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teaching-learning strategies</title> <meta name="description" content="Search results for: teaching-learning strategies"> <meta name="keywords" content="teaching-learning strategies"> <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> 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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="teaching-learning strategies"> <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> 5434</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teaching-learning strategies</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5434</span> Online Metacognitive Reading Strategies Use by Postgraduate Libyan EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najwa%20Alsayed%20Omar">Najwa Alsayed Omar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the increasing popularity of the Internet, online reading has become an essential source for EFL readers. Using strategies to comprehend information on online reading texts play a crucial role in students’ academic success. Metacognitive reading strategies are effective factors that enhance EFL learners reading comprehension. This study aimed at exploring the use of online metacognitive reading strategies by postgraduate Libyan EFL students. Quantitative data was collected using the Survey of Online Reading Strategies (OSORS). The findings revealed that the participants were moderate users of metacognitive online reading strategies. Problem solving strategies were the most frequently reported used strategies, while support reading strategies were the least. The five most and least frequently reported strategies were identified. Based on the findings, some future research recommendations were presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title="metacognitive strategies">metacognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reading" title=" online reading"> online reading</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reading%20strategies" title=" online reading strategies"> online reading strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a> </p> <a href="https://publications.waset.org/abstracts/11899/online-metacognitive-reading-strategies-use-by-postgraduate-libyan-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11899.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">320</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">5433</span> Investigating Mathematics Teachers' Knowledge of the Effective Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zafer%20F.%20Alshehri">Zafer F. Alshehri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated mathematics teachers' knowledge of the effective teaching strategies at the Southern Region of Saudi Arabia. Specifically, it aimed to identify a list of the effective strategies of teaching mathematics; the extent of mathematics teachers' knowledge of these strategies; and the differences (if any) of mathematics teachers' knowledge of these strategies regarding scientific degree, teaching experience, and educational sage. To achieve that, the researcher used the descriptive approach for preparing a list of effective mathematics teaching strategies and developing a questionnaire of a sample of (240) mathematics teachers. As a result, there were differences in teachers' knowledge of the effective teaching strategies, which ranked as a low, and the highest knowledge was in favor of higher degrees. In addition, there were a few recommendations and suggestions for developing mathematics teachers' knowledge of effective teaching strategies, such as involving in workshops of mathematics teaching strategies, integrating technology into mathematics teaching, and using research findings in the instruction process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20knowledge" title="mathematics teaching knowledge">mathematics teaching knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teachers" title=" mathematics teachers"> mathematics teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20mathematics%20teaching%20strategies" title=" effective mathematics teaching strategies"> effective mathematics teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/22233/investigating-mathematics-teachers-knowledge-of-the-effective-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22233.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">5432</span> Omani PE Candidate Self-Reports of Learning Strategies Used to Learn Sport Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Al-Rawahi">Nasser Al-Rawahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims at determining self-regulated learning strategies used by Omani physical education candidates to learn sport skills. The data were collected by a self-regulated learning theory questionnaire. The sample of the study comprised of 145 undergraduate physical education students enrolled in the department of physical education at the College of Education, Sultan Qaboos University. The findings of the study revealed that the most commonly used strategies for learning sport skills by Omani physical education candidate are ‘the effort learning strategies, planning learning strategies and evaluation learning strategies’. However, the reflection learning strategies, self-monitoring and self-efficacy learning strategies were revealed as the least used strategies by the PE candidates in learning and acquiring sport skills. Based on these findings, suggestions and recommendations for future research were provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title="learning strategies">learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20candidates" title=" physical education candidates"> physical education candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning%20theory" title=" self-regulated learning theory"> self-regulated learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/10271/omani-pe-candidate-self-reports-of-learning-strategies-used-to-learn-sport-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10271.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">614</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">5431</span> Research on Models and Selection of Entry Strategies for Catering Industry Based on the Evolutionary Game Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jianxin%20Zhu">Jianxin Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Na%20Liu"> Na Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entry strategies play a vital role in the development of new enterprises in the catering industry. Different entry strategies will have different effects on the development of new enterprise. Based on the research of scholars at home and abroad, and combining the characteristics of the catering industry, the entry strategies are divided into low-price entry strategies and high-quality entry strategies. Facing the entry of new enterprise, the strategies of incumbent enterprises are divided into response strategies and non-response strategies. This paper uses evolutionary game theory to study the strategic interaction mechanism between incumbent companies and new enterprises. When different initial values and parameter values are set, which strategy will the two-game subjects choose, respectively? Using matlab2016 for numerical simulation, the results show that the choice of strategies for new enterprise and incumbent enterprise is influenced by more than one factor, and the system has different evolution trends under different circumstances. When the parameters were set, the choice of two subjects' strategies mainly depends on the net profit between the strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=catering%20industry" title="catering industry">catering industry</a>, <a href="https://publications.waset.org/abstracts/search?q=entry%20strategy" title=" entry strategy"> entry strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=evolutionary%20game" title=" evolutionary game"> evolutionary game</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20interaction%20mechanism" title=" strategic interaction mechanism"> strategic interaction mechanism</a> </p> <a href="https://publications.waset.org/abstracts/121230/research-on-models-and-selection-of-entry-strategies-for-catering-industry-based-on-the-evolutionary-game-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121230.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">132</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">5430</span> A Comparative Analysis of Vocabulary Learning Strategies among EFL Freshmen and Senior Medical Sciences Students across Different Fields of Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Hadavi">M. Hadavi</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Hashemi"> Z. Hashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning strategies play an important role in the development of language skills. Vocabulary learning strategies as the backbone of these strategies have become a major part of English language teaching. This study is a comparative analysis of Vocabulary Learning Strategies (VLS) use and preference among freshmen and senior EFL medical sciences students with different fields of study. 449 students (236 freshman and 213 seniors) participated in the study. 64.6% were female and 35.4% were male. The instrument utilized in this research was a questionnaire consisting of 41 items related to the students’ approach to vocabulary learning. The items were classified under eight sections as dictionary strategies, guessing strategies, study preferences, memory strategies, autonomy, note- taking strategies, selective attention, and social strategies. The participants were asked to answer each item with a 5-point Likert-style frequency scale as follows:1) I never or almost never do this, 2) I don’t usually do this, 3) I sometimes do this, 4) I usually do this, and 5)I always or almost always do this. The results indicated that freshmen students and particularly surgical technology students used more strategies compared to the seniors. Overall guessing and dictionary strategies were the most frequently used strategies among all the learners (p=0/000). The mean and standard deviation of using VLS in the students who had no previous history of participating in the private English language classes was less than the students who had attended these type of classes (p=0/000). Female students tended to use social and study preference strategies whereas male students used mostly guessing and dictionary strategies. It can be concluded that the senior students under instruction from the university have learned to rely on themselves and choose the autonomous strategies more, while freshmen students use more strategies that are related to the study preferences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20leaning%20strategies" title="vocabulary leaning strategies">vocabulary leaning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20sciences" title=" medical sciences"> medical sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/10367/a-comparative-analysis-of-vocabulary-learning-strategies-among-efl-freshmen-and-senior-medical-sciences-students-across-different-fields-of-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5429</span> Teaching Method in Situational Crisis Communication Theory: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Proud%20Arunrangsiwed">Proud Arunrangsiwed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Crisis management strategies could be found in various curriculums, not only in schools of business, but also schools of communication. Young students, such as freshmen and sophomores of undergraduate schools, may not care about learning crisis management strategies. Moreover, crisis management strategies are not a topic art students are familiar with. The current paper discusses a way to adapt entertainment media into a crisis management lesson, and the importance of learning crisis management strategies in the school of animation. Students could learn crisis management strategies by watching movies with content about a crisis and responding to crisis responding. The students should then participate in follow up discussions related to the strategies that were used to address the crisis, as well as their success in solving the crisis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=situational%20crisis%20communication%20theory" title="situational crisis communication theory">situational crisis communication theory</a>, <a href="https://publications.waset.org/abstracts/search?q=crisis%20response%20strategies" title=" crisis response strategies"> crisis response strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20effect" title=" media effect"> media effect</a>, <a href="https://publications.waset.org/abstracts/search?q=unintentional%20effect" title=" unintentional effect"> unintentional effect</a> </p> <a href="https://publications.waset.org/abstracts/49726/teaching-method-in-situational-crisis-communication-theory-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49726.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">323</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">5428</span> Japanese Language Learning Strategies : Case study student in Japanese subject part, Faculty of Humanities and Social Sciences, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pailin%20Klinkesorn">Pailin Klinkesorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed to study the use of learning strategies for Japanese language among college students with different learning achievements who study Japanese as a foreign language in the Higher Education’s level. The survey was conducted by using a questionnaire adapted from Strategy Inventory for language Learning or SILL (Oxford, 1990), consisting of two parts: questions about personal data and questions about the use of learning strategies for Japanese language. The samples of college students in the Japanese language program were purposively selected from Suansunandha Rajabhat University. The data from the questionnaire was statistically analyzed by using mean scores and one-way ANOVA. The results showed that Social Strategies was used by the greatest number of college students, whereas Memory Strategies was used by the least number of students. The students in different levels used various strategies, including Memory Strategies, Cognitive Strategies, Metacognitive Strategies and Social Strategies, at the significance level of 0.05. In addition, the students with different learning achievements also used different strategies at the significance level of 0.05. Further studies can explore learning strategies of other groups of Japanese learners, such as university students or company employees. Moreover, learning strategies for language skills, including listening, speaking, reading and writing, can be analyzed for better understanding of learners’ characteristics and for teaching applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategies" title="language learning strategies">language learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese" title=" Japanese"> Japanese</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a> </p> <a href="https://publications.waset.org/abstracts/9489/japanese-language-learning-strategies-case-study-student-in-japanese-subject-part-faculty-of-humanities-and-social-sciences-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5427</span> Using Metacognitive Strategies in Reading Comprehension by EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sadeghi-Saeb">Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20reading%20comprehension" title=" English reading comprehension"> English reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a> </p> <a href="https://publications.waset.org/abstracts/41179/using-metacognitive-strategies-in-reading-comprehension-by-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41179.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">299</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">5426</span> Effects of Teaching Strategies on Students Academic Achievement in Secondary Physics Education for Quality Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collins%20Molua">Collins Molua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the effect of Teaching Strategies on Academic Achievement in Secondary Physics Education as a quality assurance process for the teaching and learning of the subject. Teaching strategies investigated were the interactive, independent and dependent strategies. Three null hypotheses were tested at p< 0.05 using one instrument, physics achievement test(PAT).The data were analyzed using analysis of covariance (ANCOVA).Results showed that teaching strategies have significant effect on students achievement; the joint effect of the teaching strategies was also significant on students achievement in Physics. The interactive teaching strategies was recommended for teaching the subject and the students should be exposed to practical, computer literacy to stimulate interest and curiosity to enhance quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=assurance" title=" assurance"> assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/93246/effects-of-teaching-strategies-on-students-academic-achievement-in-secondary-physics-education-for-quality-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93246.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">5425</span> A Study of Transferable Strategies in Multilanguage Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zixi%20You">Zixi You</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the demand of multilingual speakers increasing in the job market, multi-language learning programs have become more and more popular among undergraduate students. A study on multi-language learning strategies is therefore highly demanded on both practical and theoretical levels. Based on previous classification of learning strategies in SLA, and an investigation of BA Modern Language program students (with post-A level L2 and ab initio L3 learning experience from year one), this study explores and compares different types of learning strategies used by multi-language speakers and learners, transferable learning strategies between L2 and L3, and factors affecting the transfer. The results indicate that all the 23 types of learning strategies of L2 are employed when learning L3 from ab initio level, yet with different tendencies. Learning strategy transfer from L2 to L3 (i.e., the learners attribute the applying of these L3 learning strategies to be a direct result of their L2 learning experience) are observed in all 23 types of learning strategies. Comparatively, six types of “cognitive strategies” have higher transfer tendency than others. With regard to the failure of the transfer of some particular L2 strategies and the development of independent L3 strategies of individual learners, factors such as language proficiency, language typology and learning environment have played important roles among others. The presentation of this study will provide audiences with detailed data, insightful analysis and discussion on both theoretical and practical aspects of multi-language learning that will benefit both students and educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategy" title="learning strategy">learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-language%20acquisition" title=" multi-language acquisition"> multi-language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy%20transfer" title=" strategy transfer"> strategy transfer</a> </p> <a href="https://publications.waset.org/abstracts/29430/a-study-of-transferable-strategies-in-multilanguage-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29430.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">575</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">5424</span> Create a Model of Production and Marketing Strategies in Alignment with Business Strategy Using QFD Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamed%20Saremi">Hamed Saremi</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahla%20Saremi"> Shahla Saremi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's competitive world, organizations are expected to surpass the competitors and benefit from the resources and benefits. Therefore, organizations need to improve the current performance is felt more than ever that this requires to identify organizational optimal strategies, and consider all strategies simultaneously. In this study, to enhance competitive advantage and according to customer requirements, alignment between business, production and marketing strategies, House of Quality (QFD) approach has been used and zero-one linear programming model has been studied. First, the alignment between production and marketing strategies with business strategy, independent weights of these strategies is calculated. Then with using QFD approach the aligned weights of optimal strategies in each production and marketing field will be obtained and finally the aligned marketing strategies selection with the purpose of allocating budget and specialist human resource to marketing functions will be done that lead to increasing competitive advantage and benefit. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=marketing%20strategy" title="marketing strategy">marketing strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20strategy" title=" business strategy"> business strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy%20alignment" title=" strategy alignment"> strategy alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=house%20of%20quality%20deployment" title=" house of quality deployment"> house of quality deployment</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20strategy" title=" production strategy"> production strategy</a> </p> <a href="https://publications.waset.org/abstracts/30246/create-a-model-of-production-and-marketing-strategies-in-alignment-with-business-strategy-using-qfd-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30246.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">605</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">5423</span> Model of Production and Marketing Strategies in Alignment with Business Strategy using QFD Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamed%20Saremi">Hamed Saremi</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzan%20Taghavy"> Suzan Taghavy</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahla%20Saremi"> Shahla Saremi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's competitive world, organizations are expected to surpass the competitors and benefit from the resources and benefits. Therefore, organizations need to improve the current performance is felt more than ever that this requires to identify organizational optimal strategies, and consider all strategies simultaneously. In this study, to enhance competitive advantage and according to customer requirements, alignment between business, production and marketing strategies, House of Quality (QFD) approach has been used and zero-one linear programming model has been studied. First, the alignment between production and marketing strategies with business strategy, independent weights of these strategies is calculated. Then with using QFD approach the aligned weights of optimal strategies in each production and marketing field will be obtained and finally the aligned marketing strategies selection with the purpose of allocating budget and specialist human resource to marketing functions will be done that lead to increasing competitive advantage and benefit. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategy%20alignment" title="strategy alignment">strategy alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=house%20of%20quality%20deployment" title=" house of quality deployment"> house of quality deployment</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20strategy" title=" production strategy"> production strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing%20strategy" title=" marketing strategy"> marketing strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20strategy" title=" business strategy"> business strategy</a> </p> <a href="https://publications.waset.org/abstracts/30239/model-of-production-and-marketing-strategies-in-alignment-with-business-strategy-using-qfd-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30239.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">435</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">5422</span> Experience Level and Adoption of Interpretation Strategies by Iranian Interpreters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niloofar%20Fathizaviyehkord">Niloofar Fathizaviyehkord</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Just as two hands cannot make a good boxer, knowing two or more languages cannot make a skillful interpreter. Interpreting, either consecutive or simultaneous, is a cognitively demanding task requiring not only linguistic and discourse knowledge but also strategic competence. Moreover, experience level can play a very crucial role in the strategies interpreters may employ since translation and interpretation quality is a matter of experience, besides other factors, as well. With regard to the significance of strategic competence, this study investigated what strategies are mainly employed by interpreters, what strategies are employed more frequently, and whether experience level can affect the choice of strategies by interpreters or not. To collect the necessary data, the first retrospective interviews were held with 20 interpreters experienced more or less in simultaneous and consecutive interpretation to see what strategies other than those classified in the literature are employed by interpreters. Then, several classifications of strategies in literature were merged with those emerging from the retrospective interviews to come up with a comprehensive questionnaire on interpreting strategies. After seeking five experts’ opinions regarding the wording/content of the questionnaire, it was given to 60 interpreters. The statistical analysis of the questionnaire data and experience level through ANOVA showed experience level could affect the choice of strategies. This study closes with the theoretical/practical implications of the findings for interpreter training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experience%20level" title="experience level">experience level</a>, <a href="https://publications.waset.org/abstracts/search?q=consecutive%20and%20simultaneous" title=" consecutive and simultaneous"> consecutive and simultaneous</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretation%20strategies" title=" interpretation strategies"> interpretation strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/146706/experience-level-and-adoption-of-interpretation-strategies-by-iranian-interpreters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146706.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">138</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">5421</span> Language Learning Strategies to Improve English Speaking Skills among High School Students: A Case Study at Vo Minh Duc High School in Binh Duong Province, Viet Nam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Du%20T.%20Tran">Du T. Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Quyen%20T.%20L.%20Hoang"> Quyen T. L. Hoang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of language learning strategies in second language acquisition has received increased attention across several disciplines in recent years. Language learning strategies have been shown to occur in many studies over the passing years with the aim of improving the efficiency of language learning. Following previous studies, this study endeavors to scrutinize language learning strategies employed by the students at Vo Minh Duc high school and the effect of motivation on students’ learning strategy choices. The responses are examined quantitatively and qualitatively to enhance their validity and reliability. Data are collected from 342 students’ responses to the questionnaire, interviews with ten teachers and fifteen students, and classroom observations. The findings reveal that students’ motivation has an enormous impact on the choice of language learning strategies. The results simultaneously show that students use many language learning strategies to enhance their communicative competence, but the most frequently used ones are cognitive and affective ones. Significant correlations among types of learning strategies and the influence of motivation on the choices of language learning strategies were consistent with previous studies. The study’s results are expected to be beneficial to teachers of English and students in terms of narrowing the gap between the students' language learning strategies and their teaching methodologies preferences and sketching out the best strategies to enhance students’ speaking skills. The implications of these findings and the importance of viewing learners holistically are discussed, and recommendations are made for ongoing research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title="learning strategies">learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=memorization%20strategies" title=" memorization strategies"> memorization strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20strategies" title=" cognitive strategies"> cognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20strategies" title=" affective strategies"> affective strategies</a> </p> <a href="https://publications.waset.org/abstracts/161039/language-learning-strategies-to-improve-english-speaking-skills-among-high-school-students-a-case-study-at-vo-minh-duc-high-school-in-binh-duong-province-viet-nam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161039.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">105</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">5420</span> Compare Online Metacognitive Reading Strategies Used by Iranian Postgraduate Students with Internal and External Locus of Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitra%20Mesgar">Mitra Mesgar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning environment is becoming more popular among learners because of their multiple information representations. Despite the growing importance of online reading strategies among adult learners, little attention has been carried out to postgraduate EFL learners. This study is quantitative research designed and aimed to investigate metacognitive reading strategies employed by Iranian postgraduate learners to read online academic texts. This study is conducted by over 50 Iranian postgraduate students studying in different Malaysian universities. This study used two different survey questionnaires, namely, 1) background questionnaire and 2) OSORS questionnaire. The collected data were analyzed using SPSS. The findings of the study emphasized metacognitive reading strategies used by different aged adult learners. The results of the survey questionnaires revealed that adult learners use global reading strategies as well as problem-solving strategies and support reading strategies. Also, through one-way analysis of variance toward age factor revealed that it has no meaningful changes on metacognitive reading strategy usage. This means that metacognitive reading strategies used by adult learners are independent of age variable. Drawing from findings, adult learners have learning goals, and since they have more exposure to online academic texts, they are able to use different metacognitive online reading strategies that affect their understanding of academic texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20reading%20strategies" title="online reading strategies">online reading strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20students" title=" independent students"> independent students</a>, <a href="https://publications.waset.org/abstracts/search?q=locus%20of%20control" title=" locus of control"> locus of control</a> </p> <a href="https://publications.waset.org/abstracts/165789/compare-online-metacognitive-reading-strategies-used-by-iranian-postgraduate-students-with-internal-and-external-locus-of-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165789.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">89</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">5419</span> Adoption of Proactive and Reactive Supply Chain Resilience Strategies: A Comparison between Apparel and Construction Industries in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anuradha%20Ranawakage">Anuradha Ranawakage</a>, <a href="https://publications.waset.org/abstracts/search?q=Chathurani%20Silva"> Chathurani Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the growing expansion of global businesses, supply chains are increasingly exposed to numerous disruptions. Organizations adopt various strategies to mitigate the impact of these disruptions. Depending on the variations in the conditions and characteristics of supply chains, the adoption of resilience strategies may vary across industries. However, these differences are largely unexplored in the existing literature. Hence, this study aims to evaluate the adoption of three proactive strategies: proactive collaboration, digital connectivity, integrated SC risk management, and three reactive strategies: reactive collaboration, inventory and reserve capacity, and lifeline maintenance in the apparel and construction industries in Sri Lanka. An online questionnaire was used to collect data on the implementation of resilience strategies from a sample of 162 apparel and 185 construction companies operating in Sri Lanka. This research makes a significant contribution to the field of supply chain management by assessing the extent to which different resilience strategies are functioned within the apparel and construction industries in Sri Lanka, particularly in an era after a global pandemic that significantly disrupted supply chains all around the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apparel" title="apparel">apparel</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=proactive%20strategies" title=" proactive strategies"> proactive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=reactive%20strategies" title=" reactive strategies"> reactive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20resilience" title=" supply chain resilience"> supply chain resilience</a> </p> <a href="https://publications.waset.org/abstracts/184616/adoption-of-proactive-and-reactive-supply-chain-resilience-strategies-a-comparison-between-apparel-and-construction-industries-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184616.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">56</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">5418</span> Use of Oral Communication Strategies: A Study of Bangladeshi EFL Learners at the Graduate Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afroza%20Akhter%20Tina">Afroza Akhter Tina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on an investigation into the use of specific types of oral communication strategies, namely ‘topic avoidance’, ‘message abandonment’, ‘code-switching’, ‘paraphrasing’, ‘restructuring’, and ‘stalling’ by Bangladeshi EFL learners at the graduate level. It chiefly considers the frequency of using these strategies as well as the students and teachers attitudes toward such uses. The participants of this study are 66 EFL students and 12 EFL teachers of Jahangirnagar University. Data was collected through questionnaire, oral interview, and classroom observation form. The findings reveal that the EFL students tried to employ all the strategies to various extents due to the language difficulties they encountered in their oral English performance. Among them, the mostly used strategy was ‘stalling’ or the use of fillers, followed by ‘code-switching’. The least used strategies were ‘topic avoidance’, ‘restructuring’, and ‘paraphrasing’. The findings indicate that the use of such strategies was related to the contexts of situation and data-elicitation tasks. It also reveals that the students were not formally trained to use the strategies though the majority of the teachers and students acknowledge them as helpful in communication. Finally the study suggests that an awareness of the nature and functions of these strategies can contribute to the overall improvement of the learners’ communicative competence in spoken English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20strategies" title="communicative strategies">communicative strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a> </p> <a href="https://publications.waset.org/abstracts/30258/use-of-oral-communication-strategies-a-study-of-bangladeshi-efl-learners-at-the-graduate-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30258.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">408</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">5417</span> Sensory-Based Strategies in the School Setting: A Survey of K-12 Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoda%20Hashemi">Hoda Hashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore K-12 educators’ perceptions of using sensory-based strategies (SBS) with students on the autism spectrum in classroom settings. One hundred and ninety-three educators, including 107 special education teachers, 48 general education teachers, and 38 paraprofessionals, participated in this study. They answered 44 questions about using SBS in classroom settings, the degree to which they use the strategies on a 5-point Likert scale, the outcomes they targeted, and their perception of the strategies' effectiveness. The survey results indicated that most educators rated only one sensory-based strategy, which was alternated seating options, as highly effective in addressing the targeted behaviors of students on the autism spectrum. However, in some instances, educators' perceptions of the effectiveness of some strategies did not align with other research findings, highlighting the need for further evidence to confidently implement them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sensory-based%20strategies" title="sensory-based strategies">sensory-based strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12" title=" K-12"> K-12</a>, <a href="https://publications.waset.org/abstracts/search?q=educators" title=" educators"> educators</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/170463/sensory-based-strategies-in-the-school-setting-a-survey-of-k-12-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170463.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">5416</span> Communicative Strategies in Colombian Political Speech: On the Example of the Speeches of Francia Marquez</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danila%20Arbuzov">Danila Arbuzov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article the author examines the communicative strategies used in the Colombian political discourse, following the example of the speeches of the Vice President of Colombia Francia Marquez, who took office in 2022 and marked a new development vector for the Colombian nation. The lexical and syntactic means are analyzed to achieve the communicative objectives. The material presented may be useful for those who are interested in investigating various aspects of discursive linguistics, particularly political discourse, as well as the implementation of communicative strategies in certain types of discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=political%20discourse" title="political discourse">political discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20strategies" title=" communication strategies"> communication strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Colombian%20political%20discourse" title=" Colombian political discourse"> Colombian political discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=Colombia" title=" Colombia"> Colombia</a>, <a href="https://publications.waset.org/abstracts/search?q=manipulation" title=" manipulation"> manipulation</a> </p> <a href="https://publications.waset.org/abstracts/161373/communicative-strategies-in-colombian-political-speech-on-the-example-of-the-speeches-of-francia-marquez" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161373.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">114</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">5415</span> A Conceptual Framework of Strategies for Managing Intellectual Property Rights at Different Stages of Product Life Cycle</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nithyananda%20K.%20V.">Nithyananda K. V. </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizations follow various strategies for managing their intellectual property rights, either in the form of securing IP rights or using such IP rights through leveraging, monetizing, and commercializing them. It is well known that organizations adopt different intellectual property strategies in response to other organizations within the industry. But within an organization, and within the products that are being manufactured and sold by it, the strategies for managing its intellectual property rights keep changing at different stages of the product life cycle. Organizations could adopt not only different strategies for managing its intellectual property rights, but could also adopt different kinds of business models to leverage, monetize, and commercial the IP rights. This paper analyzes the various strategies that can be adopted by organizations to manage its IP rights at different stages of the product life cycle and the rationale for adopting such strategies. This would be a secondary research, based solely on the literature of strategic management, new product development, resource-based management, and the intellectual property management. This paper synthesizes the literature from these streams to propose a conceptual framework of strategies that can be adopted by organizations for managing its IP rights in conjunction with the life cycle of the products that it manufactures and sells in the market. This framework could be adopted by organizations in implementing strategies for effectively managing their IP rights. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property%20strategy" title="intellectual property strategy">intellectual property strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20of%20intellectual%20property%20rights" title=" management of intellectual property rights"> management of intellectual property rights</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20product%20development" title=" New product development"> New product development</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20life%20cycle" title=" product life cycle"> product life cycle</a> </p> <a href="https://publications.waset.org/abstracts/87061/a-conceptual-framework-of-strategies-for-managing-intellectual-property-rights-at-different-stages-of-product-life-cycle" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87061.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">5414</span> Aligning Organizational Culture and Compensation Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Giuseppe%20Maria%20Russo">Giuseppe Maria Russo</a>, <a href="https://publications.waset.org/abstracts/search?q=Patr%C3%ADcia%20Am%C3%A9lia%20Tomei"> Patrícia Amélia Tomei</a>, <a href="https://publications.waset.org/abstracts/search?q=Ant%C3%B4nio%20Linhares"> Antônio Linhares</a>, <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A9%20Moreira%20Santos"> André Moreira Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Alignment between management strategies, policies and practices with organizational cultures holds great potential to meet the challenges of retaining professionals and maintaining their commitment. In this article, authors consider that when it is aligned with company strategy, compensation acts as an incentive for developing common visions within the organizational culture. This article verified the correlation between types of culture and compensation’s strategic components and provided inputs for the definition of strategies aligned with cultural typologies. We conclude that the impact of compensation variables varies according to the type of organizational culture. This result reinforces the theory that different cultures define different organizational strategies. Thus, compensation strategies may explain types of organizational culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compensation" title="compensation">compensation</a>, <a href="https://publications.waset.org/abstracts/search?q=Handy%E2%80%99s%20cultural%20typology" title=" Handy’s cultural typology"> Handy’s cultural typology</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20culture" title=" organizational culture"> organizational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=rewards" title=" rewards"> rewards</a> </p> <a href="https://publications.waset.org/abstracts/35481/aligning-organizational-culture-and-compensation-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35481.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">660</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">5413</span> Consumers’ Responses to Non-Traditional Marketing Communication Strategies for Advertising Herbal Products</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chioma%20Ifeoma%20Agbasimelo">Chioma Ifeoma Agbasimelo</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Afam%20Kenechukwu"> Stephen Afam Kenechukwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined consumers’ responses to non-traditional marketing communication strategies in advertising herbal products. The study identified the following non-traditional marketing communication strategies: (a) trado-instrumental marketing strategy, (b) trado-demonstrative marketing strategy, and (c) trado-iconographic marketing strategy. Anchored on the Black Box Theory, it adopted the survey design of three metropolises (Awka, Onitsha, and Nnewi) in Anambra State, Nigeria. Major findings indicated that among the identified strategies, the trado-instrumental marketing strategy is the most dominant strategy. Other strategies: (b) trado-demonstrative marketing strategy and (c) trado-iconographic marketing strategy are sparingly used in semi-urban cities. It also found that consumers’ preferences and adoption of non-traditional marketing communication were minimal. Based on the findings, there is a need to create a unified system of integration of both traditional and non-traditional marketing communication strategies due to technology interfaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advertising" title="advertising">advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=consumers%E2%80%99%20responses" title=" consumers’ responses"> consumers’ responses</a>, <a href="https://publications.waset.org/abstracts/search?q=herbal%20products" title=" herbal products"> herbal products</a>, <a href="https://publications.waset.org/abstracts/search?q=non-traditional%20marketing%20communication%20strategies" title=" non-traditional marketing communication strategies"> non-traditional marketing communication strategies</a> </p> <a href="https://publications.waset.org/abstracts/164569/consumers-responses-to-non-traditional-marketing-communication-strategies-for-advertising-herbal-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164569.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">99</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">5412</span> Gender Difference in the Use of Request Strategies by Urdu/Punjabi Native Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muzaffar%20Hussain">Muzaffar Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Requests strategies are considered as a part of the speech acts, which are frequently used in everyday communication. Each language provides speech acts to the speakers; therefore, the selection of appropriate form seems more culture-specific rather than language. The present paper investigates the gender-based difference in the use of request strategies by native speakers of Urdu/Punjabi male and female who are learning English as a second language. The data for the present study were collected from 68 graduate students, who are learning English as an L2 in Pakistan. They were given an online close-ended questionnaire, based on Discourse Completion Test (DCT). After analyzing the data, it was found that the L1 male Urdu/Punjabi speakers were inclined to use more direct request strategies while the female Urdu/Punjabi speakers used indirect request strategies. This paper also found that in some situations female participants used more direct strategies than male participants. The present study concludes that the use of request strategies is influenced by culture, social status, and power distribution in a society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20variation" title="gender variation">gender variation</a>, <a href="https://publications.waset.org/abstracts/search?q=request%20strategies" title=" request strategies"> request strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=face-threatening" title=" face-threatening"> face-threatening</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20pragmatics" title=" second language pragmatics"> second language pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20competence" title=" language competence"> language competence</a> </p> <a href="https://publications.waset.org/abstracts/88631/gender-difference-in-the-use-of-request-strategies-by-urdupunjabi-native-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88631.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">189</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">5411</span> Exploring Teaching Strategies Utilized by Primary School English Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belyihun%20Muchie">Belyihun Muchie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching strategies significantly influence the effectiveness of language teaching practices. Macro/micro ELT strategies realizes the practicality of language teaching in the classroom, where the teacher and students play together. The study aimed to identify teaching strategies employed by primary English language teachers in EFL classrooms. It also analyzed the alignment of teaching strategies with the contemporary language teaching approaches and principles. More over, the study evaluated primary English language teachers' perceptions of the challenges and benefits of implementing innovative teaching strategies. The study used a descriptive survey research design with mixed methods approaches and convergent parallel mixed methods of data collection and analysis. Ten primary schools were selected conveniently, including 60 teachers in total. To collect the adequate data classroom observation, questionnaire and document analysis were used. From the analysis, it was found that primary school English language teachers were not teaching English using innovative teaching strategies. Hence, the alignment of their teaching strategies with the principles and syllabus of the English subject was mismatched. Finally, although there were hindrances of employing innovative teaching strategies, teachers’ commitment of trying much alternatives, was found to be less. They voiced concerns about the erosion of respect for the teaching profession, low salaries, lack of incentives for best practices, insufficient teaching resources, and autocratic leadership within schools. Therefore, as teachers found it increasingly difficult to teach English, it was concluded that primary school English language teachers were not employing innovative ELT strategies in their EFL classroom for effective language teaching in Ethiopia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELT%20strategies" title="ELT strategies">ELT strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20survey%20research%20design" title=" descriptive survey research design"> descriptive survey research design</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20teaching%20strategies" title=" innovative teaching strategies"> innovative teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20English%20language%20teachers" title=" primary school English language teachers"> primary school English language teachers</a> </p> <a href="https://publications.waset.org/abstracts/194798/exploring-teaching-strategies-utilized-by-primary-school-english-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194798.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">9</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">5410</span> Entrepreneurship in Nigeria-Funding and Financing Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Abdullahi">Yusuf Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The contribution of entrepreneurship in the economic development cannot be over-emphasized neither it should be underestimated for any reason as this is already a known fact that it plays an important role as a change agent and as a prime mover of economy. In developed or underdeveloped economy, the essence of entrepreneurship is highly significant as this exist in both private as well as public sectors of any economy. The roles of entrepreneurship are worldly acclaimed but yet as laudable as these roles there can be no significant success by any entrepreneur except with availability of finance. Nonetheless, mere availability of finance also cannot guarantee the success of an enterprise but there must be in place appropriate financial strategies for the funding/investment needs of an enterprise. Thus, little has been said when it comes to strategies needed to access various sources of finance. This paper, therefore, establishes appropriate strategies to obtain funds sources of finance by both small and as well as medium enterprises. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20strategies" title=" financial strategies"> financial strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20development" title=" economic development"> economic development</a> </p> <a href="https://publications.waset.org/abstracts/19197/entrepreneurship-in-nigeria-funding-and-financing-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19197.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">482</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">5409</span> Framework for Aligning Supply Chain Strategies and Organizational Strategies in an SOE Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Setino">R. Setino</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20M.%20Ambe"> I. M. Ambe</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20A%20Badenhorst-Weiss"> J. A Badenhorst-Weiss</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The South African government supply chain management system is not adequately implemented in State Owned Enterprises (SOEs). There are weaknesses in the SOEs SCM enablers, strategies and policies. In addition, top management of SOEs still do not see SCM as strategic enough to deserve their attention, and therefore, there is very little support from top management, thus making it even difficult for SCM practitioners to execute their day to day functions, let alone delivering the letter and spirit of the relevant legislations. Supply chain strategies lack buy in from the top, and as a result senior SCM practitioners has not been involved in the corporate strategy. This has resulted in supply chain and corporate strategies being misaligned. Due to service delivery backlog, high level of corruption and continuous strikes across the country for better services it is inevitable that government leaders be more strategic about how South Africa can use SCM as a tool to improve service delivery. Consequently, there is a need to close the gap between the strategic level dealt by top management and the application of operational SCM concepts: the use of SCM concepts and, therefore, supply chain strategies – should be aligned with the corporate and business strategies in order to ensure the achievement of top level business objectives. This paper aims to explore supply chain practices in State Owned Enterprises (SOEs). The paper based on a conceptual review provides the status, trends and development and suggests a framework for aligning supply chain strategies and organizational strategies in an SOE environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alignment" title="alignment">alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20owned%20enterprises" title=" state owned enterprises"> state owned enterprises</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20management" title=" supply chain management"> supply chain management</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/45690/framework-for-aligning-supply-chain-strategies-and-organizational-strategies-in-an-soe-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45690.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">420</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">5408</span> The Perception and Use of Vocabulary Learning Strategies Among Non-English Major at Ho Chi Minh City University of Technology (Hutech)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20T.%20K.%20Nguyen">T. T. K. Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20H.%20Doan"> T. H. Doan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates students’ perceptions and students’ use of vocabulary learning strategies (VLS) among non-English majors at Ho Chi Minh City University of Technology (HUTECH). Three main issues addressed are (1) to determine students’ perception in terms of their awareness and the level of the importance of vocabulary learning strategies; (2) students’ use in terms of frequency and preference; (3) the correlation between students’ perception in terms of the level of the importance of vocabulary learning strategies and their use in terms of frequency. The mixed method is applied in this investigation; additionally, questionnaires focus on social groups, memory groups, cognitive groups, and metacognitive groups with 350 sophomores from four different majors, and 10 sophomores are invited to structured interviews. The results showed that the vocabulary learning strategies of the current study were well aware. All those strategies were perceived as important in learning vocabulary, and four groups of vocabulary were used frequently. Students’ responses in terms of preference also confirmed students’ use in terms of frequency. On the other hand, students’ perception correlated with students’ use in only the cognitive group of vocabulary learning strategies, but not the three others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning%20strategies" title="vocabulary learning strategies">vocabulary learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perceptions" title=" students' perceptions"> students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20use" title=" students' use"> students' use</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20methods" title=" mixed methods"> mixed methods</a>, <a href="https://publications.waset.org/abstracts/search?q=non-English%20majors" title=" non-English majors"> non-English majors</a> </p> <a href="https://publications.waset.org/abstracts/187304/the-perception-and-use-of-vocabulary-learning-strategies-among-non-english-major-at-ho-chi-minh-city-university-of-technology-hutech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187304.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">45</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">5407</span> Cross-Cultural Pragmatics: Apology Strategies by Libyans </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Elgadri">Ahmed Elgadri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last thirty years, studies on cross-cultural pragmatics in general and apology strategies in specific have focused on western and East-Asian societies. A small volume of research has been conducted in investigating speech acts production by Arabic dialect speakers. Therefore, this study investigated the apology strategies used by Libyan Arabic speakers using an online Discourse Completion Task (DCT) questionnaire. The DCT consisted of six situations covering different social contexts. The survey was written in Libyan Arabic dialect to help generate vernacular speech as much as possible. The participants were 25 Libyan nationals, 12 females, and 13 males. Also, to get a deeper understanding of the motivation behind the use of certain strategies, the researcher interviewed four participants using the Libyan Arabic dialect as well. The results revealed a high use of IFID, offer of repair, and explanation. Although this might support the universality claim of speech acts strategies, it was clear that cultural norms and religion determined the choice of apology strategies significantly. This led to the discovery of new culture-specific strategies, as outlined later in this paper. This study gives an insight into politeness strategies in Libyan society, and it is hoped to contribute to the field of cross-cultural pragmatics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apologies" title="apologies">apologies</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20pragmatics" title=" cross-cultural pragmatics"> cross-cultural pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20culture" title=" language and culture"> language and culture</a>, <a href="https://publications.waset.org/abstracts/search?q=Libyan%20Arabic" title=" Libyan Arabic"> Libyan Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-pragmatics" title=" socio-pragmatics"> socio-pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts" title=" speech acts"> speech acts</a> </p> <a href="https://publications.waset.org/abstracts/125575/cross-cultural-pragmatics-apology-strategies-by-libyans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125575.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">150</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">5406</span> English Learning Strategy and Proficiency Level of the First Year Students, International College, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanokrat%20Kunasaraphan">Kanokrat Kunasaraphan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to identify whether English language learning strategies commonly used by the first year students at International College, Suan Sunandha Rajabhat University include six direct and indirect strategies. The study served to explore whether there was a difference in these students’ use of six direct and indirect English learning strategies between the different levels of their English proficiency. The questionnaire used as a research instrument was comprised of two parts: General information of participants and the Strategy Inventory for Language Learning (SILL). The researcher employed descriptive statistics and one-way ANOVA (F-test) to analyze the data. The results of the analysis revealed that English learning strategies commonly used by the first year students include six direct and indirect strategies, including differences in strategy use of the students with different levels of English proficiency. Recommendations for future research include the study of language learning strategy use with other research methods focusing on other languages, specific language skills, and/or the relationship of language learning strategy use and other factors in other programs and/or institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20learning%20strategies" title="English learning strategies">English learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=direct%20strategies" title=" direct strategies"> direct strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=indirect%20strategies" title=" indirect strategies"> indirect strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20level" title=" proficiency level"> proficiency level</a> </p> <a href="https://publications.waset.org/abstracts/18387/english-learning-strategy-and-proficiency-level-of-the-first-year-students-international-college-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18387.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">303</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">5405</span> 'You Block Yourself from the Emotion': A Qualitative Inquiry into Teacher's Use of Discordant Emotional Labor Strategies in Student Aggression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michal%20Levy">Michal Levy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the emotional impact students' misbehavior and aggression has on teacher's emotional wellbeing, teachers frequently use suppressive strategies in the classroom, which maintain a discordance between felt and expressed emotions. The current study sought to gain a deeper insight into teachers' utilization of discordant emotional labor strategies (i.e., expressive suppression, surface acting and emotional dissonance) and their motives to using these strategies in student aggression. A qualitative study was conducted on 16 special education Jewish Israeli teachers. Thematic analysis of the in-depth semi-structured interviews revealed novice teachers were inclined to use expressive suppression, while experienced teachers used emotional dissonance. The teacher's motives for using discordant emotional labor strategies included both instrumental and hedonic goals. Implications for policymakers and professionals in practice are discussed to improve teachers' emotional wellbeing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discordant%20strategies" title="discordant strategies">discordant strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20labor" title=" emotional labor"> emotional labor</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20aggression" title=" student aggression"> student aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/138520/you-block-yourself-from-the-emotion-a-qualitative-inquiry-into-teachers-use-of-discordant-emotional-labor-strategies-in-student-aggression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138520.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">261</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=teaching-learning%20strategies&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teaching-learning%20strategies&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teaching-learning%20strategies&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teaching-learning%20strategies&page=5">5</a></li> <li class="page-item"><a class="page-link" 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