students will need to write the particular type of essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20essay%20writing" title="academic essay writing">academic essay writing</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20teaching" title=" creative teaching"> creative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title=" cognitive linguistics"> cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=competency-based%20approach" title=" competency-based approach"> competency-based approach</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20language%20teaching" title=" communicative language teaching"> communicative language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=frame" title=" frame"> frame</a>, <a href="https://publications.waset.org/abstracts/search?q=concept" title=" concept"> concept</a> </p> <a href="https://publications.waset.org/abstracts/55119/creative-application-of-cognitive-linguistics-and-communicative-methods-to-eliminate-common-learners-mistakes-in-academic-essay-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55119.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">297</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">497</span> The Influence of Cognitive Load in the Acquisition of Words through Sentence or Essay Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Breno%20Barrreto%20Silva">Breno Barrreto Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Agnieszka%20Otwinowska"> Agnieszka Otwinowska</a>, <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Kutylowska"> Katarzyna Kutylowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research comparing lexical learning following the writing of sentences and longer texts with keywords is limited and contradictory. One possibility is that the recursivity of writing may enhance processing and increase lexical learning; another possibility is that the higher cognitive load of complex-text writing (e.g., essays), at least when timed, may hinder the learning of words. In our study, we selected 2 sets of 10 academic keywords matched for part of speech, length (number of characters), frequency (SUBTLEXus), and concreteness, and we asked 90 L1-Polish advanced-level English majors to use the keywords when writing sentences, timed (60 minutes) or untimed essays. First, all participants wrote a timed Control essay (60 minutes) without keywords. Then different groups produced Timed essays (60 minutes; n=33), Untimed essays (n=24), or Sentences (n=33) using the two sets of glossed keywords (counterbalanced). The comparability of the participants in the three groups was ensured by matching them for proficiency in English (LexTALE), and for few measures derived from the control essay: VocD (assessing productive lexical diversity), normed errors (assessing productive accuracy), words per minute (assessing productive written fluency), and holistic scores (assessing overall quality of production). We measured lexical learning (depth and breadth) via an adapted Vocabulary Knowledge Scale (VKS) and a free association test. Cognitive load was measured in the three essays (Control, Timed, Untimed) using normed number of errors and holistic scores (TOEFL criteria). The number of errors and essay scores were obtained from two raters (interrater reliability Pearson’s r=.78-91). Generalized linear mixed models showed no difference in the breadth and depth of keyword knowledge after writing Sentences, Timed essays, and Untimed essays. The task-based measurements found that Control and Timed essays had similar holistic scores, but that Untimed essay had better quality than Timed essay. Also, Untimed essay was the most accurate, and Timed essay the most error prone. Concluding, using keywords in Timed, but not Untimed, essays increased cognitive load, leading to more errors and lower quality. Still, writing sentences and essays yielded similar lexical learning, and differences in the cognitive load between Timed and Untimed essays did not affect lexical acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20academic%20words" title="learning academic words">learning academic words</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20essays" title=" writing essays"> writing essays</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load" title=" cognitive load"> cognitive load</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20an%20L2" title=" english as an L2"> english as an L2</a> </p> <a href="https://publications.waset.org/abstracts/164667/the-influence-of-cognitive-load-in-the-acquisition-of-words-through-sentence-or-essay-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164667.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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">496</span> Application of Scoring Rubrics by Lecturers towards Objective Assessment of Essay Questions in the Department of Social Science Education, University of Calabar, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Donald%20B.%20Enu">Donald B. Enu</a>, <a href="https://publications.waset.org/abstracts/search?q=Clement%20O.%20Ukpor"> Clement O. Ukpor</a>, <a href="https://publications.waset.org/abstracts/search?q=Abigail%20E.%20Okon"> Abigail E. Okon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unreliable scoring of students’ performance by lecturers short-chains students’ assessment in terms of underequipping the school authority with facts as intended by society through the curriculum hence, the learners, the school and the society are cheated because the usefulness of testing is defeated. This study, therefore, examined lecturers’ scoring objectivity of essay items in the Department of Social Science Education, University of Calabar, Nigeria. Specifically, it assessed lecturers’ perception of the relevance of scoring rubrics and its level of application. Data were collected from all the 36 lecturers in the Department (28 members and 8 non-members adjourned to the department), through a 20-item questionnaire and checklist instruments. A case-study design was adopted. Descriptive statistics of frequency counts, weighted means, standard deviations, and percentages were used to analyze data gathered. A mean score of 2.5 and or 60 percent and above formed the acceptance or significant level in decision taking. It was found that lecturers perceived the use of scoring rubrics as a relevant practice to ensure fairness and reliable treatment of examiners scripts particularly in marking essay items and that there is a moderately high level of adherence to the application of scoring rubrics. It was also observed that some criteria necessary for the scoring objectivity of essay items were not fully put in place in the department. It was recommended strongly that students’ identities be hidden while marking and that pre-determined marking scheme should be prepared centrally and strictly adhered to during marking and recording of scores. Conference marking should be enforced in the department. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=essay%20items" title="essay items">essay items</a>, <a href="https://publications.waset.org/abstracts/search?q=objective%20scoring" title=" objective scoring"> objective scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=scorers%20reliability" title=" scorers reliability"> scorers reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring%20rubrics" title=" scoring rubrics"> scoring rubrics</a> </p> <a href="https://publications.waset.org/abstracts/72011/application-of-scoring-rubrics-by-lecturers-towards-objective-assessment-of-essay-questions-in-the-department-of-social-science-education-university-of-calabar-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72011.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">180</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">495</span> Error Analysis in English Essays Writing of Thai Students with Different English Language Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sirirat%20Choophan%20Atthaphonphiphat">Sirirat Choophan Atthaphonphiphat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study is to analyze errors in English essay writing of Thai (Suratthani Rajabhat University)’s students with different English language experiences. 16 subjects were divided into 2 groups depending on their English language experience. The data were collected from English essay writing about 'My daily life'. The finding shows that 275 tokens of errors were found from 240 English sentences. The errors were categorized into 4 types based on frequency counts: grammatical errors, mechanical errors, lexical errors, and structural errors, respectively. The findings support all of the researcher’s hypothesizes, i.e. 1) the students with low English language experience made more errors than those with high English language experience; 2) all errors in English essay writing of Suratthani Rajabhat University’s students, the interlingual errors are more than the intralingual ones; 3) systemic and structural differences between English (target language) and Thai (mother-tongue language) lead to the errors in English essays writing of Suratthani Rajabhat University’s students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20transfer" title=" language transfer"> language transfer</a> </p> <a href="https://publications.waset.org/abstracts/33087/error-analysis-in-english-essays-writing-of-thai-students-with-different-english-language-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33087.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">622</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=reflective%20essay&page=2">2</a></li> <li class="page-item"><a class="page-link" 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