Corpora in Translator Training: A Perspective from Iran
Corpora first found their way into Translation Studies as a means to study the language of translation and its distinctive features (Baker, 1993). They were applied, however, by translation researchers in other areas such as translation evaluation and machine translation as well. Translator education is another area which has enjoyed the benefits of corpora in recent years. This paper elaborates on the applications of corpora in translator training and the kind of information they have to offer to student translators in this context. It further explores the benefits of corpus-based translation teaching for student translators in terms of their professional prospects. The paper finally reports the results of an experiment in which an undergraduate class of translation students from the Department of Translation Studies at Allameh Tabataba’i University, Tehran, Iran was introduced to disposable corpora. The problems students faced in building disposable corpora of Persian texts and, later on, in analyzing Persian corpora with corpus analysis tools and finally the solutions adopted to resolve the problems are all explained in detail.
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Gender and teaching strategies on chemistry students’ achievement in organic compounds nomenclature
This study examined the effect of gender and teaching strategies on chemistry students’ achievement in organic compounds nomenclature in EMOLGA of Rivers State, Nigeria. Used in the study was pretest, post test non equivalent control group quasi- experimental design. One hundred and seventy-five (96 males and 79 females) SSS II Chemistry students were drawn from three secondary schools in EMOLGA of Rivers State. Six research questions were answered, while six hypotheses were tested at 0.05 level of significance. The instrument for data collection was a 50-item Organic Chemistry Nomenclature Achievement Test (OCNAT) developed by the researcher. Students were divided into two experimental groups and a control group. The experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive strategies, while the control group was taught using the discussion strategy. Mean and SD were used to answer the research questions while t-test statistics and ANCOVA were used to analyze the hypotheses. The findings showed that there is significant difference in the achievement of chemistry students in organic compounds nomenclature when taught with metacognitive teaching strategies. However, self assessment was the best strategy for teaching organic compounds nomenclature the study reveals. The findings also revealed that there is no interaction effect between gender and teaching strategies. The study concluded that metacognitive teaching strategies such as thinking-aloud and self assessment have been identified in this study as innovative teaching strategies that could be adopted in effective teaching of organic compounds nomenclature. In addition self assessment model of metacognitive teaching strategy was found to have superior impact on students’ achievement in organic compounds nomenclature and thus is advocated for use in our secondary schools.
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Performance contracting as a paradigm shift in the utilization of teaching & learning resources perceptions of tutors from selected technical institutes in Kenya
Every year thousands of students leave the regular formal educational institutions in Kenya, but they cannot progress to higher levels of formal education. Despite past investments in Kenya’s Technical, Industrial, Vocational Education and Training (TIVET) subsector, many school leavers fail to access TIVET. This is because the subsector is said to be facing many challenges related to wastage of resources, irrelevant training and turnover of personnel. Performance contracting has been acclaimed as an effective and promising means of improving the performance of public enterprises as well as government departments. The government of Kenya introduced performance contract signing in the year 2004. The performance contracts were aimed at improving resource utilization in public institutions among other objectives. This study sought to establish the perceptions of Kenyan tutors in Technical Institutes in Rift Valley about the impact of performance contracts as a paradigm shift on the utilization of teaching and learning resources. The study adopted a survey strategy. The study population comprised of tutors, Heads of Department and Principals of randomly selected public Technical Institutes in Kenya. The stratified random sampling technique was applied in the selection of the study sample. This involved the grouping of tutors into 8 strata according to the available departments. Thereafter the proportionate random sampling technique was applied to get an equal proportion of respondents from each stratum. The saturated sampling technique was used to sample the heads of department and principals. Questionnaires and interviews were used to collect data. This entailed the supplying of questionnaires to tutors, heads of department and principals of the sampled Technical Institutes. Interviews were conducted with principals of the sampled institutions.
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Teaching Module through Cases for developing Students’ Analytical Thinking: An Action Research
The action research was conducted to determine the effect of case-based teaching-learning on students’ analytical thinking experimented with the final year Bachelor of Business Administration (BBA) students, Gedu College of Business Studies, Royal University of Bhutan. The study was conducted between July and December, the Autumn Semester of 2020. There were 38 students in total who studied HRM307 Industrial Relations as their fifth major module for Human Resource Management group. Based on the survey conducted towards the end of the completion of module where 33 students participated, their opinion that the ‘case-based teaching-learning have improved’ analytical thinking stands at the mean value of 3.4 (out of 5). This indicates that the case-based teaching-learning intervention effect their analytical skills. The comparative study on the scores of assignment was also conducted. Although the mean score of the first assignment and the second assignment does not show significant difference, the average score of the first assignment and the third assignment has a statistically significant difference. This was confirmed through the paired sample t-test. Thus, it can be concluded that when the case intervention was prolonged over a period of time, it positively impacted students’ enhancement of analytical thinking.
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Teaching vocabulary in L2 situation
The paper looks at some issues in vocabulary teaching in L2 situation. Such issues include learner’s vocabulary size for both productive and receptive use of L2, basic vocabulary skills, techniques and procedures for vocabulary teaching.
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Use of Social Media in Formal higher education: Students' Perspective of Facebook as a learning tool
In the modern era, social media such as Facebook can be used as a new technique of educational learning. Contemporary higher education students grew up surrounded by digital technologies and therefore have the expectation that technology should be a fundamental part of their learning process. However, technology merely offers an opportunity for these “digital native” students; how they choose to utilize this opportunity is a more complex decision as previous studies have raised concerns of distraction, abuse of use, and lack of strategic direction with usage in order to achieve meaningful learning. Consequently, the potential of introducing social media into formal learning in relation to the achievement of collaborative learning, social interaction, collective achievement and learning, student-centred learning, information sharing, and access to information through multiple resources might be short-changed if the argument against the integration of social media into learning is sustained and upheld. This paper proposes that Facebook can be establishes as a part of the students’ real-life applications for what they learn in the classroom. Furthermore, this study aims to explore how teachers can use social media as formal learning tools.
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Attitudes and Challenges Towards E-learning System in Time of COVID-19 from the Perspective of AL-Istiqlal University Students
Due to ongoing COVID 19 pandemic, higher educational institutions around the world have moved towards e-learning system. Determining the positive attitudes and difficulties facing students during the use of e-learning in times of crisis, helps teachers and the institution in taking new steps appropriate to the needs of students in such difficult circumstances. So, this study aimed to analyse the attitudes and challenges facing Al-Istiqlal University (PASS) students towards e-learning. Samples of this study consisted of 280 students who were chosen in a simple random method from PASS students between April and June of 2020. Descriptive study method was adopted, and a well-designed and pre-tested online questionnaire was used to collect primary data. Results indicated that PASS participants own a positive attitude towards e-learning and their attitude results are significantly deferent with their gender, level of computer skills, academic grade, collage and availability of computer with permanent internet. Furthermore, students face a number of challenges while using the e-learning system, and a significant difference was found between the challenges of computer skills level, gender, computer availability with permanent internet connection and academic grade of the participant students. The study showed that the learners’ perception on e-learning reveals that it is valid in the time of COVID-19 pandemic and they understood that e-learning is very useful during crisis. In light of these findings, the study came up with a number of recommendations and suitable suggestions are given to overcome students’ challenges towards e-learning system.
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Strategies for improving career counseling in agricultural education in south east universities, Nigeria
The challenges facing the ever frontier of knowledge in various fields especially the department of Agricultural education which includes; students difficulties in trying to adjust to the new course of study some of them did not apply for, Occupational misconception, rating of agricultural related jobs low in terms of a secured future and earning power calls for proper improvement of career counseling services in agricultural education in Nigeria Universities. However, the study centered on strategies for improving career counseling in agricultural education in south east Universities using the universities located in south east universities, three research questions and two null hypotheses guided the study using a descriptive survey. The population of study is 139, consisting of 73 lecturers of Agricultural education and 63 counselors in the universities. The entire population was used for the study since the population was manageable. Instrument for data collection was a researcher-made questionnaire duly validated and the reliability of the instrument was established using Cronbach alpha, which yielded a co-efficient index of 0.83. The researcher and 3 research assistants administered and retrieved the questionnaire. 100% return rate was achieved. Mean and standard deviations was used to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The analyzed data identified administrative strategies, students related strategies and government strategies as a way of improving career counseling in Nigeria universities. It was recommended among others that there should be a regular supervision, monitoring and evaluation of the career counseling services in agricultural education departments.
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The Effects of Process Approach to English Language Writing Skills on Students Performance within Selected Secondary Schools of Kenya
The study analyzed the effects of process approach to language writing skills on students’ performance. Process approach stresses on the process that writers go though in composing texts. The purpose of this study was to find out the effects of process approach to English language writing skills on student performance within selected secondary schools of Kenya. The objectives were to determine the students’ performance in the writing test before and after instruction using the process approach, and to analyze the effect of process approach on students’ performance in the writing test in English language in selected secondary schools in Kenya. The study sample comprised 232 students and 2 English language teachers from the 6 counties. A written task and lesson observation was used to collect data which was analyzed using descriptive and inferential statistics that included t-test and one-way analysis of variance (ANOVA). Data analysis revealed that process approach to writing skills had a significant effect on students’ performance in the writing test (t = .000, p< 0.05). It was concluded that process approach improved students’ performance in writing skills. Based on these findings it was recommended that teachers of English language should use process approach to improve students writing skills. To cater for this, English language curriculum developers should allocate more time for teaching English language in secondary schools in Kenya.
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Curriculum adaptation in education for sustainability
National curriculum framework(2005) focuses on 21st century learning, ensuring learners are equipped to participate in and contribute to their own society and the wider world. An important aspect of this is encouraging students to consider significant future-focused issues such as sustainability.The future-focus theme of sustainability should be evident throughout the curriculum in school education. Structuring learning around a unifying theme such as sustainability provides opportunities for students to make connections between learning areas, competencies, and values. It requires teaching and learning approaches that draw on all elements of effective pedagogy and focuses on empowering students to take action for a sustainable future.Sustainability connects to the principle environmental health is personal health. The curriculum should endorse a place for the school, the family, the community to focus on the place of the student in their own world. Therefore, the school-based curriculum should supports holistic teaching programmes and learning pathways which enable the learner to engage purposefully with the environment.Education for sustainability is about learning to think and act in ways that will safeguard the future wellbeing of people and our planet. Many contexts, topics, or issues that students could explore have a connection to education for sustainability. There are opportunities in most learning areas for students to examine how the resources we use and what gets left over affects the earth.Teachers can introduce students to attitudes and values towards the environment, and create opportunities to explore their own. Students will also have opportunities to take action on issues that are meaningful to them, explore why an issue is important and develop the skills they need to create change.
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