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TV</title> <meta name="description" content="Search results for: dialogic TV"> <meta name="keywords" content="dialogic TV"> <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 navbar-toggler ml-auto" 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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="dialogic TV"> <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> 37</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: dialogic TV</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">37</span> Dialogic Approaches to Writing Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yael%20Leibovitch">Yael Leibovitch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching academic writing is a source of concern for secondary schools. Many students struggle to meet the basic standards of literacy while teacher confidence in this arena remains low. These issues are compounded by the conventionally prescriptive character of writing instruction, which fails to engage student writers. At the same time, a growing body of research on dialogic teaching has highlighted the powerful role of talk in student learning. With the intent of enhancing pedagogical capability, this paper shares finding from a co-inquiry case study that investigated how teachers think about and negotiate classroom discourse to position students as effective academic writers and thinkers. Using a range of qualitative methods, this project closely documents the iterative collaboration of educators as they sought to create more opportunities for dialogic engagement. More specifically, it triangulates both teacher and student data regarding the efficacy of interdependent thinking and collaborative reasoning as organizing principals for literacy learning. Findings indicate that a dialogic teaching repertoire helps to develop the cognitive and metacognitive skills of adolescent writers. In addition, they underscore the importance of sustained professional collaboration to the uptake of new writing pedagogies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogic%20teaching" title="dialogic teaching">dialogic teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20literacy" title=" student literacy"> student literacy</a> </p> <a href="https://publications.waset.org/abstracts/140184/dialogic-approaches-to-writing-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140184.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">213</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">36</span> A Proposal on the Educational Transactional Analysis as a Dialogical Vision of Culture: Conceptual Signposts and Practical Tools for Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Sartor%20Hoffer">Marina Sartor Hoffer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The multicultural composition of today's societies poses new challenges to educational contexts. Schools are therefore called first to develop dialogic aptitudes and communicative skills adapted to the complex reality of post-modern societies. It is indispensable for educators and for young people to learn theoretical and practical tools during their scholastic path, in order to allow the knowledge of themselves and of the others with the aim of recognizing the value of the others regardless of their culture. Dialogic Skills help to understand and manage individual differences by allowing the solution of problems and preventing conflicts. The Educational Sector of Eric Berne’s Transactional Analysis offers a range of methods and techniques for this purpose. Educational Transactional Analysis is firmly anchored in the Personalist Philosophy and deserves to be promoted as a theoretical frame suitable to face the challenges of contemporary education. The goal of this paper is therefore to outline some conceptual and methodological signposts for the education to dialogue by drawing concepts and methodologies from educational transactional analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogic%20process" title="dialogic process">dialogic process</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20to%20dialogue" title=" education to dialogue"> education to dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20transactional%20analysis" title=" educational transactional analysis"> educational transactional analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=personalism" title=" personalism"> personalism</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20good%20of%20the%20relationship" title=" the good of the relationship"> the good of the relationship</a> </p> <a href="https://publications.waset.org/abstracts/85172/a-proposal-on-the-educational-transactional-analysis-as-a-dialogical-vision-of-culture-conceptual-signposts-and-practical-tools-for-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85172.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">267</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">35</span> The Role of Metacognitive Strategy Intervention through Dialogic Interaction on Listeners’ Level of Cognitive Load</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Babajanzade">Ali Babajanzade</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Bozorgian"> Hossein Bozorgian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive load plays an important role in learning in general and L2 listening comprehension in particular. This study is an attempt to investigate the effect of metacognitive strategy intervention through dialogic interaction (MSIDI) on L2 listeners’ cognitive load. A mixed-method design with 50 participants of male and female Iranian lower-intermediate learners between 20 to 25 years of age was used. An experimental group (n=25) received weekly interventions based on metacognitive strategy intervention through dialogic interaction for ten sessions. The second group, which was control (n=25), had the same listening samples with the regular procedure without a metacognitive intervention program in each session. The study used three different instruments: a) a modified version of the cognitive load questionnaire, b) digit span tests, and c) focused group interviews to investigate listeners’ level of cognitive load throughout the process. Results testified not only improvements in listening comprehension in MSIDI but a radical shift of cognitive load rate within this group. In other words, listeners experienced a lower level of cognitive load in MSIDI in comparison with their peers in the control group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title="cognitive load theory">cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20mental%20functioning" title=" human mental functioning"> human mental functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20theory" title=" metacognitive theory"> metacognitive theory</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20comprehension" title=" listening comprehension"> listening comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a> </p> <a href="https://publications.waset.org/abstracts/135930/the-role-of-metacognitive-strategy-intervention-through-dialogic-interaction-on-listeners-level-of-cognitive-load" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135930.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">148</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">34</span> Children’s Perception of Conversational Agents and Their Attention When Learning from Dialogic TV</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katherine%20Karayianis">Katherine Karayianis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with Attention Deficit Hyperactivity Disorder (ADHD) have trouble learning in traditional classrooms. These children miss out on important developmental opportunities in school, which leads to challenges starting in early childhood, and these problems persist throughout their adult lives. Despite receiving supplemental support in school, children with ADHD still perform below their non-ADHD peers. Thus, there is a great need to find better ways of facilitating learning in children with ADHD. Evidence has shown that children with ADHD learn best through interactive engagement, but this is not always possible in schools, given classroom restraints and the large student-to-teacher ratio. Redesigning classrooms may not be feasible, so informal learning opportunities provide a possible alternative. One popular informal learning opportunity is educational TV shows like Sesame Street. These types of educational shows can teach children foundational skills taught in pre-K and early elementary school. One downside to these shows is the lack of interactive dialogue between the TV characters and the child viewers. Pseudo-interaction is often deployed, but the benefits are limited if the characters can neither understand nor contingently respond to the child. AI technology has become extremely advanced and is now popular in many electronic devices that both children and adults have access to. AI has been successfully used to create interactive dialogue in children’s educational TV shows, and results show that this enhances children’s learning and engagement, especially when children perceive the character as a reliable teacher. It is likely that children with ADHD, whose minds may otherwise wander, may especially benefit from this type of interactive technology, possibly to a greater extent depending on their perception of the animated dialogic agent. To investigate this issue, I have begun examining the moderating role of inattention among children’s learning from an educational TV show with different types of dialogic interactions. Preliminary results have shown that when character interactions are neither immediate nor accurate, children who are more easily distracted will have greater difficulty learning from the show, but contingent interactions with a TV character seem to buffer these negative effects of distractibility by keeping the child engaged. To extend this line of work, the moderating role of the child’s perception of the dialogic agent as a reliable teacher will be examined in the association between children’s attention and the type of dialogic interaction in the TV show. As such, the current study will investigate this moderated moderation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogic%20TV" title=" dialogic TV"> dialogic TV</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20TV" title=" educational TV"> educational TV</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20teacher" title=" perception of teacher"> perception of teacher</a> </p> <a href="https://publications.waset.org/abstracts/174678/childrens-perception-of-conversational-agents-and-their-attention-when-learning-from-dialogic-tv" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174678.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">85</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">33</span> Analysis of the Discursive Dynamics of Preservice Physics Teachers in a Context of Curricular Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Barros">M. A. Barros</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20V.%20Barros"> M. V. Barros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this work is to analyze the discursive dynamics of preservice teachers during the implementation of a didactic sequence on topics of Quantum Mechanics for High School. Our research methodology was qualitative, case study type, in which we selected two prospective teachers on the Physics Teacher Training Course of the Sao Carlos Institute of Physics, at the University of Sao Paulo/Brazil. The set of modes of communication analyzed were the intentions and interventions of the teachers, the established communicative approach, the patterns and the contents of the interactions between teachers and students. Data were collected through video recording, interviews and questionnaires conducted before and after an 8 hour mini-course, which was offered to a group of 20 secondary students. As teaching strategy we used an active learning methodology, called: Peer Instruction. The episodes pointed out that both future teachers used interactive dialogic and authoritative communicative approaches to mediate the discussion between peers. In the interactive dialogic dimension the communication pattern was predominantly I-R-F (initiation-response-feedback), in which the future teachers assisted the students in the discussion by providing feedback to their initiations and contributing to the progress of the discussions between peers. Although the interactive dialogic dimension has been preferential during the use of the Peer Instruction method the authoritative communicative approach was also employed. In the authoritative dimension, future teachers used predominantly the type I-R-E (initiation-response-evaluation) communication pattern by asking the students several questions and leading them to the correct answer. Among the main implications the work contributes to the improvement of the practices of future teachers involved in applying active learning methodologies in classroom by identifying the types of communicative approaches and communication patterns used, as well as researches on curriculum innovation in physics in high school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curricular%20innovation" title="curricular innovation">curricular innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title=" physics teaching"> physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20dynamics" title=" discursive dynamics"> discursive dynamics</a> </p> <a href="https://publications.waset.org/abstracts/93218/analysis-of-the-discursive-dynamics-of-preservice-physics-teachers-in-a-context-of-curricular-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93218.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">181</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">32</span> Soueif’s 'The Returning' and 'The Nativity': A Portrait of the Other as Others</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samira%20Brahimi">Samira Brahimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout Aisha, her first collection of short stories, Ahdaf Soueif draws a multilayered picture of the Other as others, picturing a series of encounters of her protagonist with this very Other as a set of binary elements. The current essay includes a comparative study between two narratives, namely The Returning and The Nativity. The Other is portrayed as a male/female binary in The Returning and as 'The Foreigner' in an exotic land vs. the local in The Nativity. The analysis is to focus on Aisha, the main female character, who figures as conforming to the portrait of the stereotyped Arab Muslim woman as a sex-subject, submissive, and maudlin character, confining her vision of the Other to the boundaries of her cocooned self, epitomizing a self-centered vision of the world. This reduced vision results in the possibility of viewing the Other as a hindrance to her attaining a clarified and centrifugal representation of the latter, herself, and the outside world. The encounters could also be considered as the character's opportunity for a less stigmatized perception of the elements set forth. The main queries to be probed are: what are the different perceptions of the Other by the author in the narratives set forth? How does the protagonist's encounter with the Other(s) impede her ability to understand the Other, herself, and the world around her? Or how does this encounter allow her an enlightened vision of the aforementioned elements to forge a new start? The possibility of imagining a dialogic relation between different perceptions of the Other opens up new perspectives for adopting magnified representations of the later, oneself, and the world, dilating one's imagination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogic" title="dialogic">dialogic</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=foreigner" title=" foreigner"> foreigner</a>, <a href="https://publications.waset.org/abstracts/search?q=local" title=" local"> local</a>, <a href="https://publications.waset.org/abstracts/search?q=male" title=" male"> male</a>, <a href="https://publications.waset.org/abstracts/search?q=other" title=" other"> other</a>, <a href="https://publications.waset.org/abstracts/search?q=others" title=" others"> others</a> </p> <a href="https://publications.waset.org/abstracts/129201/soueifs-the-returning-and-the-nativity-a-portrait-of-the-other-as-others" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129201.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">131</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">31</span> Visualization of Taiwan's Religious Social Networking Sites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jia-Jane%20Shuai">Jia-Jane Shuai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose of this research aims to improve understanding of the nature of online religion by examining the religious social websites. What motivates individual users to use the online religious social websites, and which factors affect those motivations. We survey various online religious social websites provided by different religions, especially the Taiwanese folk religion. Based on the theory of the Content Analysis and Social Network Analysis, religious social websites and religious web activities are examined. This research examined the folk religion websites’ presentation and contents that promote the religious use of the Internet in Taiwan. The difference among different religions and religious websites also be compared. First, this study used keywords to examine what types of messages gained the most clicks of “Like”, “Share” and comments on Facebook. Dividing the messages into four media types, namely, text, link, video, and photo, reveal which category receive more likes and comments than the others. Meanwhile, this study analyzed the five dialogic principles of religious websites accessed from mobile phones and also assessed their mobile readiness. Using the five principles of dialogic theory as a basis, do a general survey on the websites with elements of online religion. Second, the project analyzed the characteristics of Taiwanese participants for online religious activities. Grounded by social network analysis and text mining, this study comparatively explores the network structure, interaction pattern, and geographic distribution of users involved in communication networks of the folk religion in social websites and mobile sites. We studied the linkage preference of different religious groups. The difference among different religions and religious websites also be compared. We examined the reasons for the success of these websites, as well as reasons why young users accept new religious media. The outcome of the research will be useful for online religious service providers and non-profit organizations to manage social websites and internet marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title="content analysis">content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20religion" title=" online religion"> online religion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20websites" title=" social websites"> social websites</a> </p> <a href="https://publications.waset.org/abstracts/85126/visualization-of-taiwans-religious-social-networking-sites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85126.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">167</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">30</span> An Exploratory Study on the Impact of Video-stimulated Reflection on Novice EFL Teachers’ Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahima%20Diallo">Ibrahima Diallo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The literature on teacher education foregrounds reflection as an important aspect of professional practice. Reflection for a teacher consists in critically analysing and evaluating retrospectively a lesson to see what worked, what did not work, and how to improve it for the future. Now, many teacher education programmes worldwide consider the ability to reflect as one of the hallmarks of an effective educator. However, in some context like Senegal, reflection has not been given due consideration in teacher education programmes. In contexts where it has been in the education landscape for some time now, reflection is mostly depicted as an individual written activity and many teacher trainees have become disenchanted by the repeated enactments of this task that is solely intended to satisfy course requirements. This has resulted in whitewashing weaknesses or even ‘faking’ reflection. Besides, the “one-size-fits-all” approach of reflection could not flourish because how reflection impacts on practice is still unproven. Therefore, reflective practice needs to be contextualised and made more thought-provoking through dialogue and by using classroom data. There is also a need to highlight change brought in teachers’ practice through reflection. So, this study introduces reflection in a new context and aims to show evidenced change in novice EFL teachers’ practice through dialogic data-led reflection. The purpose of this study is also to contribute to the scarce literature on reflection in sub-Saharan Africa by bringing new perspectives on contextualised teacher-led reflection. Eight novice EFL teachers participated in this qualitative longitudinal study, and data have been gathered online through post-lesson reflection recordings and lesson videos for a period of four months. Then, the data have been thematically analysed using NVivo to systematically organize and manage the large amount of data. The analysis followed the six steps approach to thematic analysis. Major themes related to teachers’ classroom practice and their conception of reflection emerged from the analysis of the data. The results showed that post-lesson reflection with a peer can help novice EFL teachers gained more awareness on their classroom practice. Dialogic reflection also helped them evaluate their lessons and seek for improvement. The analysis of the data also gave insight on teachers’ conception of reflection in an EFL context. It was found that teachers were more engaged in reflection when using their lesson video recordings. Change in teaching behaviour as a result of reflection was evidenced by the analysis of the lesson video recordings. This study has shown that video-stimulated reflection is practical form of professional development that can be embedded in teachers’ professional life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=novice%20EFL%20teachers" title="novice EFL teachers">novice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=video-stimulated%20reflection" title=" video-stimulated reflection"> video-stimulated reflection</a> </p> <a href="https://publications.waset.org/abstracts/148708/an-exploratory-study-on-the-impact-of-video-stimulated-reflection-on-novice-efl-teachers-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148708.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">100</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">29</span> Integrating a Six Thinking Hats Approach Into the Prewriting Stage of Argumentative Writing In English as a Foreign Language: A Chinese Case Study of Generating Ideas in Action</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Lin">Mei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang%20Liu"> Chang Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Argumentative writing is the most prevalent genre in diverse writing tests. How to construct academic arguments is often regarded as a difficult task by most English as a foreign language (EFL) learners. A failure to generate enough ideas and organise them coherently and logically as well as a lack of competence in supporting their arguments with relevant evidence are frequent problems faced by EFL learners when approaching an English argumentative writing task. Overall, these problems are closely related to planning, and planning an argumentative writing at pre-writing stage plays a vital role in a good academic essay. However, how teachers can effectively guide students to generate ideas is rarely discussed in planning English argumentative writing, apart from brainstorming. Brainstorming has been a common practice used by teachers to help students generate ideas. However, some limitations of brainstorming suggest that it can help students generate many ideas, but ideas might not necessarily be coherent and logic, and could sometimes impede production. It calls for a need to explore effective instructional strategies at pre-writing stage of English argumentative writing. This paper will first examine how a Six Thinking Hats approach can be used to provide a dialogic space for EFL learners to experience and collaboratively generate ideas from multiple perspectives at pre-writing stage. Part of the findings of the impact of a twelve-week intervention (from March to July 2021) on students learning to generate ideas through engaging in group discussions of using Six Thinking Hats will then be reported. The research design is based on the sociocultural theory. The findings present evidence from a mixed-methods approach and fifty-nine participants from two first-year undergraduate natural classes in a Chinese university. Analysis of pre- and post- questionnaires suggests that participants had a positive attitude toward the Six Thinking Hats approach. It fosters their understanding of prewriting and argumentative writing, helps them to generate more ideas not only from multiple perspectives but also in a systematic way. A comparison of participants writing plans confirms an improvement in generating counterarguments and rebuttals to support their arguments. Above all, visual and transcripts data of group discussion collected from different weeks throughout the intervention enable teachers and researchers to ‘see’ the hidden process of learning to generate ideas in action. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20writing" title="argumentative writing">argumentative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20pedagogy" title=" innovative pedagogy"> innovative pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=six%20thinking%20hats" title=" six thinking hats"> six thinking hats</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogic%20space" title=" dialogic space"> dialogic space</a>, <a href="https://publications.waset.org/abstracts/search?q=prewriting" title=" prewriting"> prewriting</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/155916/integrating-a-six-thinking-hats-approach-into-the-prewriting-stage-of-argumentative-writing-in-english-as-a-foreign-language-a-chinese-case-study-of-generating-ideas-in-action" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155916.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">87</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">28</span> Media Literacy Development: A Methodology to Systematically Integrate Post-Contemporary Challenges in Early Childhood Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Mouta">Ana Mouta</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Paulino"> Ana Paulino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The following text presents the ik.model, a theoretical framework that guided the pedagogical implementation of meaningful educational technology-based projects in formal education worldwide. In this paper, we will focus on how this framework has enabled the development of media literacy projects for early childhood education during the last three years. The methodology that guided educators through the challenge of systematically merging analogic and digital means in dialogic high-quality opportunities of world exploration is explained throughout these lines. The effects of this methodology on early age media literacy development are considered. Also considered is the relevance of this skill in terms of post-contemporary challenges posed to learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20learning" title="early learning">early learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ik.model" title=" ik.model"> ik.model</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/67584/media-literacy-development-a-methodology-to-systematically-integrate-post-contemporary-challenges-in-early-childhood-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67584.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">324</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">27</span> Postcolonialism and Feminist Dialogics: Re-Imaging Cultural Exclusion in the Nigerian Feminist Fiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Dahiru">Muhammad Dahiru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A contestable polemic in postcolonialism is the Western Universalist conception of the people of a vast continent such as Africa as homogenous. Quite often, the postcolonial African woman is seen as an entity in western cultural and literary feminist theorisations. The debate between the so-called western feminist scholarship and the postcolonial/third world feminists that began in the late 1980s focuses on this universalisation of women’s concerns as monolithic. This article argues that the universalising assumption that all women share similar concerns in not only Africa as a continent but even in Nigeria as a country is misleading because of cultural differences. The article is a dialogic reading of Nigerian literature arguing that there is no culturally normative perspective on Nigerian feminist fiction because of the multifaceted and multicultural concerns of women writers from the different cultural regions in the country. The article concludes that this can better be read and appreciated through the lens of M. M. Bakhtin’s theory of dialogism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20exclusion" title="cultural exclusion">cultural exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogics" title=" dialogics"> dialogics</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20feminist%20fiction" title=" Nigerian feminist fiction"> Nigerian feminist fiction</a>, <a href="https://publications.waset.org/abstracts/search?q=postcolonialism" title=" postcolonialism"> postcolonialism</a> </p> <a href="https://publications.waset.org/abstracts/102670/postcolonialism-and-feminist-dialogics-re-imaging-cultural-exclusion-in-the-nigerian-feminist-fiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Education Delivery in Youth Justice Centres: Inside-Out Prison Exchange Program Pedagogy in an Australian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tarmi%20A%27Vard">Tarmi A'Vard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the transformative learning experience for students participating in the Inside-Out Prison Exchange Program (Inside-out) and explores the value this pedagogical approach may have in youth justice centers. Inside-Out is a semester-long university course which is unique as it takes 15 university students, with their textbook and theory-based knowledge, behind the walls to study alongside 15 incarcerated students, who have the lived experience of the criminal justice system. Inside-out is currently offered in three Victorian prisons, expanding to five in 2020. The Inside-out pedagogy which is based on transformative dialogic learning is reliant upon the participants sharing knowledge and experiences to develop an understanding and appreciation of the diversity and uniqueness of one another. Inside-out offers the class an opportunity to create its own guidelines for dialogue, which can lead to the student’s sense of equality, which is fundamental in the success of this program. Dialogue allows active participation by all parties in reconciling differences, collaborating ideas, critiquing and developing hypotheses and public policies, and encouraging self-reflection and exploration. The structure of the program incorporates the implementation of circular seating (where the students alternate between inside and outside), activities, individual reflective tasks, group work, and theory analysis. In this circle everyone is equal, this includes the educator, who serves as a facilitator more so than the traditional teacher role. A significant function of the circle is to develop a group consciousness, allowing the whole class to see itself as a collective, and no one person holds a superior role. This also encourages participants to be responsible and accountable for their behavior and contributions. Research indicates completing academic courses, like Inside-Out, contributes positively to reducing recidivism. Inside-Out’s benefits and success in many adult correctional institutions have been outlined in evaluation reports and scholarly articles. The key findings incorporate the learning experiences for the students in both an academic capability and professional practice and development. Furthermore, stereotypes and pre-determined ideas are challenged, and there is a promotion of critical thinking and evidence of self-discovery and growth. There is empirical data supporting positive outcomes of education in youth justice centers in reducing recidivism and increasing the likelihood of returning to education upon release. Hence, this research could provide the opportunity to increase young people’s engagement in education which is a known protective factor for assisting young people to move away from criminal behavior. In 2016, Tarmi completed the Inside-Out educator training in Philadelphia, Pennsylvania, and has developed an interest in exploring the pedagogy of Inside-Out, specifically targeting young offenders in a Youth Justice Centre. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogic%20transformative%20learning" title="dialogic transformative learning">dialogic transformative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=inside-out%20prison%20exchange%20program" title=" inside-out prison exchange program"> inside-out prison exchange program</a>, <a href="https://publications.waset.org/abstracts/search?q=prison%20education" title=" prison education"> prison education</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20justice" title=" youth justice"> youth justice</a> </p> <a href="https://publications.waset.org/abstracts/114593/education-delivery-in-youth-justice-centres-inside-out-prison-exchange-program-pedagogy-in-an-australian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114593.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">126</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">25</span> Reflective and Collaborative Professional Development Program in Secondary Education to Improve Student’s Oral Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marta%20Gr%C3%A0cia">Marta Gràcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Luisa%20Adam-Alcocer"> Ana Luisa Adam-Alcocer</a>, <a href="https://publications.waset.org/abstracts/search?q=Jes%C3%BAs%20M.%20Alvarado"> Jesús M. Alvarado</a>, <a href="https://publications.waset.org/abstracts/search?q=Ver%C3%B3nica%20Quezada"> Verónica Quezada</a>, <a href="https://publications.waset.org/abstracts/search?q=Tere%20Zarza"> Tere Zarza</a>, <a href="https://publications.waset.org/abstracts/search?q=Priscila%20Garza"> Priscila Garza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In secondary education, integrating linguistic content and reflection on it is a crucial challenge that should be included in course plans to enhance students' oral communication competence. In secondary education classrooms, a continuum can be identified in relation to teaching methodologies: 1) the traditional teacher-dominated transmission approach, which is described as that in which teachers transmit content to students unidirectionally; 2) dialogical, bidirectional teaching approach that encourages students to adopt a critical vision of the information provided by the teacher or that is generated through students’ discussion. In this context, the EVALOE-DSS (Assessment Scale of Oral Language Teaching in the School Context-Decision Support System) digital instrument has emerged to help teachers in transforming their classes into spaces for communication, dialogue, reflection, evaluation of the learning process, teaching linguistic contents, and to develop curricular competencies. The tool includes various resources, such as a tutorial with the objectives and an initial screen for teachers to describe the class to be evaluated. One of the main resources of the digital instrument consists of 30 items-actions with three qualitative response options (green, orange, and red face emoji) grouped in five dimensions. In the context of the participation of secondary education teachers in a professional development program using EVALOE-DSS, a digital tool resource aimed to generate more participatory, interactive, dialogic classes, the objectives of the study were: 1) understanding the changes in classrooms’ dynamics and in the teachers’ strategies during their participation in the professional developmental program; 2) analyzing the impact of these changes in students’ oral language development according to their teachers; 3) Deeping on the impact of these changes in the students’ assessment of the classes and the self-assessment of oral competence; 4) knowing teachers’ assessment and reflections about their participation in the professional developmental program. Participants were ten teachers of different subjects and 250 students of secondary education (16-18 years) schools in Spain. The principal instrument used was the digital tool EVALOE-DSS. For 6 months, teachers used the digital tool to reflect on their classes, assess them (their actions and their students’ actions), make decisions, and introduce changes in their classes to be more participatory, interactive, and reflective about linguistic contents. Other collecting data instruments and techniques used during the study were: 1) a questionnaire to assess students’ oral language competence before and at the end of the study, 2) a questionnaire for students’ assessment of the characteristics of classes, 3) teachers’ meetings during the professional developmental program to reflect collaboratively on their experience, 4) questionnaire to assess teacher’s experience during their participation in the professional developmental program, 5) focus group meetings between the teachers and two researchers at the end of the study. The results showed relevant changes in teaching strategies, in the dynamics of the classes, which were more interactive, participative, dialogic and self-managed by the students. Both teachers and students agree about the progressive classes’ transformation into spaces for communication, discussion, and reflection on the language, its development, and its use as an essential instrument to develop curricular competencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20tool" title="digital tool">digital tool</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20and%20collaborative%20reflection" title=" individual and collaborative reflection"> individual and collaborative reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20language%20competence" title=" oral language competence"> oral language competence</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development%20program" title=" professional development program"> professional development program</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a> </p> <a href="https://publications.waset.org/abstracts/188238/reflective-and-collaborative-professional-development-program-in-secondary-education-to-improve-students-oral-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188238.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">36</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">24</span> Documenting the Undocumented: Performing Counter-Narratives on Citizenship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luis%20Pascasio">Luis Pascasio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a time when murky debates on US immigration policy are polarizing a nation steeped in partisan and nativist politics, certain media texts are proposing to challenge the dominant ways in which immigrant discourses are shaped in political debates. The paper will examine how two media texts perform counter-hegemonic discourses against institutionalized concepts on citizenship. The article looks at Documented (2014), a documentary film, written and directed by Jose Antonio Vargas, a Pulitzer-winning journalist-turned-activist and a self-proclaimed undocumented immigrant; and DefineAmerican.com, an online media platform that articulates the convergence of multiple voices and discourses about post-industrial and post-semiotic citizenship. As sites of meaning production, the two media texts perform counter-narratives that inspire new forms of mediated social activism and postcolonial identities. The paper argues that a closer introspection of the media texts reveals emotional, thematic and ideological claims to an interrogation of a diasporic discourse on redefining the rules of inclusion and exclusion within the postmodern dialogic of citizenship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counter-narratives" title="counter-narratives">counter-narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=documentary%20filmmaking" title=" documentary filmmaking"> documentary filmmaking</a>, <a href="https://publications.waset.org/abstracts/search?q=postmodern%20citizenship" title=" postmodern citizenship"> postmodern citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=diaspora%20media" title=" diaspora media"> diaspora media</a> </p> <a href="https://publications.waset.org/abstracts/47554/documenting-the-undocumented-performing-counter-narratives-on-citizenship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47554.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">321</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">23</span> Revealing Corruption through Strategic Narration in Mandla Langa’s Memory of Stones (2000)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dzunisani%20Sibuyi">Dzunisani Sibuyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article demonstrates how corruption is revealed in Mandla Langa’s Memory of Stones (2000) through the deployment of narrational strategies by applying narrative theories by Gerard Genette’s Narrative Discourse and Narrative Discourse Revisited, as well as Mikhail Bakhtin’s Dialogic Imagination to the text. This is accomplished by analysing Langa’s use of extradiegetic-heterodiegetic and intradiegetic-homodiegetic narrational strategies respectively employed by the anonymous narrator and character narrator Mpanza. The narration provided by these narrators is multi-voiced in its approach to the events depicting corruption from various completing and explanatory perspectives. In addition, Langa also employs narrative techniques of narrating times such as simultaneous, subsequent, and interpolated narration to highlight corruption taking place, which is highlighted by situating the story in its presentness moments coinciding with the corruption action. As a result, by emphasising the events portraying the plight of the main characters and their struggle to resist and defeat corrupt leaders, the narration strategically reveals corruption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narrational%20strategies" title="narrational strategies">narrational strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=narrating%20voice" title=" narrating voice"> narrating voice</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogism" title=" dialogism"> dialogism</a>, <a href="https://publications.waset.org/abstracts/search?q=corruption" title=" corruption"> corruption</a>, <a href="https://publications.waset.org/abstracts/search?q=G%C3%A9rard%20Genette" title=" Gérard Genette"> Gérard Genette</a>, <a href="https://publications.waset.org/abstracts/search?q=Mandla%20Langa" title=" Mandla Langa"> Mandla Langa</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20Bakhtin" title=" Mikhail Bakhtin"> Mikhail Bakhtin</a>, <a href="https://publications.waset.org/abstracts/search?q=time%28s%29%20of%20the%20narration" title=" time(s) of the narration"> time(s) of the narration</a> </p> <a href="https://publications.waset.org/abstracts/158672/revealing-corruption-through-strategic-narration-in-mandla-langas-memory-of-stones-2000" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158672.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">22</span> Teacher-Scaffolding vs. Peer-Scaffolding in Task-Based ILP Instruction: Effects on EFL Learners’ Metapragmatic Awareness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amir%20Zand-Moghadam">Amir Zand-Moghadam</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20Alizadeh"> Mahnaz Alizadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to investigate the effect of teacher-scaffolding versus peer-scaffolding on EFL learners’ metapragmatic awareness in the paradigm of task-based language teaching (TBLT). To this end, a number of dialogic information-gap tasks requiring two-way interactant relationship were designed for the five speech acts of request, refusal, apology, suggestion, and compliment following Ellis’s (2003) model. Then, 48 intermediate EFL learners were randomly selected, homogenized, and assigned to two groups: 26 participants in the teacher-scaffolding group (Group One) and 22 in the peer-scaffolding group (Group Two). While going through the three phases of pre-task, while-task, and post-task, the participants in the first group completed the designed tasks by the teacher’s interaction, scaffolding, and feedback. On the other hand, the participants in the second group were required to complete the tasks in expert-novice pairs through peer scaffolding in all the three phases of a task-based syllabus. The findings revealed that the participants in the teacher-scaffolding group developed their L2 metapragmatic awareness more than the peer-scaffolding group. Thus, it can be concluded that teacher-scaffolding is more effective than peer scaffolding in developing metapragmatic awareness among EFL learners. It can also be claimed that the use of tasks can be more influential when they are accompanied by teacher-scaffolding. The findings of the present study have implications for language teachers and researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ILP" title="ILP">ILP</a>, <a href="https://publications.waset.org/abstracts/search?q=metapragmatic%20awareness" title=" metapragmatic awareness"> metapragmatic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20instruction" title=" task-based instruction"> task-based instruction</a> </p> <a href="https://publications.waset.org/abstracts/19418/teacher-scaffolding-vs-peer-scaffolding-in-task-based-ilp-instruction-effects-on-efl-learners-metapragmatic-awareness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19418.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">584</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">21</span> Understanding Music through the Framework of Feminist Confessional Literary Criticism: Heightening Audience Identification and Prioritising the Female Voice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katharine%20Pollock">Katharine Pollock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feminist scholars assert that a defining aspect of feminist confessional literature is that it expresses both an individual and communal identity, one which is predicated on the commonly-shared aspects of female experience. Reading feminist confessional literature in this way accommodates a plurality of readerly experiences and textual interpretations. It affirms the individual whilst acknowledging those experiences which bind women together, and refuses traditional objective criticism. It invites readers to see themselves reflected in the text, and encourages them to share their own stories. Similarly, music which communicates women’s personal experience, fictive or not, expresses a dual identity. There is an inherent risk of imposing a confessional reading upon a musical or literary text. Understanding music as being multivocal in the same way as confessional literature negates this patriarchal tendency, and allows listeners to engage with both the subjective and collective aspects of a text. By hearing their own stories reflected in the music, listeners engage in an ongoing dialogic process in which female stories are prioritised. This refuses patriarchal silencing and ensures a diversity of female voices. To demonstrate the veracity of these claims, literary criticism is applied to Lily Allen’s music, and memoir My Thoughts Exactly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confession" title="confession">confession</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=feminist" title=" feminist"> feminist</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a> </p> <a href="https://publications.waset.org/abstracts/122290/understanding-music-through-the-framework-of-feminist-confessional-literary-criticism-heightening-audience-identification-and-prioritising-the-female-voice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122290.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Dialogism in Research Article Introductions Written by Iranian Non-Native and English Native Speaking Writers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moharram%20Sharifi">Moharram Sharifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a growing interest in the study of the introduction section of Research Articles (RA), there have been few studies to investigate how academic writers engage with other voices and alternative positions in this academic genre. Therefore, the purpose of this study was to show how Native Speaker (NS) and (Non-Native Speaker (NNS) writers take positions and stances in research article introductions. For this purpose, Engagement resources based on the appraisal framework were investigated in sixty articles written by English NS and Iranian NNS published in applied linguistics journals. It was found that the mean occurrences of heteroglossic items in both corpora were larger than those of monoglossic items, but comparing the means of monoglossic engagements between the two corpora, it was revealed that NS writers’ corpus had larger mean occurrences of monoglossic engagements than NNS writers’ corpus implying the native’s stronger authorial stance in the texts. The results also revealed that there was no significant difference in the use of contractive and expansive engagements by NS writers (t (29) = -0.995, p>0.05), indicating a balanced use between the two options. However, the higher mean occurrences of expansive options compared with contractive options in the NNS corpus may suggest that NN writers open up more dialogic room for alternative positions in the RA introductions. The findings of this study may help writers to better perceive the creation of a strong authorial position using appropriate engagement resources in RA introductions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement" title="engagement">engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=heteroglossic" title=" heteroglossic"> heteroglossic</a>, <a href="https://publications.waset.org/abstracts/search?q=monoglossic" title=" monoglossic"> monoglossic</a>, <a href="https://publications.waset.org/abstracts/search?q=introduction" title=" introduction"> introduction</a> </p> <a href="https://publications.waset.org/abstracts/184606/dialogism-in-research-article-introductions-written-by-iranian-non-native-and-english-native-speaking-writers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184606.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">48</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">19</span> Pedagogical Practices of a Teacher in Students' Experience Tellings: A Conversation Analytic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Derya%20Duran">Derya Duran</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Jacknick"> Christine Jacknick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores post-task reflections in an English as a Medium of Instruction (EMI) setting, and it specifically focuses on how a teacher performs pedagogical practices such as reformulating, extending and evaluating following students’ spontaneous experience tellings in EMI classrooms. The data consist of 30 hours of video recordings from two EMI content classes, which were recorded for an academic term at a university in Turkey. The course, Guidance, is offered to fourth year undergraduate students as a compulsory course in the Department of Educational Sciences. The participants (n=78) study at the Faculty of Education, majoring in different educational departments (i.e., Computer Education and Instructional Technology, Elementary Education, Foreign Language Education). Using conversation analysis, we demonstrate that the teacher employs a variety of interactional resources to elicit (i.e., asking specific questions) and also provides (i.e., giving scientific information) as much content as possible, which also sheds light on the institutional fingerprints of the current research context. The study contributes to the existing research by unpacking articulation of personal experiences and cultivation of collaborativeness in classroom interaction. Moreover, describing the dialogic nature of these specific occasions, the study demonstrates how teacher and students address learning tasks together (collectivity), how they orient to each other turns interactionally (reciprocity), and how they keep the pedagogical focus in mind (purposefulness). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conversation%20analysis" title="conversation analysis">conversation analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20medium%20of%20instruction" title=" English as a medium of instruction"> English as a medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=post-task%20reflections" title=" post-task reflections"> post-task reflections</a> </p> <a href="https://publications.waset.org/abstracts/99975/pedagogical-practices-of-a-teacher-in-students-experience-tellings-a-conversation-analytic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99975.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">151</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">18</span> Working within the Zone of Proximal Development: Does It Help for Reading Strategy?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmood%20Dehqan">Mahmood Dehqan</a>, <a href="https://publications.waset.org/abstracts/search?q=Peyman%20Peyvasteh"> Peyman Peyvasteh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years there has been a growing interest in issues concerning the impact of sociocultural theory (SCT) of learning on different aspects of second/foreign language learning. This study aimed to find the possible effects of sociocultural teaching techniques on reading strategy of EFL learners. Indeed, the present research compared the impact of peer and teacher scaffolding on EFL learners’ reading strategy use across two proficiency levels. To this end, a pre-test post-test quasi-experimental research design was used and two instruments were utilized to collect the data: Nelson English language test and reading strategy questionnaire. Ninety five university students participated in this study were divided into two groups of teacher and peer scaffolding. Teacher scaffolding group received scaffolded help from the teacher based on three mechanisms of effective help within ZPD: graduated, contingent, dialogic. In contrast, learners of peer scaffolding group were unleashed from the teacher-fronted classroom as they were asked to carry out the reading comprehension tasks with the feedback they provided for each other. Results obtained from ANOVA revealed that teacher scaffolding group outperformed the peer scaffolding group in terms of reading strategy use. It means teacher’s scaffolded help provided within the learners’ ZPD led to better reading strategy improvement compared with the peer scaffolded help. However, the interaction effect between proficiency factor and teaching technique was non-significant, leading to the conclusion that strategy use of the learners was not affected by their proficiency level in either teacher or peer scaffolding groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20scaffolding" title="peer scaffolding">peer scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20level" title=" proficiency level"> proficiency level</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20strategy" title=" reading strategy"> reading strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20scaffolding" title=" teacher scaffolding"> teacher scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/39184/working-within-the-zone-of-proximal-development-does-it-help-for-reading-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39184.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">381</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">17</span> Alpha: A Groundbreaking Avatar Merging User Dialogue with OpenAI's GPT-3.5 for Enhanced Reflective Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonas%20Colin">Jonas Colin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Standing at the vanguard of AI development, Alpha represents an unprecedented synthesis of logical rigor and human abstraction, meticulously crafted to mirror the user's unique persona and personality, a feat previously unattainable in AI development. Alpha, an avant-garde artefact in the realm of artificial intelligence, epitomizes a paradigmatic shift in personalized digital interaction, amalgamating user-specific dialogic patterns with the sophisticated algorithmic prowess of OpenAI's GPT-3.5 to engender a platform for enhanced metacognitive engagement and individualized user experience. Underpinned by a sophisticated algorithmic framework, Alpha integrates vast datasets through a complex interplay of neural network models and symbolic AI, facilitating a dynamic, adaptive learning process. This integration enables the system to construct a detailed user profile, encompassing linguistic preferences, emotional tendencies, and cognitive styles, tailoring interactions to align with individual characteristics and conversational contexts. Furthermore, Alpha incorporates advanced metacognitive elements, enabling real-time reflection and adaptation in communication strategies. This self-reflective capability ensures continuous refinement of its interaction model, positioning Alpha not just as a technological marvel but as a harbinger of a new era in human-computer interaction, where machines engage with us on a deeply personal and cognitive level, transforming our interaction with the digital world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chatbot" title="chatbot">chatbot</a>, <a href="https://publications.waset.org/abstracts/search?q=GPT%203.5" title=" GPT 3.5"> GPT 3.5</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=symbiose" title=" symbiose"> symbiose</a> </p> <a href="https://publications.waset.org/abstracts/181232/alpha-a-groundbreaking-avatar-merging-user-dialogue-with-openais-gpt-35-for-enhanced-reflective-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181232.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">70</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">16</span> Analysis of the Development of Communicative Skills After Participating in the Equine-Assisted-Therapy Program Step-By-Step in Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leticia%20Souza%20Guirra">Leticia Souza Guirra</a>, <a href="https://publications.waset.org/abstracts/search?q=M%C3%A1rcia%20Eduarda%20Vieira%20Ramos"> Márcia Eduarda Vieira Ramos</a>, <a href="https://publications.waset.org/abstracts/search?q=Edlaine%20Souza%20Pereira"> Edlaine Souza Pereira</a>, <a href="https://publications.waset.org/abstracts/search?q=Leticia%20Correa%20Celeste"> Leticia Correa Celeste</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Studies indicate that equine-assisted therapy enables improvements in several areas of functioning that are impaired in children with autism spectrum disorder (ASD), such as social interaction and communication. Objective: The study proposes to analyze the development of dialogic skills of a verbal child with ASD after participating in the equine-assisted therapy Step By Step in Communication. Method: This is quantitative and qualitative research through a case study. It refers to a 6 years old child diagnosed with ASD belonging to a group of practitioners of the Brazilian National Equine-Assited-Therapy Association. The Behavioral Observation Protocol (PROC) was used to evaluate communicative skills before and after the intervention, which consisted of 24 sessions once a week. Results: All conversational skills increased their frequency, with participation in dialogue and initiation of interaction. The child also increases the habit of waiting for his turn and answering the interlocutor. The emission of topics not related to conversation and echolalia showed a significant decrease after the intervention. Conclusion: The studied child showed improvement in communicative skills after participating in the equine-assisted therapy Step By Step in Communication. Contributions: This study contributes to a greater understanding of the impact of equine-assisted therapy on the communicative abilities of children with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equine-assisted-therapy" title="equine-assisted-therapy">equine-assisted-therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20hearing%20sciences" title=" language and hearing sciences"> language and hearing sciences</a> </p> <a href="https://publications.waset.org/abstracts/165060/analysis-of-the-development-of-communicative-skills-after-participating-in-the-equine-assisted-therapy-program-step-by-step-in-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165060.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">15</span> Students' Perceptions of Assessment and Feedback in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Glazzard">Jonathan Glazzard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National student satisfaction data in England demonstrate that undergraduate students are less satisfied overall with assessment and feedback than other aspects of their higher education courses. Given that research findings suggest that high-quality feedback is a critical factor associated with academic achievement, it is important that feedback enables students to demonstrate improved academic achievement in their subsequent assessments. Given the growing importance of staff-student partnerships in higher education, this research examined students’ perceptions of assessment and feedback in one UK university. Students’ perceptions were elicited through the use of a university-wide survey which was completed by undergraduate students. In addition, three focus groups were used to provide qualitative student perception data across the three university Facilities. The data indicate that whilst students valued detailed feedback on their work, less detailed feedback could be compensated for by the development of pre-assessment literacy skills which are front-loaded into courses. Assessment literacy skills valued by students included the use of clear assessment criteria and assignment briefings which enabled students to fully understand the assessment task. Additionally, students valued assessment literacy pre-assessment tasks which enabled them to understand the standards which they were expected to achieve. Students valued opportunities for self and peer assessment prior to the final assessment and formative assessment feedback which matched the summative assessment feedback. Students also valued dialogic face-to-face feedback after receiving written feedback Above all, students valued feedback which was particular to their work and which gave recognition for the effort they had put into completing specific assessments. The data indicate that there is a need for higher education lecturers to receive systematic training in assessment and feedback which provides a comprehensive grounding in pre-assessment literacy skills. <p class="card-text"><strong>Keywords:</strong> <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=summative%20assessment" title=" summative assessment"> summative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=marking" title=" marking"> marking</a> </p> <a href="https://publications.waset.org/abstracts/44536/students-perceptions-of-assessment-and-feedback-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44536.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">322</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">14</span> Narrative Constructs and Environmental Engagement: A Textual Analysis of Climate Fiction’s Role in Shaping Sustainability Consciousness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dean%20J.%20Hill">Dean J. Hill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper undertakes the task of conducting an in-depth textual analysis of the cli-fi genre. It examines how writing in the genre contributes to expressing and facilitating the articulation of environmental consciousness through the form of narrative. The paper begins by situating cli-fi within the literary continuum of ecological narratives and identifying the unique textual characteristics and thematic preoccupations of this area. The paper unfolds how cli-fi transforms the esoteric nature of climate science into credible narrative forms by drawing on language use, metaphorical constructs, and narrative framing. It also involves how descriptive and figurative language in the description of nature and disaster makes climate change so vivid and emotionally resonant. The work also points out the dialogic nature of cli-fi, whereby the characters and the narrators experience inner disputes in the novel regarding the ethical dilemma of environmental destruction, thus demanding the readers challenge and re-evaluate their standpoints on sustainability and ecological responsibilities. The paper proceeds with analysing the feature of narrative voice and its role in eliciting empathy, as well as reader involvement with the ecological material. In looking at how different narratorial perspectives contribute to the emotional and cognitive reaction of the reader to text, this study demonstrates the profound power of perspective in developing intimacy with the dominating concerns. Finally, the emotional arc of cli-fi narratives, running its course over themes of loss, hope, and resilience, is analysed in relation to how these elements function to marshal public feeling and discourse into action around climate change. Therefore, we can say that the complexity of the text in the cli-fi not only shows the hard edge of the reality of climate change but also influences public perception and behaviour toward a more sustainable future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cli-fi%20genre" title="cli-fi genre">cli-fi genre</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20narratives" title=" ecological narratives"> ecological narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20arc" title=" emotional arc"> emotional arc</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20voice" title=" narrative voice"> narrative voice</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20perception" title=" public perception"> public perception</a> </p> <a href="https://publications.waset.org/abstracts/185841/narrative-constructs-and-environmental-engagement-a-textual-analysis-of-climate-fictions-role-in-shaping-sustainability-consciousness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185841.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">31</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">13</span> Speech Anxiety in Higher Education Students-Retention of an Ancestral Trait: A Study into the Students' Perspective of Communication Anxiety with Suggestions on How to Minimise Student Distress</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20D.%20Facey">Paul D. Facey</a>, <a href="https://publications.waset.org/abstracts/search?q=Claire%20Morgan"> Claire Morgan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speech anxiety is thought to be deep-seated within the human evolutionary lineage.As a result, almost all people display high levels of anxiety when asked to communicate in front of an audience.However, proficiency in oral communication is considered as an essential skill for a graduate career and significant emphasis is placed on developing these skills in many degree programs.Because of this, many degree schemes incorporate some form of assessed dialogic presentation. Yet, a student’s anxiety over public speaking, especially if severe, can be so great that at worst it can cause the student to withdraw from their study. This study investigated how students perceive their own levels of anxiety when faced with public speaking using the Personal Report of Public Speaking Anxiety (PRPSA) questionnaire developed by McCroskey. Additionally, students were asked to provide examples of adjustments that could be implemented that they felt would alleviate some/all of their anxiety. The results of the study indicated that the majority of the students experienced a moderate level of anxiety. However, further analysis showed that of those who were in the moderate anxiety’ group, 43% fell into the higher range suggesting that overall more students experience higher levels of anxiety when faced with public speaking than maybe first envisaged. Thus, it is essential that steps are taken to address student anxiety in order that students engage with presentations, are motivated and encouraged and do not avoid such assignments. The feedback from our students indicated a need to implement systematic desensitization programs where students learn to overcome their anxiety through a series of sessions that gradually increase their anxiety levels. Furthermore, these sessions should be run in parallel with skills sessions in order for students to be better prepared and allow self-reflection and self-analysis.This study highlights the paucity of these sessions on many degree schemes and suggests that they should form an integral part of a students’ early academic learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20anxiety" title="student anxiety">student anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20anxiety" title=" communication anxiety"> communication anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20speaking" title=" public speaking"> public speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=desensitisation" title=" desensitisation"> desensitisation</a> </p> <a href="https://publications.waset.org/abstracts/77204/speech-anxiety-in-higher-education-students-retention-of-an-ancestral-trait-a-study-into-the-students-perspective-of-communication-anxiety-with-suggestions-on-how-to-minimise-student-distress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77204.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">249</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">12</span> Reading and Teaching Poetry as Communicative Discourse: A Pragma-Linguistic Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omnia%20Elkommos">Omnia Elkommos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language is communication on several discourse levels. The target of teaching a language and the literature of a foreign language is to communicate a message. Reading, appreciating, analysing, and interpreting poetry as a sophisticated rhetorical expression of human thoughts, emotions, and philosophical messages is more feasible through the use of linguistic pragmatic tools from a communicative discourse perspective. The poet's intention, speech act, illocutionary act, and perlocutionary goal can be better understood when communicative situational context as well as linguistic discourse structure theories are employed. The use of linguistic theories in the teaching of poetry is, therefore, intrinsic to students' comprehension, interpretation, and appreciation of poetry of the different ages. It is the purpose of this study to show how both teachers as well as students can apply these linguistic theories and tools to dramatic poetic texts for an engaging, enlightening, and effective interpretation and appreciation of the language. Theories drawn from areas of pragmatics, discourse analysis, embedded discourse level, communicative situational context, and other linguistic approaches were applied to selected poetry texts from the different centuries. Further, in a simple statistical count of the number of poems with dialogic dramatic discourse with embedded two or three levels of discourse in different anthologies outweighs the number of descriptive poems with a one level of discourse, between the poet and the reader. Poetry is thus discourse on one, two, or three levels. It is, therefore, recommended that teachers and students in the area of ESL/EFL use the linguistics theories for a better understanding of poetry as communicative discourse. The practice of applying these linguistic theories in classrooms and in research will allow them to perceive the language and its linguistic, social, and cultural aspect. Texts will become live illocutionary acts with a perlocutionary acts goal rather than mere literary texts in anthologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coda" title="coda">coda</a>, <a href="https://publications.waset.org/abstracts/search?q=commissives" title=" commissives"> commissives</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20situation" title=" communicative situation"> communicative situation</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20of%20culture" title=" context of culture"> context of culture</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20of%20reference" title=" context of reference"> context of reference</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20of%20utterance" title=" context of utterance"> context of utterance</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=directives" title=" directives"> directives</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=dramatic%20discourse%20interaction" title=" dramatic discourse interaction"> dramatic discourse interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=duologue" title=" duologue"> duologue</a>, <a href="https://publications.waset.org/abstracts/search?q=embedded%20discourse%20levels" title=" embedded discourse levels"> embedded discourse levels</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20for%20communication" title=" language for communication"> language for communication</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20structures" title=" linguistic structures"> linguistic structures</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20texts" title=" literary texts"> literary texts</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry" title=" poetry"> poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20theories" title=" pragmatic theories"> pragmatic theories</a>, <a href="https://publications.waset.org/abstracts/search?q=reader%20response" title=" reader response"> reader response</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts%20%28macro%2Fmicro%29" title=" speech acts (macro/micro)"> speech acts (macro/micro)</a>, <a href="https://publications.waset.org/abstracts/search?q=stylistics" title=" stylistics"> stylistics</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20literature" title=" teaching literature"> teaching literature</a>, <a href="https://publications.waset.org/abstracts/search?q=TEFL" title=" TEFL"> TEFL</a>, <a href="https://publications.waset.org/abstracts/search?q=terms%20of%20address" title=" terms of address"> terms of address</a>, <a href="https://publications.waset.org/abstracts/search?q=turn-taking" title=" turn-taking"> turn-taking</a> </p> <a href="https://publications.waset.org/abstracts/64070/reading-and-teaching-poetry-as-communicative-discourse-a-pragma-linguistic-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64070.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">11</span> Teaching during the Pandemic Using a Feminist Pedagogy: Classroom Conversations and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Northcut">T. Northcut</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Rai"> A. Rai</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Perkins"> N. Perkins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The COVID-19 pandemic has had a serious impact on academia in general and social work education in particular, changing permanently the way in which we approach educating students. The new reality of the pandemic coupled with the much-needed focus on racism across the country inspired and required educators to get creative with their teaching styles in order to disrupt the power imbalance in the classroom and attend to the multiple layers of needs of diverse students in precarious sociological and economic circumstances. This paper highlights research examining educators with distinctive positionalities and approaches to classroom instruction who use feminist and antiracist pedagogies while adapting to online teaching during the pandemic. Despite being feminist scholars, whose ideologies developed during different waves of feminism, our commitment to having student-led classrooms, liberation, and equity of all, and striving for social change, unified our feminist teaching pedagogies as well as provided interpersonal support. Methodology: Following a narrative qualitative inquiry methodology, the five authors of this paper came together to discuss our pedagogical styles and underlying values using Zoom in a series of six conversations. Narrative inquiry is an appropriate method to use when researchers are bound by common stories or personal experiences. The use of feminist pedagogy in the classroom before and during the pandemic guided the discussions. After six sessions, we reached the point of data saturation. All data from the dialogic process was recorded and transcribed. We used in vivo, narrative, and descriptive coding for the data analytic process. Results: Analysis of the data revealed several themes, which included (1) the influence of our positionalities as an intersection of race, sexual orientation, gender, and years of teaching experience in the classroom, (2) the meaning and variations between different liberatory pedagogical approaches, (3) the tensions between these approaches and institutional policies and practices, (4) the role of self-reflection in everyday teaching, (5) the distinctions between theory and practice and its utility for students, and (6) the challenges of applying a feminist-centered pedagogical approach during the pandemic while utilizing an online platform. As a collective, we discussed several challenges that limited the use of our feminist pedagogical approaches due to instruction through Zoom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feminist" title="feminist">feminist</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID" title=" COVID"> COVID</a>, <a href="https://publications.waset.org/abstracts/search?q=zoom" title=" zoom"> zoom</a> </p> <a href="https://publications.waset.org/abstracts/184073/teaching-during-the-pandemic-using-a-feminist-pedagogy-classroom-conversations-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184073.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">44</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">10</span> Stereotyping of Non-Western Students in Western Universities: Applying Critical Discourse Analysis to Undermine Educational Hegemony</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Lubbers">Susan Lubbers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study applies critical discourse analysis to the language used by educators to frame international students of Asian backgrounds in Anglo-Western universities as quiet, shy, passive and unable to think critically. Emphasis is on the self-promoted ‘internationalised’ Australian tertiary context, where negative stereotypes are commonly voiced not only in the academy but also in the media. Parallels are drawn as well with other Anglo-Western educational contexts. The study critically compares the discourse of these persistent negative stereotypes, with in-class and interview discourses of international students of Asian and Western language, cultural and educational backgrounds enrolled in a Media and Popular Culture unit in an Australian university. The focus of analysis of the student discourse is on their engagement in critical dialogic interactions on the topics of culture and interculturality. The evidence is also drawn from student interviews and focus groups and from observation of whole-class discussion participation rates. The findings of the research project provide evidence that counters the myth of student as problem. They point rather to the widespread lack of intercultural awareness of Western educators and students as being at the heart of the negative perceptions of students of Asian backgrounds. The study suggests the efficacy of an approach to developing intercultural competence that is embedded, or integrated, into tertiary programs. The presentation includes an overview of the main strategies that have been developed by the tertiary educator (author) to support the development of intercultural competence of and among the student cohort. The evidence points to the importance of developing intercultural competence among tertiary educators and students. The failure by educators to ensure that the diverse voices, ideas and perspectives of students from all cultural, educational and language backgrounds are heard in our classrooms means that our universities can hardly be regarded or promoted as genuinely internationalised. They will continue as undemocratic institutions that perpetrate persistent Western educational hegemony. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</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=embedding" title=" embedding"> embedding</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=interculturality" title=" interculturality"> interculturality</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20student" title=" international student"> international student</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalised%20education" title=" internationalised education"> internationalised education</a> </p> <a href="https://publications.waset.org/abstracts/67239/stereotyping-of-non-western-students-in-western-universities-applying-critical-discourse-analysis-to-undermine-educational-hegemony" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67239.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">292</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">9</span> Translation and Transculturality in Contemporary Chinese Art: A Case Study of Gu Wenda’s 'Forest of Stone Steles' and 'United Nations: Temple of Heaven'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rui%20Zhang">Rui Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Translation has been elevated to one of the key notions in contemporary cultural discourse for a wide range of fields. It focuses not only on communication or transmission of meaning between different languages, but also on ways in which the very act of translation can be understood as a metaphor for cultural process. In recent years, the notion of translation is employed by some contemporary Chinese artists in a conceptual way, whose works contribute to constructing/deconstructing global/local cultural discourse and their own cultural identities. This study examines two artworks by contemporary Chinese artist Gu Wenda from a translational perspective, namely Forest of Stone Steles - Retranslation & Rewriting of Tang Poetry and United Nations - China Monument: Temple of Heaven, aiming to broaden the scope of Translation Studies to investigate visual culture and enrich methodological approach to contemporary Chinese art. Focusing on the relationship between translation, visuality and materiality in these two works, this study explores the nature of translation as part of the production of cultural discourse in the age of globalization as well as a way of establishing cultural identity. Gu Wenda, one of the most prestigious artists in contemporary China, is considered a pioneer in ‘85 Art Movement of China, and thereafter he went abroad for his artistic pursuits. His transnational experience enriches his cultural identity and the underlying discourse constructed/deconstructed in many of his works. In the two works already mentioned, the concept of translation is deployed by Gu Wenda on both linguistic level and metaphorical level for artistic expression. These two works produce discourses in which the artist’s perception of cultural identity in a transnational context is articulated by the tension between source text and target text. Based on the conceptual framework of cultural identity proposed by Stuart Hall, analyses of Gu Wenda’s cultural identity revealed through translation in these two works are centred on two axes, i.e., the axis of similarity and continuity with Chinese intellectual culture and the axis of difference and rupture with it, and the dialogic relationship between these two vectors. It argues that besides serving as a means of constructing visuality in the two works, translation metaphorizes Gu Wenda’s journey from overcoming his cultural identity anxiety to re-establishing a transcultural identity embedded in the underlying discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contemporary%20Chinese%20art" title="contemporary Chinese art">contemporary Chinese art</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20identity" title=" cultural identity"> cultural identity</a>, <a href="https://publications.waset.org/abstracts/search?q=transculturality" title=" transculturality"> transculturality</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/78648/translation-and-transculturality-in-contemporary-chinese-art-a-case-study-of-gu-wendas-forest-of-stone-steles-and-united-nations-temple-of-heaven" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78648.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">497</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">8</span> The Impact of Task Type and Group Size on Dialogue Argumentation between Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Soledad%20Peralta">Nadia Soledad Peralta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the framework of socio-cognitive interaction, argumentation is understood as a psychological process that supports and induces reasoning and learning. Most authors emphasize the great potential of argumentation to negotiate with contradictions and complex decisions. So argumentation is a target for researchers who highlight the importance of social and cognitive processes in learning. In the context of social interaction among university students, different types of arguments are analyzed according to group size (dyads and triads) and the type of task (reading of frequency tables, causal explanation of physical phenomena, the decision regarding moral dilemma situations, and causal explanation of social phenomena). Eighty-nine first-year social sciences students of the National University of Rosario participated. Two groups were formed from the results of a pre-test that ensured the heterogeneity of points of view between participants. Group 1 consisted of 56 participants (performance in dyads, total: 28), and group 2 was formed of 33 participants (performance in triads, total: 11). A quasi-experimental design was performed in which effects of the two variables (group size and type of task) on the argumentation were analyzed. Three types of argumentation are described: authentic dialogical argumentative resolutions, individualistic argumentative resolutions, and non-argumentative resolutions. The results indicate that individualistic arguments prevail in dyads. That is, although people express their own arguments, there is no authentic argumentative interaction. Given that, there are few reciprocal evaluations and counter-arguments in dyads. By contrast, the authentically dialogical argument prevails in triads, showing constant feedback between participants’ points of view. It was observed that, in general, the type of task generates specific types of argumentative interactions. However, it is possible to emphasize that the authentically dialogic arguments predominate in the logical tasks, whereas the individualists or pseudo-dialogical are more frequent in opinion tasks. Nerveless, these relationships between task type and argumentative mode are best clarified in an interactive analysis based on group size. Finally, it is important to stress the value of dialogical argumentation in educational domains. Argumentative function not only allows a metacognitive reflection about their own point of view but also allows people to benefit from exchanging points of view in interactive contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociocognitive%20interaction" title="sociocognitive interaction">sociocognitive interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=argumentation" title=" argumentation"> argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=size%20of%20the%20grup" title=" size of the grup"> size of the grup</a> </p> <a href="https://publications.waset.org/abstracts/156851/the-impact-of-task-type-and-group-size-on-dialogue-argumentation-between-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156851.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">83</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=dialogic%20TV&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dialogic%20TV&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a 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