Search results for: mobile assisted learning language

Authors: Szymon Rutkowski, Tomasz Korbak

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We present a reinforcement-learning-based method of training neural machine translation models without parallel corpora. The standard encoder-decoder approach to machine translation suffers from two problems we aim to address. First, it needs parallel corpora, which are scarce, especially for low-resource languages. Second, it lacks psychological plausibility of learning procedure: learning a foreign language is about learning to communicate useful information, not merely learning to transduce from one language’s 'encoding' to another. We instead pose the problem of learning to translate as learning a policy in a communication game between two agents: the translator and the classifier. The classifier is trained beforehand on a natural language inference task (determining the entailment relation between a premise and a hypothesis) in the target language. The translator produces a sequence of actions that correspond to generating translations of both the hypothesis and premise, which are then passed to the classifier. The translator is rewarded for classifier’s performance on determining entailment between sentences translated by the translator to disciple’s native language. Translator’s performance thus reflects its ability to communicate useful information to the classifier. In effect, we train a machine translation model without the need for parallel corpora altogether. While similar reinforcement learning formulations for zero-shot translation were proposed before, there is a number of improvements we introduce. While prior research aimed at grounding the translation task in the physical world by evaluating agents on an image captioning task, we found that using a linguistic task is more sample-efficient. Natural language inference (also known as recognizing textual entailment) captures semantic properties of sentence pairs that are poorly correlated with semantic similarity, thus enforcing basic understanding of the role played by compositionality. It has been shown that models trained recognizing textual entailment produce high-quality general-purpose sentence embeddings transferrable to other tasks. We use stanford natural language inference (SNLI) dataset as well as its analogous datasets for French (XNLI) and Polish (CDSCorpus). Textual entailment corpora can be obtained relatively easily for any language, which makes our approach more extensible to low-resource languages than traditional approaches based on parallel corpora. We evaluated a number of reinforcement learning algorithms (including policy gradients and actor-critic) to solve the problem of translator’s policy optimization and found that our attempts yield some promising improvements over previous approaches to reinforcement-learning based zero-shot machine translation.

Keywords: agent-based language learning, low-resource translation, natural language inference, neural machine translation, reinforcement learning

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Authors: Ann Dashwood

Abstract:

Using Standard Australian English with confidence is a cultural expectation of parents of primary school aged children who want to engage effectively with their children’s teachers and school administration. That confidence in support of their children’s learning at school is seldom experienced by parents whose first language is not English. Sharing language with competence in an intercultural environment is the common denominator for meaningful communication and engagement to occur in a school community. Experience in relevant, interactive sessions is known to enhance engagement and participation. The purpose of this paper is to identify a pedagogy for parents otherwise isolated from daily use of functional Australian cultural language learned to engage effectively in their children’s learning at school. The outcomes measure parents’ intercultural engagement with classroom teachers and attention to the school’s administrative procedures using quantitative and qualitative methods. A principled communicative task-based language learning approach, combined with intercultural communication strategies provide the theoretical base for intensive English inquiry-based learning and engagement. The quantitative analysis examines data samples collected by classroom teachers and administrators and parents’ writing samples. Interviews and observations qualitatively inform the study. Currently, significant numbers of projects are active in community centers and schools to enhance English language knowledge of parents from Language Backgrounds Other Than English (LBOTE). The study is significant to explore the effects of an intensive English pedagogy with parents of varied English language backgrounds, by targeting inquiry-based language use for social interactions in the school and wider community, specific engagement and cultural interaction with teachers and school activities and procedures.

Keywords: engagement, intercultural communication, language teaching pedagogy, LBOTE, school community

Procedia PDF Downloads 118

Authors: Pei-Shan Wei, Szu-Ying Lee, Hsi-Peng Lu, Jen-Chuen Tzou, Chien-I Weng

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Mobile social games recently become extremely popular, spawning a whole new entertainment culture. However, mobile game players are fickle, quickly and easily picking up and abandoning games. This pilot study seeks to identify factors that influence users to discontinue playing mobile social games. We identified three sacrifices which can prompt users to abandon games: monetary sacrifice, time sacrifice and privacy sacrifice. The results showed that monetary sacrifice has a greater impact than the other two factors in causing players to discontinue usage intention.

Keywords: abandon, mobile devices, mobile social games, perceived sacrifice

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Authors: Humaira Irfan Khan

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The paper discusses that Pakistan is a multilingual, multicultural, and multiethnic society. The findings from quantitative and qualitative data collected in two public universities look at the importance of English language and the role and status of national and regional languages in the country. The evidence implies that postgraduate students having diverse linguistic, cultural, ethnic, socio-economic, and educational backgrounds display negative attitudes towards the use of English language for academic and interactive functions in universities. It is also discovered that language anxiety of postgraduate students is an outcome of their language learning difficulties. It is suggested that considering the academic needs of students, universities should introduce a language proficiency course to enable them to use English with confidence.

Keywords: Multilingualism, Ethnicity, Cultural Diversity, Importance of English, National language, Regional languages, Language Anxiety

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Authors: Yen-Hui Lu

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In the past two decades, in order to increase university visibility and internationalization, English as a medium of instruction (EMI) has become one of the main language policies in higher education institutions where English is not a dominant language. However, given the complex, discipline-embedded nature of academic communication, academic literacy does not come with students’ everyday language experience, and it is a challenge for all students. Particularly, to engage students in the effective learning process of discipline concepts in the EMI classrooms, teachers need to provide explicit academic language instruction to assist students in deep understanding of discipline concepts. To bridge the gap between academic language development and discipline learning in the EMI classrooms, the researcher incorporates academic language strategies and key elements of project-based learning (PBL) into an Academic Language Strategy driven PBL (ALS-PBL) model. With clear steps and strategies, the model helps EMI teachers to scaffold students’ academic language development in the EMI classrooms. ALS-PBL model includes three major stages: preparation, implementation, and assessment. First, in the preparation stage, ALS-PBL teachers need to identify learning goals for both content and language learning and to design PBL topics for investigation. Second, during the implementation stage, ALS-PBL teachers use the model as a guideline to create a lesson structure and class routine. There are five important elements in the implementation stage: (1) academic language preparation, (2) connecting background knowledge, (3) comprehensible input, (4) academic language reinforcement, and (5) sustained inquiry and project presentation. Finally, ALS-PBL teachers use formative assessments such as student learning logs, teachers’ feedback, and peer evaluation to collect detailed information that demonstrates students’ academic language development in the learning process. In this study, ALS-PBL model was implemented in an interdisciplinary course entitled “Science is Everywhere”, which was co-taught by five professors from different discipline backgrounds, English education, civil engineering, business administration, international business, and chemical engineering. The purpose of the course was to cultivate students’ interdisciplinary knowledge as well as English competency in disciplinary areas. This study used a case-study design to systematically investigate students’ learning experiences in the class using ALS-PBL model. The participants of the study were 22 college students with different majors. This course was one of the elective EMI courses in this focal university. The students enrolled in this EMI course to fulfill the school language policy, which requires the students to complete two EMI courses before their graduation. For the credibility, this study used multiple methods to collect data, including classroom observation, teachers’ feedback, peer assessment, student learning log, and student focus-group interviews. Research findings show four major successful aspects of implementing ALS-PBL model in the EMI classroom: (1) clear focus on both content and language learning, (2) meaningful practice in authentic communication, (3) reflective learning in academic language strategies, and (4) collaborative support in content knowledge.This study will be of value to teachers involved in delivering English as well as content lessons to language learners by providing a theoretically-sound practical model for application in the classroom.

Keywords: academic language development, content and language integrated learning, english as a medium of instruction, project-based learning

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Authors: Ting Gao, Mingyue He

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Reconfigurable intelligent surfaces (RISs) are expected to be an important part of next-generation wireless communication networks due to their potential to reduce the hardware cost and energy consumption of millimeter Wave (mmWave) massive multiple-input multiple-output (MIMO) technology. However, owing to the lack of signal processing abilities of the RIS, the perfect channel state information (CSI) in RIS-assisted communication systems is difficult to acquire. In this paper, the uplink channel estimation for mmWave systems with a hybrid active/passive RIS architecture is studied. Specifically, a deep learning-based estimation scheme is proposed to estimate the channel between the RIS and the user. In particular, the sparse structure of the mmWave channel is exploited to formulate the channel estimation as a sparse reconstruction problem. To this end, the proposed approach is derived to obtain the distribution of non-zero entries in a sparse channel. After that, the channel is reconstructed by utilizing the least-squares (LS) algorithm and compressed sensing (CS) theory. The simulation results demonstrate that the proposed channel estimation scheme is superior to existing solutions even in low signal-to-noise ratio (SNR) environments.

Keywords: channel estimation, reconfigurable intelligent surface, wireless communication, deep learning

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Authors: R. Abdulrahman, A. Eardley, A. Soliman

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The proliferation in the development of mobile learning (m-learning) has played a vital role in the rapidly growing electronic learning market. This relatively new technology can help to encourage the development of in learning and to aid knowledge transfer a number of areas, by familiarizing students with innovative information and communications technologies (ICT). M-learning plays a substantial role in the deployment of learning methods for nursing students by using the Internet and portable devices to access learning resources ‘anytime and anywhere’. However, acceptance of m-learning by students is critical to the successful use of m-learning systems. Thus, there is a need to study the factors that influence student’s intention to use m-learning. This paper addresses this issue. It outlines the outcomes of a study that evaluates the unified theory of acceptance and use of technology (UTAUT) model as applied to the subject of user acceptance in relation to m-learning activity in nurse education. The model integrates the significant components across eight prominent user acceptance models. Therefore, a standard measure is introduced with core determinants of user behavioural intention. The research model extends the UTAUT in the context of m-learning acceptance by modifying and adding individual innovativeness (II) and quality of service (QoS) to the original structure of UTAUT. The paper goes on to add the factors of previous experience (of using mobile devices in similar applications) and the nursing students’ readiness (to use the technology) to influence their behavioural intentions to use m-learning. This study uses a technique called ‘convenience sampling’ which involves student volunteers as participants in order to collect numerical data. A quantitative method of data collection was selected and involves an online survey using a questionnaire form. This form contains 33 questions to measure the six constructs, using a 5-point Likert scale. A total of 42 respondents participated, all from the Nursing Institute at the Armed Forces Hospital in Saudi Arabia. The gathered data were then tested using a research model that employs the structural equation modelling (SEM), including confirmatory factor analysis (CFA). The results of the CFA show that the UTAUT model has the ability to predict student behavioural intention and to adapt m-learning activity to the specific learning activities. It also demonstrates satisfactory, dependable and valid scales of the model constructs. This suggests further analysis to confirm the model as a valuable instrument in order to evaluate the user acceptance of m-learning activity.

Keywords: mobile learning, nursing institute students’ acceptance of m-learning activity in Saudi Arabia, unified theory of acceptance and use of technology model (UTAUT), structural equation modelling (SEM)

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Authors: Mohamed Sarrab, Hadj Bourdoucen

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Mobile applications are verified to check the correctness or evaluated to check the performance with respect to specific security properties such as availability, integrity, and confidentiality. Where they are made available to the end users of the mobile application is achievable only to a limited degree using software engineering static verification techniques. The more sensitive the information, such as credit card data, personal medical information or personal emails being processed by mobile application, the more important it is to ensure the confidentiality of this information. Monitoring non-trusted mobile application during execution in an environment where sensitive information is present is difficult and unnerving. The paper addresses the issue of monitoring and controlling the flow of confidential information during non-trusted mobile application execution. The approach concentrates on providing a dynamic and usable information security solution by interacting with the mobile users during the run-time of mobile application in response to information flow events.

Keywords: mobile application, run-time verification, usable security, direct information flow

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Authors: A. Brinda Lakshmi, J. Lakshmi Priya

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Cantaloupes (muskmelon and watermelon) contain biologically active molecules such as carotenoids which are natural pigments used as food colorants and afford health benefits. ß-carotene is the major source of carotenoids present in muskmelon and watermelon shell. Carotenoids were extracted using Microwave assisted extraction (MAE) and Ultrasound assisted extraction (UAE) utilising organic lipophilic solvents such as acetone, methanol, and hexane. Extraction conditions feed-solvent ratio, microwave power, ultrasound frequency, temperature and particle size were varied and optimized. It was found that the yield of carotenoids was higher using UAE than MAE, and muskmelon had the highest yield of carotenoids when was ethanol used as a solvent for 0.5 mm particle size.

Keywords: carotenoids, extraction, muskmelon shell, watermelon shell

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Authors: Nesengani Elelwani Clinton

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This paper presents reflective learning as an opportunity commonly available and used for food waste learning in a food processing company in the transition to sustainable and just food systems. In addressing how employees learn about food waste during food processing, the opportunities available for food waste learning were investigated. Reflective learning appeared to be the most used approach to learning about food waste. In the case of food waste learning, reflective learning was a response after employees wasted a substantial amount of food, where process controllers and team leaders would highlight the issue to employees who wasted food and explain how food waste could be reduced. This showed that learning about food waste is not proactive, and there continues to be a lack of structured learning around food waste. Several challenges were highlighted around reflective learning about food waste. Some of the challenges included understanding the language, lack of interest from employees, set times to reach production targets, and working pressures. These challenges were reported to be hindering factors in understanding food waste learning, which is not structured. A need was identified for proactive learning through structured methods. This is because it was discovered that in the plant, where food processing activities happen, the signage and posters that are there are directly related to other sustainability issues such as food safety and health. This indicated that there are low levels of awareness about food waste. Therefore, this paper argues that food waste learning should be proactive. The proactive learning approach should include structured learning materials around food waste during food processing. In the structuring of the learning materials, individual trainers should be multilingual. This will make it possible for those who do not understand English to understand in their own language. And lastly, there should be signage and posters in the food processing plant around food waste. This will bring more awareness around food waste, and employees' behaviour can be influenced by the posters and signage in the food processing plant. Thus, will enable a transition to a just and sustainable food system.

Keywords: sustainable and just food systems, food waste, food waste learning, reflective learning approach

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Authors: Zehra Sultan

Abstract:

The study is based on the task-based language teaching approach which is found to be very effective in the EFL/ESL classroom. This approach engages learners to acquire the usage of authentic language skills by interacting with the real world through sequence of pedagogical tasks. The use of technology enhances the effectiveness of this approach. This study throws light on the historical background of TBLT and its efficacy in the EFL/ESL classroom. In addition, this study precisely talks about the implementation of this approach in the General Foundation Programme of Muscat College, Oman. It furnishes the list of the pedagogical tasks embedded in the language curriculum of General Foundation Programme (GFP) which are skillfully allied to the College Graduate Attributes. Moreover, the study also discusses the challenges pertaining to this approach from the point of view of teachers, students, and its classroom application. Additionally, the operational success of this methodology is gauged through formative assessments of the GFP, which is apparent in the students’ progress.

Keywords: task-based language teaching, authentic language, communicative approach, real world activities, ESL/EFL activities

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Authors: Chieh-Ning Lan, Tzu-Shin Lin, Kun-Hao Lin

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Chinese handwriting skill is one of the basic skills of school-age children in Taiwan, which helps them to learn most academic subjects. Differ from the alphabetic language system, Chinese written language is a logographic script with a complicated 2-dimensional character structure as a morpheme. Visuospatial ability places a great role in Chinese handwriting to maintain good proportion and alignment of these interwoven strokes. In Taiwan, school-age students faced the challenge to recognize and write down Chinese characters, especially in children with written expression difficulties (CWWDs). In this study, we developed an instructional app to help CWWDs practice Chinese handwriting skills, and we aimed to apply the mobile assisted language learning (MALL) system in clinical writing strategies. To understand the feasibility and satisfaction of this auxiliary instructional writing app, we investigated the perceive and value both from school-age students and the clinic therapists, who were the target users and the experts. A group of 8 elementary school children, as well as 8 clinic therapists, were recruited. The school-age students were asked to go through a paper-based instruction and were asked to score the visual expression based on their graphic preference; the clinic therapists were asked to watch an introductive video of this instructional app and complete the online formative questionnaire. In the results of our study, from the perspective of user interface design, school-age students were more attracted to cartoon-liked pictures rather than line drawings or vivid photos. Moreover, compared to text, pictures which have higher semantic transparency were more commonly chosen by children. In terms of the quantitative survey from clinic therapists, they were highly satisfied with this auxiliary instructional writing app, including the concepts such as visual design, teaching contents, and positive reinforcement system. Furthermore, the qualitative results also suggested comprehensive positive feedbacks on the teaching contents and the feasibility of integrating the app into clinical treatments. Interestingly, we found that clinic therapists showed high agreement in approving CWWDs’ writing ability with using orthographic knowledge; however, in the qualitative section, clinic therapists pointed out that CWWDs usually have relative insufficient background knowledge in Chinese character orthographic rules, which because it is not a key-point in conventional handwriting instruction. Also, previous studies indicated that conventional Chinese reading and writing instructions were lacked of utilizing visual-spatial arrangement strategies. Based on the sharing experiences from all participants, we concluded several interesting topics that are worth to dedicate to in the future. In this undergoing app system, improvement and revision will be applied into the system design, and will establish a better and more useful instructional system for CWWDs within their treatments; enlightened by the opinions related to learning content, the importance of orthographic knowledge in Chinese character recognition should be well discussed and involved in CWWDs’ intervention in the future.

Keywords: auxiliary instructional app, children with writing difficulties, Chinese handwriting, orthographic knowledge

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Authors: Shivendra Pratap Singh, Rishabh Sharma

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The widespread adoption of mobile technology in recent years has revolutionized the way we communicate and access information. The evolution of mobile systems has been rapid and impactful, shaping our lives and changing the way we live and work. However, despite its significant influence, the history and development of mobile technology are not well understood by the general public. This research paper aims to examine the history, technology and future of mobile systems, exploring their evolution from early mobile phones to the latest smartphones and beyond. The study will analyze the technological advancements and innovations that have shaped the mobile industry, from the introduction of mobile internet and multimedia capabilities to the integration of artificial intelligence and 5G networks. Additionally, the paper will also address the challenges and opportunities facing the future of mobile technology, such as privacy concerns, battery life, and the increasing demand for high-speed internet. Finally, the paper will also provide insights into potential future developments and innovations in the mobile sector, such as foldable phones, wearable technology, and the Internet of Things (IoT). The purpose of this research paper is to provide a comprehensive overview of the history, technology, and future of mobile systems, shedding light on their impact on society and the challenges and opportunities that lie ahead.

Keywords: mobile technology, artificial intelligence, networking, iot, technological advancements, smartphones

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Authors: Afsaneh Jasmine Majidi

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Language testing is an important part of language teaching experience and language learning process as it presents assessment strategies for teachers to evaluate the efficiency of teaching and for learners to examine their outcomes. However, language testing is demanding and challenging because it should provide the opportunity for proper and objective decision. In addition to all the efforts test designers put to design valid and reliable tests, there are some other determining factors which are even more complex and complicated. These factors affect the educational system, individuals, and society, and the impact of the tests vary according to the scope of the test. Seemingly, the impact of a simple classroom assessment is not the same as that of high stake tests such as International English Language Testing System (IELTS). As the importance of the test increases, it affects wider domain. Accordingly, the impacts of high stake tests are reflected not only in teaching, learning strategies but also in society. Testing experts use the term ‘washback’ or ‘impact’ to define the different effects of a test on teaching, learning, and community. This paper first looks at the theoretical background of ‘washback’ and ‘impact’ in language testing by reviewing of relevant literature in the field and then investigates washback effects of IELTS test of on Iranian IELTS teachers and students. The study found significant relationship between the washback effect of IELTS test and teaching strategies of Iranian IELTS teachers as well as performance of Iranian IELTS candidates and their community.

Keywords: high stake tests, IELTS, Iranian Candidates, language testing, test impact, washback

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Authors: Gabrielle Pilliat

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The Supreme Court of Canada rendered unconstitutional the sections of the Canadian Criminal Code which prohibited the Physician-assisted suicide in February 2015. However, in 1993, the same Supreme Court of Canada ruled that Physician-assisted suicide should remain absolutely prohibited. In the light of these historical facts, we will explore how the Supreme Court of Canada was able to make two different decisions 20 years apart. To understand how Canada could rule so differently between 1993 and 2015 about Physician-assisted suicide, we will analyze the content of the Supreme Court of Canada decisions’ discourse of 1993 and of 2015. Our preliminary results indicate that A) the patient autonomy (or the personal choice) has taken over the idea of the preservation of life (or the sacred character of life) in 2015. B) That between 1993 and 2015, the physician is seen differently by the Judges; like an abusive murderer in 1993 and like an objective evaluator in 2015. C) That the patient is seen as a victim in 1993 and more like a hero in 2015.

Keywords: physician-assisted suicide, patient autonomy, choice, sacred character of life, dignity

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Authors: Ann Dashwood

Abstract:

Using standard Australian English with confidence is a cultural expectation of parents of primary school aged children who want to engage effectively with their children’s teachers and school administration. That confidence in support of their children’s learning at school is seldom experienced by parents whose first language is not English. Sharing language with competence in an intercultural environment is the common denominator for meaningful communication and engagement to occur in a school community. Experience in relevant interactive sessions is known to enhance engagement and participation. The purpose of this paper is to identify interactional settings for which parents who are isolated from the daily use of functional Australian cultural language learned to engage more effectively in their children’s learning at school. The outcomes measured parents’ intercultural engagement with classroom teachers and attention to the school’s administrative procedures. The study used quantitative and qualitative methods. The principles of communicative task-based language learning combined with intercultural communication principles provided the theoretical base for intensive English task-based learning and engagement. The quantitative analysis examined data samples collected by classroom teachers and administrators and parents’ writing samples. Interviews and observations qualitatively informed the study. Currently significant numbers of projects are active in community centres and schools to enhance English language knowledge of parents from Language Backgrounds Other Than English (LBOTE). The study was significant to explore the effects of conducting intensive English with parents of varied English language backgrounds by targeting language use for social interactions in the community, specific engagement in school activities, cultural interaction with teachers and responsiveness to complying with school procedures.

Keywords: engagement, intercultural communication, LBOTE, school community

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Authors: K. Myška, L. Pilařová

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The article deals with possibilities of using cheap mobile devices with the combination of free or open source software tools as an alternative to professional hardware and software equipment. Especially in social work, it is important to find cheap yet functional solution that can compete with complex but expensive solutions for digitizing paper materials. Our research was focused on the analysis of cheap and affordable solutions for digitizing the most frequently used paper materials that are being commonly used by terrain workers in social work. We used comparative analysis as a research method. Social workers need to process data from paper forms quite often. It is still more affordable, time and cost-effective to use paper forms to get feedback in many cases. Collecting data from paper quizzes and questionnaires can be done with the help of professional scanners and software. These technologies are very powerful and have advanced options for digitizing and processing digitized data, but are also very expensive. According to results of our study, the combination of open source software and mobile phone or cheap scanner can be considered as a cost-effective alternative to professional equipment.

Keywords: digitalization, e-learning, mobile devices, questionnaire

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Authors: Yahia A. M. AlKhoudary

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This Study presents the outcome of an investigation to evaluate the importance of autonomous learning as a means of motivation. However, very little research done in this field. Thus, the aims of this study are to ascertain the needs of the learners and to investigate their attitudes and motivation towards the mode of learning. Various suggestions made on how to improve learners’ participation in the learning process. A survey conducted on a sample group of 60 Omani College students. Self-report questionnaires and retrospective interviews conducted to find out their material-type preferences in a self-access learning context. Achieving autonomous learning system, which learners is one of the Ministry of Education goals in the Sultanate of Oman. As a result, this study presents the outcome of an investigation to evaluate the students’ performance in English as a Foreign Language (EFL). It focuses on the effect of autonomous learning that encourages students to learn English, a research conducted at Buraimi city, the Sultanate of Oman. The procedure of this investigation based on four dimensions: (1) sixty students are selected and divided into two groups, (2) pre and posttest projects are given to them, and (3) questionnaires are administered to both students who are involved in the experiment and 50 teachers (25 males and 25 females) to collect accurate data, (4) an interview with students and teachers to find out their attitude towards autonomous learning. Analysis of participants’ responses indicated that autonomous learning motivates students to learn English independently and increase the intrinsic rather than extrinsic motivation to improve their English language as a long-life active learning. The findings of this study show that autonomous learning approach is the best remedy to empower the students’ skills and overcome all relevant difficulties. They also show that secondary school teachers can fully rely on this learning approach that encourages language learners to monitor their progress, increase both learners and teachers’ motivation and ameliorate students’ behavior in the classroom. This approach is also an ongoing process, which takes time, patience and support to be lifelong learning.

Keywords: Omani, autonomous learning system, English as a Foreign Language (EFL), learning approach

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Authors: H. van Rensburg, B. Adcock, B. Al Mansouri

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This paper discusses the impact of pedagogical and learning differences on Arabic international students’ (AIS) learning when they come to study in Australia. It describes the difference in teaching and learning methods between the students’ home countries in the Arabic world and Australia. There are many research papers that discuss the general experiences of international students in the western learning systems, including Australia. However, there is little research conducted specifically about AIS learning in Australia. Therefore, the data was collected through in-depth, semi-structured interviews with AIS who are learning at an Australian regional university in Queensland. For that reason, this paper contributes to fill a gap by reporting on the learning experiences of AIS in Australia and, more specifically, on the AIS’ pedagogical experiences. Not only discussing the learning experiences of AIS, but also discussing the cultural adaptation using the Oberg’s cultural adaptation model. This paper suggests some learning strategies that may benefit AIS and academic lecturers when teaching students from a completely different culture and language.

Keywords: arabic international students, cultural adaption, learning differences, learning systems

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Authors: Asima Ranjan Parhi

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English language teaching-learning in higher education departments in Indian and Asian contexts needs to be one of innovation and experimentation rather than rigid prescription. The communicative language teaching has been proposing the context to be of primary importance in this process. Today, English print and electronic media have flooded the market with plenty of material suitable to the classroom context. The entries are poetic, catchy and contain a deliberate method in them which could be utilized to teach not only English language but literature, literary terms and the theory of literature. The Bollywood movies, especially through their songs have been propagating a package which may be useful to teach language and even theory in the sub-continent. While investigating, one may be fascinated to see how such material in the body of media (print and electronic), movies and popular songs generate a data for our classroom in our context, thereby developing a mass language with huge pedagogical implications. Harping on the four skills of teaching and learning of a language in general and English language in particular appears stale and mechanical in a decontextualised, matter of fact classroom. So this discussion visualizes a model beyond these skills as well as the conventional theory, literature, language classroom practices in order to build up a systematic pattern stressing the factors responsible in the particular context, that of specific language, society and culture in tune with language-literature teaching. This study intends to examine certain catchy use of the language entries in mass media which could be in the direction of inviting more such investigations in the Asian context in order to develop a common platform of decolonized pedagogy.

Keywords: pedagogy, electronic media, Bollywood, decolonized, mass media

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Authors: M. Zezou

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This paper focuses on the design of a Massive Open Online Course (MOOC) about Content Language Integrated Learning (CLIL) and more specifically about how teachers can use CLIL as an educational approach incorporating technology in their teaching as well. All the four weeks of the MOOC will be presented and a step-by-step analysis of each lesson will be offered. Additionally, the paper includes detailed lesson plans about CLIL lessons with proposed CLIL activities and games in which technology plays a central part. The MOOC is structured based on certain criteria, in order to ensure success, as well as a positive experience that the learners need to have after completing this MOOC. It addresses to all language teachers who would like to implement CLIL into their teaching. In other words, it presents the methodology that needs to be followed so as to successfully carry out a CLIL lesson and achieve the learning objectives set at the beginning of the course. Firstly, in this paper, it is very important to give the definitions of MOOCs and LMOOCs, as well as to explore the difference between a structure-based MOOC (xMOOC) and a connectivist MOOC (cMOOC) and present the criteria of a successful MOOC. Moreover, the notion of CLIL will be explored, as it is necessary to fully understand this concept before moving on to the design of the MOOC. Onwards, the four weeks of the MOOC will be introduced as well as lesson plans will be presented: The type of the activities, the aims of each activity and the methodology that teachers have to follow. Emphasis will be placed on the role of technology in foreign language learning and on the ways in which we can involve technology in teaching a foreign language. Final remarks will be made and a summary of the main points will be offered at the end.

Keywords: CLIL, cMOOC, lesson plan, LMOOC, MOOC criteria, MOOC, technology, xMOOC

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Authors: Irum Naz

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In the Arabian higher education context, linguistic proficiency in the English language is considered crucial for the developmental sustainability, economic growth, and stability of communities and societies. Qatar’s educational reforms package, through the 2030 vision, identifies the acquisition of English at K-12 as an essential survival communication tool for globalization, believing that Qatari students need better preparation to take on the responsibilities of leadership and to participate effectively in the country’s surging economy. The idea of introducing Qatari students to modern curricula benchmarked to high-student-performance curricula in developed countries is one of the components of reformatory design principles of Education for New Era reform project that is mutually consented to and supported by the Office of Shared Services, Communications Office, and Supreme Education Council. In appreciation of the government’s vision, the English Language Centre (ELC) at the Community College of Qatar ran an internal educational audit and conducted evaluative research to understand and appraise the value, impact, and practicality of the existing ELC language development program. This study sought to identify the type of change that could identify and improve the quality of Foundation Program courses and the manners in which second language learners could be assisted to transit smoothly between (ELC) levels. Following the interpretivist paradigm and mixed research method, the data was gathered through a bicyclic research model and a triangular design. The analyses of the data suggested that there was a need for improvement in the ELC program as a whole, and particularly in terms of curriculum, student learning outcomes, and the general learning environment in the department. Key findings suggest that the target program would benefit from significant revisions, which would include narrowing the focus of the courses, providing sets of specific learning objectives, and preventing repetition between levels. Another promising finding was about the assessment tools and process. The data suggested that a set of standardized assessments that more closely suited the programs of study should be devised. It was also recommended that students undergo a more comprehensive placement process to ensure that they begin the program at an appropriate level and get the maximum benefit from their learning experience. Although this ties into the idea of curriculum revamp, it was expected that students could leave the ELC having had exposure to courses in English for specific purposes. The idea of a more reliable exit assessment for students was raised frequently so ELC could regulate itself and ensure optimum learning outcomes. Another important recommendation was the provision of a Student Learning Center for students that would help them to receive personalized tuition, differentiated instruction, and self-driven and self-evaluated learning experience. In addition, an extra study level was recommended to be added to the program to accommodate the different levels of English language proficiency represented among ELC students. The evidence collected in the course of conducting the study suggests that significant change is needed in the structure of the ELC program, specifically about curriculum, the program learning outcomes, and the learning environment in general.

Keywords: educational audit, ESL, optimum learning outcomes, Qatar’s educational reforms, self-driven and self-evaluated learning experience, Student Learning Center

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Authors: Smita Singh

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Objective: The Faculty of Chemistry Education at Humboldt University has developed ‘Studium’, a web application designed to enhance long-term self-regulated learning (SRL) and academic achievement. Leveraging advanced generative AI, ‘Studium’ offers a dynamic and adaptive educational experience tailored to individual learning preferences and languages. The application includes evolving tools for personalized notetaking from preferred sources, customizable presentation capabilities, and AI-assisted guidance from academic documents or textbooks. It also features workflow automation and seamless integration with collaborative platforms like Miro, powered by AI. This study aims to propose a model that combines generative AI with traditional features and customization options, empowering students to create personalized learning environments that effectively address the challenges of SRL. Method: To achieve this, the study included graduate and undergraduate students from diverse subject streams, with 15 participants each from Germany and India, ensuring a diverse educational background. An exploratory design was employed using a speed dating method with enactment, where different scenario sessions were created to allow participants to experience various features of ‘Studium’. The session lasted for 50 minutes, providing an in-depth exploration of the platform's capabilities. Participants interacted with Studium’s features via Zoom conferencing and were then engaged in semi-structured interviews lasting 10-15 minutes to gain deeper insights into the effectiveness of ‘Studium’. Additionally, online questionnaire surveys were conducted before and after the session to gather feedback and evaluate satisfaction with self-regulated learning (SRL) after using ‘Studium’. The response rate of this survey was 100%. Results: The findings of this study indicate that students widely acknowledged the positive impact of ‘Studium’ on their learning experience, particularly its adaptability and intuitive design. They expressed a desire for more tools like ‘Studium’ to support self-regulated learning in the future. The application significantly fostered students' independence in organizing information and planning study workflows, which in turn enhanced their confidence in mastering complex concepts. Additionally, ‘Studium’ promoted strategic decision-making and helped students overcome various learning challenges, reinforcing their self-regulation, organization, and motivation skills. Conclusion: This proposed model emphasizes the need for effective integration of personalized AI tools into active learning and SRL environments. By addressing key research questions, our framework aims to demonstrate how AI-assisted platforms like “Studium” can facilitate deeper understanding, maintain student motivation, and support the achievement of academic goals. Thus, our ideal model for AI-assisted educational platforms provides a strategic approach to enhance student's learning experiences and promote their development as self-regulated learners. This proposed model emphasizes the need for effective integration of personalized AI tools into active learning and SRL environments. By addressing key research questions, our framework aims to demonstrate how AI-assisted platforms like ‘Studium’ can facilitate deeper understanding, maintain student motivation, and support the achievement of academic goals. Thus, our ideal model for AI-assisted educational platforms provides a strategic approach to enhance student's learning experiences and promote their development as self-regulated learners.

Keywords: self-regulated learning (SRL), generative AI, AI-assisted educational platforms

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Authors: Georgiana Ciobotaru

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The vocabulary that foreign students assimilate once they start studying the Romanian language must allow them to develop the linguistic competence of oral and written expression, but also the intercultural one, necessary for their integration into the new socio-cultural environment. Therefore, the familiarization courses with Romanian as a foreign language aim at fundamental language acquisitions in order to obtain the expected level of Romanian language. They also relate differently to the new culture and the new language they come in contact with, having a distinct way of expressing themselves. Foreign students want to continue their university and postgraduate studies at specialized faculties in the country; therefore, they need both a general language for their integration into society and for interaction with others, Romanians or students from countries other than their own, but also from a specialized language that facilitates didactic communication and professional development. The complexity of the vocabulary must thus cover the daily communication needs, but also the subsequent evolution of each one. This paper aims to illustrate the most important semantic fields that students must assimilate in order to crystallize a linguistic identity in the new context of their personal and professional development and to help them cope with the culture shock.

Keywords: integration, intercultural, language, linguistic, vocabulary

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Authors: Konstantina Georgali

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The present study explores Greek teachers’ understandings of typical language development and of language difficulties. Its core aim was to highlight that teachers need to have a thorough understanding of educational linguistics, that is of how language figures in education. They should also be aware of how language should be taught so as to promote language development for all students while at the same time support the needs of children with language difficulties in an inclusive ethos. The study, thus argued that language can be a dynamic learning mechanism in the minds of all children and a powerful teaching tool in the hands of teachers and provided current research evidence to show that structural and morphological particularities of native languages- in this case, of the Greek language- can be used by teachers to enhance children’s understanding of language and simultaneously improve oral language skills for children with typical language development and for those with language difficulties. The research was based on a Sequential Exploratory Mixed Methods Design deployed in three consecutive and integrative phases. The first phase involved 18 exploratory interviews with teachers. Its findings informed the second phase involving a questionnaire survey with 119 respondents. Contradictory questionnaire results were further investigated in a third phase employing a formal testing procedure with 60 children attending Y1, Y2 and Y3 of primary school (a research group of 30 language impaired children and a comparison group of 30 children with typical language development, both identified by their class teachers). Results showed both strengths and weaknesses in teachers’ awareness of educational linguistics and of language difficulties. They also provided a different perspective of children’s language needs and of language teaching approaches that reflected current advances and conceptualizations of language problems and opened a new window on how best they can be met in an inclusive ethos. However, teachers barely used teaching approaches that could capitalize on the particularities of the Greek language to improve language skills for all students in class. Although they seemed to realize the importance of oral language skills and their knowledge base on language related issues was adequate, their practices indicated that they did not see language as a dynamic teaching and learning mechanism that can promote children’s language development and in tandem, improve academic attainment. Important educational implications arose and clear indications of the generalization of findings beyond the Greek educational context.

Keywords: educational linguistics, inclusive ethos, language difficulties, typical language development

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Authors: Vaida Jurgile

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Intercultural learning is one of the approaches taken to understand the cultural diversity of the modern world and to accept changes in cultural identity and otherness and the expression of tolerance. During intercultural learning, students develop their abilities to interact and communicate with their group members. These abilities help to understand social and cultural differences, to form one’s identity, and to give meaning to intercultural learning. Intercultural education recognizes that a true understanding of differences and similarities of another culture is necessary in order to lay the foundations for working together with others, which contributes to the promotion of intercultural dialogue, appreciation of diversity, and cultural exchange. Therefore, it is important to examine the concept of intercultural learning, revealed through students’ learning experiences and understanding of how this learning takes place and what significance this phenomenon has in higher education. At a scientific level, intercultural learning should be explored in order to uncover the influence of cultural identity, i.e., intercultural learning should be seen in a local context. This experience would provide an opportunity to learn from various everyday intercultural learning situations. Intercultural learning can be not only a form of learning but also a tool for building understanding between people of different cultures. The research object of the study is the process of intercultural learning. The aim of the dissertation is to develop a grounded theory of the process of learning in an intercultural study environment, revealing students’ learning experiences. The research strategy chosen in this study is a constructivist grounded theory (GT). GT is an inductive method that seeks to form a theory by applying the systematic collection, synthesis, analysis, and conceptualization of data. The targeted data collection was based on the analysis of data provided by previous research participants, which revealed the need for further research participants. During the research, only students with at least half a year of study experience, i.e., who have completed at least one semester of intercultural studies, were purposefully selected for the research. To select students, snowballing sampling was used. 18 interviews were conducted with students representing 3 different fields of sciences (social sciences, humanities, and technology sciences). In the process of intercultural learning, language expresses and embodies cultural reality and a person’s cultural identity. It is through language that individual experiences are expressed, and the world in which Others exist is perceived. The increased emphasis is placed on the fact that language conveys certain “signs’ of communication and perception with cultural value, enabling the students to identify the Self and the Other. Language becomes an important tool in the process of intercultural communication because it is only through language that learners can communicate, exchange information, and understand each other. Thus, in the process of intercultural learning, language either promotes interpersonal relationships with foreign students or leads to mutual rejection.

Keywords: intercultural learning, grounded theory, students, other

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Authors: Anh Duong

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The three-phase reading lesson has been put forth around the world as the new and innovative framework which is corresponding to the learner-centered trend in English language teaching and learning. Among three stages, pre-reading attracts many teachers’ and researchers’ attention for its vital role in preparing students with knowledge and interest in reading class. The researcher’s desire to exemplify effectiveness of activities prior to text reading has provoked the current study. Three main aspects were investigated in this paper, i.e. teachers’ and student’s perception of pre-reading stage, teachers’ exploitation of pre-reading techniques and teachers’ recommendation of effective pre-reading activities. Aiming at pre-reading techniques for first-year students at English Department, this study involved 200 fresh-men and 10 teachers from Division 1 to participate in the questionnaire survey. Interviews with the teachers and classroom observation were employed as a tool to take an insight into the responses gained from the early instrument. After a detailed procedure of analyzing data, the researcher discovered that thanks to the participants’ acclamation of pre-reading stage, this phase was frequently conducted by the surveyed teachers. Despite the fact that pre-reading activities apparently put a hand in motivating students to read and creating a joyful learning atmosphere, they did not fulfill another function as supporting students’ reading comprehension. Therefore, a range of techniques and notices when preparing and conducting pre-reading phase was detected from the interviewed teachers. The findings assisted the researcher to propose some related pedagogical implications concerning teachers’ source of pre-reading techniques, variations of suggested activities and first-year reading syllabus.

Keywords: pre-reading stage, pre-reading techniques, teaching reading, language teaching

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Authors: Siti Ayu Ningsih

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This study aims to find the differences outcomes in learning reading comprehension with text and film as media on Indonesian Language for foreign speaker (BIPA) learning at intermediate level. By using quantitative and qualitative research methods, the respondent of this study is a single respondent from D'Royal Morocco Integrative Islamic School in grade nine from secondary level. Quantitative method used to calculate the learning outcomes that have been given the appropriate action cycle, whereas qualitative method used to translate the findings derived from quantitative methods to be described. The technique used in this study is the observation techniques and testing work. Based on the research, it is known that the use of the text media is more effective than the film for intermediate level of Indonesian Language for foreign speaker learner. This is because, when using film the learner does not have enough time to take note the difficult vocabulary and don't have enough time to look for the meaning of the vocabulary from the dictionary. While the use of media texts shows the better effectiveness because it does not require additional time to take note the difficult words. For the words that are difficult or strange, the learner can immediately find its meaning from the dictionary. The presence of the text is also very helpful for Indonesian Language for foreign speaker learner to find the answers according to the questions more easily. By matching the vocabulary of the question into the text references.

Keywords: Indonesian language for foreign speaker, learning outcome, media, reading comprehension

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Authors: Abdolghader Pourali, Mohammad V. Malakooti, Muhammad Hussein Yektaie

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A mobile payment system in mobile e-commerce generally have high security so that the user can trust it for doing business deals, sales, paying financial transactions, etc. in the mobile payment system. Since an architecture or payment model in e-commerce only shows the way of interaction and collaboration among users and mortgagers and does not present any evaluation of effectiveness and confidence about financial transactions to stakeholders. In this paper, we try to present a detailed assessment of the reliability of a mobile payment model in the mobile e-commerce using formal models and colored Petri nets. Finally, we demonstrate that the reliability of this system has high value (case study: a secure payment model in mobile commerce.

Keywords: reliability, colored Petri net, assessment, payment models, m-commerce

Procedia PDF Downloads 535

Authors: D. P. Lawrence, T. M. M. D. Ariyarathna, W. N. K. De Silva, M. D. S. C. De Silva, Lasantha Abeysiri, Pradeep Abeygunawardhna

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Safari traveling is one of the most famous hobbies all over the world. In Sri Lanka, 'Yala' is the second-largest national park, which is a better place to go for a safari. Many number of local and foreign travelers are coming to go for a safari in 'Yala'. But 'Yala' does not have a mobile application that is made to facilitate the traveler with some important features that the traveler wants to achieve in the safari experience. To overcome these difficulties, the proposed mobile application by adding those identified features to make travelers, guiders, and administration's works easier. The proposed safari traveling guidance mobile application is called 'SMART SAFARI' for the 'Yala' National Park in Sri Lanka. There are four facilities in this mobile application that provide for travelers as well as the guiders. As the first facility, the guider and traveler can view the created map of the park, and the guider can add temporary locations of animals and special locations on the map. This is a Geographic Information System (GIS) to capture, analyze, and display geographical data. And as the second facility is to generate optimal paths according to the travelers' requirements through the park by using machine learning techniques. In the third part, the traveler can get information about animals using an animal identification system by capturing the animal. As in the other facility, the traveler will be facilitated to add reviews and a rate and view those comments under categorized sections and pre-defined score range. With those facilities, this user-friendly mobile application provides the user to get a better experience in safari traveling, and it will probably help to develop tourism culture in Sri Lanka.

Keywords: animal identification system, geographic information system, machine learning techniques, pre defined score range

Procedia PDF Downloads 130