The study aims to develop a technology for designing educational materials in English for agrarian universities based on pedagogical design. The paper identifies the main problems of the existing textbooks in a foreign language for students pursuing a Bachelor’s degree at agrarian universities, formulates methodological principles for designing modern educational materials, develops the stages of the technology. The scientific novelty of the study lies in elaborating and providing a scientific substantiation for the content of (...) the analytical, design-related, content and activity related, evaluation-effective stages of the technology of designing educational materials in a foreign language for students pursuing a Bachelor’s degree at agrarian universities. As a result, the problem of designing modern educational materials in a foreign language for students pursuing a Bachelor’s degree at agrarian universities that would possess communicative significance, competence orientation and implement the full range of didactic functions was solved. (shrink)

Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used (...) in teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills. (shrink)

This research investigates the representations of gendered social actors within the subversionary discourse of equal educational opportunities for males and females in Iranian English as a Foreign Language (EFL) books. Using critical discourse analysis (CDA) as the theoretical framework, the authors blend van Leeuwen’s (Texts and practices: Readings in critical discourse analysis, Routledge, London, 2003) ‘Social Actor Network Model’ and Sunderland’s (Gendered discourses, Palgrave Macmillan, Hampshire, 2004) ‘Gendered Discourses Model’ in order to examine the depictions of male (...) and female social actors within this gendered discourse. The gendered discourse of equal opportunities was buttressed by such representations within a tight perspective in proportion to gender ideologies prevailing in Iran. Resorting to CDA, we can claim that resistance against such gendered discourse in Iranian EFL textbooks militates against such gender norms. These representations of male and female social actors in school books are indicative of an all-encompassing education, reinforcing that the discourse of equal opportunities is yet to be realized in the education system of Iran. (shrink)

Abstract: There are inherently relations between English language learning education and learners’ psychology. Learners possess their individual ways of comprehending and employing the language. Speaking in front and at the presence of others make them embarrassed and petrified in language classrooms. This matter causes the learners to behave in a particular psychological way either consciously or unconsciously through repetitions of some words or phrases, reveal sentences nervously, lack of confidence and produce ungrammatical sentences while communicating with others. (...) As a result, language instructors need to apply remedial courses to unlock the challenging issues of the learners which influences on their relationship in the classroom. Treating students equally and proper counseling of every learner irrespective of their knowledge and a genuine assurance that they are equally important components of a language classroom are some of the techniques that can work wonders in mitigating these issues. This study tries to deal with the negative and positive psychological treatments EFL learners may reveal in various foreign language classrooms which pose as challenges to language educators and tries to manage these issues with some remedial courses and prospects. (shrink)

ABSTRACT Attributing different titles to the activity of teaching Turkish to non-native speakers is related to the perspective of those who conduct this activity. If Turkish Language teaching centres are sub-units of Schools of Foreign Languages and Departments of Foreign Languages of our Universities or teachers have a foreign language background, then the title “Teaching Turkish as a Foreign Language” is adopted and claimed to be universal. In determining success at teaching and learning, (...) the psychological perception of the educational activity and the associational power of the words used are far more important factors than the teacher, students, educational environment and educational tools. For this reason, avoiding the negative connotations of the adjective “foreign” in the activity of teaching foreigners Turkish as spoken in Turkey would be beneficial. In order for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers to be successful, it is crucial to dwell on the formal and contextual quality of the books written for this purpose. Almost none of the course books and supplementary books in the field of teaching Turkish to non-native speakers has taken Teaching Turkish as Spoken in Turkey to Turkic Speakers into consideration. The books written for the purpose of teaching Turkish to non-speakers should be examined thoroughly in terms of content and method and should be organized in accordance with the purpose and level of readiness of the target audience. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still conducted at public and private primary and secondary schools and colleges as well as private courses by self-educated teachers who are trained within a master-apprentice relationship. Turkic populations who had long been parted by necessity have found the opportunity to reunite and turn towards common objectives after the dissolution of The Union of Soviet Socialist Republics. This recent state of affairs resulting from the use of various alphabets such as Arabic, Kirill, Latin by Turkic republics that declared independence and by autonomous and semi-autonomous Turkic communities or Turkic minorities living in various regions in the World have risen the need for a common communicative language and alphabet among the cognate people of those communities. For this reason, Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers have gained a particular significance today. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still handled within the scope of “Teaching Turkish to Foreigners” and people who have no background of Turkish language are given the same curriculum as Turkic speakers. This causes students who have zero Turkish language background and the ones who have the basic structural knowledge of the language at a native level to be given the same education in the same classroom environment and same tests. In these classrooms where the students’ levels of readiness vary dramatically, half of the students are unable to follow the lesson. While teaching Turkish as spoken in Turkey to the Turkic speakers, the equivalence level of the words in the dialect to be taught must be taken into consideration. You can teach someone who knows nothing about a subject better than the ones that have different or inaccurate knowledge of the subject. The same applies to teaching Turkish spoken in Turkey to Turkic speakers. In order to decide which of The Turkic dialects is to be the common communicative language, we must pay attention to factors such as the geographical size of the land that the dialect is spoken in, the domain, the level of appeal and the power of the dialect in visual and print media. As Turkish spoken in Turkey is number one in almost all of these factors, it should be the common communicative language among Turkic speakers. When taught consciously in a classroom environment, the similarities and associations between the dialects would help Turkic speakers to learn Turkish language more easily; but when neglected, the result would be the opposite. To form the first texts with the common words in Turkic dialects in the books to be written for Teaching Turkish as Spoken in Turkey to Turkic Speakers would facilitate language learning. There is a need for a systematic study in terms of every aspect such as the title, the common alphabet, the books and materials to be produced and teaching methods to be used in Teaching Turkish as Spoken in Turkey to Turkic Speakers. The characteristics of Turkish dialect spoken in Turkey and other Turkic dialects are still not considered in the activities conducted on the subject; and the activity is considered as foreign language teaching instead of teaching another dialect of Turkish language. It is considered that Turkish as spoken in Turkey should be the common communicative language among the Turkish world and for this reason it is crucial to teach it to people who speak other dialects of Turkic languages. First of all, common and similar semantic, vocal and structural units in the dialects must be identified and texts and methods that emphasize these similarities must be determined. Teaching Turkish as spoken in Turkey should be divided into two main sections as “Teaching Turkish as spoken in Turkey to Native Turkic speakers” and “Teaching Turkish as spoken in Turkey to Non-native Speakers” and teaching methods and educational tools should be determined accordingly. “Teaching Turkish as spoken in Turkey to Native Turkic speakers” should also be classified into groups. For example, under the sub title of “Teaching Turkish as spoken in Turkey to Turkic speakers”, specific course books for “Azerbaijan Turks, Kirghiz Turks, Kazakh Turks, Uzbek Turks and Turkman Turks, etc.” should be prepared in order to teach them Turkish as spoken in Turkey. In addition, instead of grammar based methods, techniques that give grammatical knowledge subtly should be preferred in Teaching Turkish as Spoken in Turkey to Turkic Speakers. While teaching Turkish to adults that come from various parts of the world with various language knowledge and skills, we should benefit from the power of pictures and shapes which are considered the common language of humankind. The sentence, which is the basic component that states a meaningful idea, should be taken as basis while teaching the language; and for the ones who do not know the Turkish alphabet, firstly letters, which are the smallest units of written language, should be comprehended by means of alphabets with pictures. Instead of making students memorize words, the meanings and forms of the words should be presented within the sentences while tenses and personal pronouns and endings should be comprehended within the sentence. While teaching sentences; first, correct pronunciation of the sentence, the meaning and correct articulation (first oral and then written) of the sentence, and then how to analyse the sentence structure and produce similar sentences should be taught; stress, intonation and spelling rules should be comprehended by means of sentences. Teaching Turkish as spoken in Turkey to Turkic speakers and Teaching Turkish to foreigners are still considered the same. A state policy has to be formed on this matter; the scope, content and teaching method of teaching Turkish to non-native speakers must be evaluated based on scientific criteria and measures must be taken in terms of professional Turkish language teaching. In a word, new measures must be taken and scientific studies must be conducted for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers in terms of fields varying from raising course teachers, producing course books, determining the method and location of the class to the production and selection of educational tools. (shrink)

The study examines English as Foreign Language (EFL) students’ attitude towards developing their speaking abilities at KRI University in order to better understand the disparities in speaking competency among undergraduates. The study utilized a quantitative approach and employed a 4-item interview survey to gather data for the study. The survey interview questionnaire was adopted from Wang, Kim, Bong, and Ahan (2013) and administered to 100 students in the departments of English of six universities in Iraq's Kurdistan Region. A (...) semi-structured interview was developed for EFL students. The questionnaire was online and an open-ended one. The data from the participants was analyzed using thematic analysis with (SPSS) software. The finding revealed a perceived failure in EFL students' English-speaking skills and this was reported along with causes of the perceived difficulty. The finding also revealed a poor level of speaking ability among EFL undergraduates as well as little education in the skill at the university level. Apart from these, the study discovered some major challenges for EFL students such as lack of confidence, lack of planning, a demotivating atmosphere, incorrect word choice, poor gestures, and incorrect style which made the students not to be successful in their speaking abilities. The study suggested that EFL learners' competency should be securitized to strengthen their speaking abilities in the light of the results of the study. Speaking is a crucial ability in language acquisition and EFL teachers should help their students acquire it. As a means of improving students' communicative ability, task-based instruction should be utilized in educational institutions and universities. The implication of this paper is that speaking difficulties among EFL students in the Iraqi Kurdistan Region institution can be solved by putting greater focus on this ability. There are several issues to consider, including teachers, instructional methodologies, the curriculum, extracurricular activities, and assessment rules. (shrink)

The aggressive intrusion of science, technology and technology into the space of children as the least protected social group requires their protection from aggressive anthropologically-oriented practices. However, regularly conducted theoretical discussions of this problem do not lead to the solution of the problem of the ecology of childhood, since only one of the possible forms of understanding reality has been fixed within the framework of the international humanitarian and scientific community. We are talking about conceptual reasoning thinking, which is based (...) on classification concepts and provides for a pluralism of opinions, the multitude of which does not lead to unambiguous scientific humanitarian knowledge for everyone. The created conditions do not contribute to the emergence of an interdisciplinary research methodology, the formation of which is associated with the need for a fundamentally different way of thinking – thinking in comparative terms, which, unlike the natural sciences, is absent today in humanitarian knowledge. Whereas the new thinking proposed in this article, consisting in the ability to identify the different and distinguish the identical (one) within the natural range of comparative concepts, on the contrary, is a tool for integrating knowledge, therefore, in my opinion, it should be introduced into the sphere of traditional school education. In this connection, the main academic subjects will be reorganized around each of the comparative concepts and constructed in a certain order. As a result, students – schoolchildren or students - will learn to see the same content behind different physical or social phenomena, so the problem of memorizing large volumes of educational material disappears. The new approach will accelerate the process of formation of an interdisciplinary methodology of socio-cultural analysis, will contribute to the implementation of a comprehensive state policy, will give a new impetus to socio-cultural and anthropo-pedagogical practice. (shrink)

Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; L. (...) T. C. Nguyen, 2009; Q. X. Le, 2013; Phan, 2015). There appear to be no studies on the demonstration of learner autonomy and the potential factors, including factors relating to assessment practice, that support or inhibit its demonstration in the Vietnamese higher education context. Building on a social constructivist paradigm and sociocultural theories of learning, this qualitative case study aims to investigate the demonstration of learner autonomy in the context of assessment in English as a foreign language (EFL) classes in a university in Vietnam, and the (potential) factors in assessment that facilitate or constrain the demonstration of learner autonomy in that context. The data were collected through participant observation of teachers’ and students’ practices in three EFL classes at the university during a complete semester, one-on-one semi-structured interviews with three teachers and sixteen students, and post-observation interviews with the three teachers and their students. Additional data which characterised the context of the study were gathered and included documents at the researched university relating to higher education policies, assessment policies, English teaching and learning policies, EFL curriculum and syllabus, test samples, and English teaching textbooks. The study found that students generally demonstrated a low level of autonomy in the classroom despite their positive attitude towards the concept and their awareness of its role in English learning. Primary contributing factors included negative washback of current assessment systems on teaching and learning practices, prescribed assessment practices in the class, teachers’ and learners’ limited and divergent understanding about the concept of learner autonomy, and their limited understanding about the role of assessment in learning in general and in learner autonomy promotion and development in particular. The study also found that students who stated that English was relevant to their personal needs were generally more autonomous outside of the classroom than inside it. Findings from this study support the view that learner autonomy reflects the relationship between learners and the learning environment, and is an emergent product of the interaction between learners and contextual factors including their teacher, their peers, the learning task, class rules and values, and university values and regulations. The study’s findings are significant, as they highlight the social dimension of learner autonomy and the importance of facilitating favourable conditions for teachers to provide learner autonomy and for learners to manifest it. The study also highlights the need to reconsider assessment practices to promote learner autonomy. (shrink)

Imam Hatip schools (religious vocational schools) in Turkey have been taught teaching Arabic for many years. However, the objectives of learning Arabic have not yet been realized. The Education Council of the Ministry of Education prepares educational plans and programs for Arabic lessons in order to increase the quality of Arabic language teaching, the first of these programs was in 1973. This research is a field study carried out in 2016 on how to implement the educational programs (...) prepared in 2011 for Arabic lessons in Imam Hatip schools, and the problems facing the teacher in practical reality. The scope of the research is limited to Tekirdağ Anadolu Religious High School for boys, Süleymanpaşa Anadolu Religious High School for girls, Süleymanpaşa Religious Secondary school, and the teachers working in these schools. The research was based on the views of those educators as to how the educational programmes for Arabic lessons and the problems they faced during their exercise were implemented. The research was formulated through interviews with teachers. The results of the research according to the data received from the teachers were processed in the statistical program SPSS and then converted to frequency values and percentage values. These values were presented in tabular form. As a result of the findings, it was seen that most of the teachers did not read the Arabic lesson teaching program they were practicing, and they were unaware of the program’s vision, approach and goals; and they did not understand the program’s approach, vision, and objectives. Moreover, it was understood that the minds of the teachers were not clear about whether the Arabic language was a foreign language lesson or a religious vocational lesson, that the teaching practices and behaviors of teachers are incompatible with the educational program and they also had one view that the goals of the Arab lesson were largely unfulfilled. After the main results have been revealed and discussed, finally, following the disputed results, some suggestions were made to increase the quality of teaching Arabic such as making Arabic an effective, active and influential element in the lives of students and teachers through various awards and scholarships and the examination of Arabic as a foreign language in the university entrance examinations as an element of motivation and quality. In addition, in order to improve the quality of the Arabic teacher, we have made the Arabic exams as periodic, an increase in salaries according to the teachers’ receivables score, the continuation of in-service trainings, etc. (shrink)

The use of technology has become an important part of the learning process in and out of the class. Technology continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This study focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. In this paper, the researcher defined (...) the term technology and technology integration, explained the use of technology in language classroom, reviewed previous studies on using technologies in improving language learning skills, and stated certain recommendations for the better use of these technologies, which assist learners in improving their learning skills. The literature review indicated that the effective use of new technologies improves learners’ language learning skills. (shrink)

This paper proposes a newly-designed instructional material development model to develop literature-based ELT materials. There are two primary aims of this study i.e. to provide the basic principles of incorporating literature in English Language Teaching and to describe a comprehensive framework to develop literature-based ELT materials. The presented instructional material development model is constructed of four fundamental phases encompassing Input phase (Locating learners‟ needs by conducting a needs analysis), Development phase (Selecting and organizing literature-based ELT material contents (...) based on the learners‟ needs), Output phase (Producing the literature-based ELT material prototypes), and Language learning phase (Assessing the effect of implementing the literature-based ELT materials on learners‟ language learning) which are here abbreviated as the IDOL model. These phases are carefully illustrated with a wide range of possible applications that match with the recent instructional material development trend in English Language Teaching. Thus, this model appears to be an essential aid for language teachers, practitioners, researchers, and educational materials designers in practical undertakings of developing effective and well-designed literature-based ELT materials. (shrink)

This study focused on determining the attitudes and academic performance of engineering students in Technological University of the Philippines-Manila. A total of 139 male engineering and 47 female engineering students were the respondents of the study. This only dwell on the attitude in learning English Language Vocabulary in terms of their behavioral aspects, cognitive aspects, and emotional aspects. This is a quantitative study utilized by descriptive and inferential method as the research design. Based on the findings, academic grades strongly (...) correlate with their attitude in learning English vocabulary which is a negative correlation coefficient in all its components with r value of -0.3695 in behavioral, -0.5261 in Cognitive, and -0.4332 in emotional aspect. Their P values is less than .00001 which is significant at p<0.05. Thus, the null hypothesis where there is no significant relationship between their ALEV and academic performance is rejected. The researcher recommends that teachers should enhance creativity in teaching vocabulary which inculcate the positive attitudes and motivation towards learning process. Teachers and parents should encourage the learners to read and watch educational related materials. (shrink)

Foreign language learning problems appears especially in departments of foreign language as an another problem. It has some cognitive reason but except this reason, if suitable teaching techniques couldn’t apply in education. These will cause some problems. In searching of solution for these problems lecturers and departments should take responsibility. Using some teaching methods are important in German language teaching as a secondary or third foreign language teaching. These are necessary for useful learning. (...) In this study, it was aimed, that to offer linguistic and pedagogical solution for foreign language learning problems of students of preparatory class. In this descriptive research was used unstructured observation and documentary review methods from qualitative research. -/- . (shrink)

The article examines the basics of learning a foreign language. The fundamental foundations of this process are chosen. These judgments are made at the intersection of philosophical and pedagogical platforms. Therefore, research is of importance in both aspects, both philosophical and pedagogical. A new concept called ”Intuitive language base" is put forward. With the help of this concept, judgments about the fundamental foundations are made. The main issue explained within the framework of the concept is about words. (...) Thus, it is shown that, unlike the grammatical rules, words have a different fundamental aspect. At the same time, fundamental ideas about translation and scientific language are taken from this concept. In addition, the number of possible words in the world is calculated, judgments about creativity are put forward, fundamental issues such as the concept of the minilex and the music of the language are touched upon, and the attitude is expressed within the proposed concept. (shrink)

The first case of COVID-19 in Iran was officially reported by the Iranian Government in February 19, 2020. In order to control and prevent the infection, the Government closed all the universities and requested the people to stay at home. Consequently, Tehran University of Medical Sciences (TUMS), like other universities, cancelled all the face-to-face classes in different Schools, and since the exact date for the resolution of this calamity could not be determined, TUMS decided to proceed the education flow through (...) the available Learning Management System (LMS). As one of the departments of the university, TUMS Department of Foreign Languages devised a plan and prepared itself for the new situation. This paper is a narrative account of the transition. Through reading this narration as a case of educational solution in the preset particular situation, language professors can adopt and implement efficient strategies and approaches in their educational settings. (shrink)

Understanding the policymaking process in an emerging economy in the global south, such as Bangladesh, holds significant importance. The country's remarkable socio-economic development, once the most impoverished in the region, has been facilitated by post-globalization economic transformation. While the literature on institutional change has predominantly focused on states in industrialist countries, this dissertation presents an innovative theoretical approach. It deeply explores primary case materials to illustrate how the state engages in policy evolution in a developing country's gradual shift from (...) the import substitution model towards globalization and deregulation. The central argument posited is that Bangladesh's globalization, particularly through its private sector-led garment exports, stands as a significant success story. Bangladesh is now the world's second-largest garment exporter after China. This achievement is attributed to the entrepreneurial development it fosters and its role in driving socio-economic change. Moreover, it has enabled the mobilization of resources, reducing aid dependence, enhancing climate resilience, improving public health and wellbeing, empowering women, and addressing critical needs in physical infrastructure and human development. The argument presented here diverges from the conventional explanation found in the literature, which tends to emphasize the role of external forces, particularly institutions like the World Bank, the International Monetary Fund, and donors, in triggering policy reforms in Bangladesh. These reforms, commonly linked with structural adjustment packages implemented during the balance of payments crisis, are frequently perceived as predominantly influenced by external pressures. Additionally, the influence of the business class or Bangladeshi non-governmental organizations (NGOs) is often asserted. This dissertation proposes an alternative explanation by suggesting that ideational viewpoints within the state, specifically the ideas espoused by top technocrats and political executives, played a significant role. It argues that these internal ideational factors were more influential than materialistic ones, highlighting the causal role of the policy process driven by endogenous imperatives. The introduction of the dissertation addresses the research problem and research puzzle while suggesting conjectures after problematizing existing arguments. The significant economic transformation observed in Bangladesh today is portrayed as the outcome of a gradual process spanning several decades. The transition towards promoting the private sector and embracing globalization commenced in 1991, following a series of incremental changes dating back to the 1970s and 1980s. During these periods, the institutional path progressed towards empowering the private sector and embracing globalization, laying the groundwork for a trajectory led by the private sector in the context of globalization. The theory chapter serves to establish the conceptual and theoretical foundation for analyzing both economic change and transformation by examining the evolutionary nature of the process. The study adopts an institutional change framework, drawing on the theory of gradual change and focusing on concepts such as layering and tipping points. Within this framework, causal variables such as powering and puzzling, social learning, and ideas are identified. The methodological approach is grounded in historical institutionalism, employing the process-tracing "within case" method. The selection of cases deliberately targets an important yet under-researched area—the policy process in Bangladesh concerning the success of garment-led industrialization. This dissertation fills a noticeable gap in the literature through rigorous analysis, enabling an in-depth exploration of the institutional dynamics spanning four governments from 1972 to 1991. The study relies on substantial primary materials, including interviews with key officials. Each empirical chapter not only presents data but also connects the findings to conceptual and theoretical conjectures, underscoring the significant contributions of this research. The key causal variables identified include the concepts of ‘puzzling’ and ‘social learning’ within the state capacity framework, along with a narrowly defined and developed concept of a "policy committee." The learning process entails technocrats engaging in what Hugh Heclo and Peter Hall term as "social learning," where they play a crucial role in addressing policy challenges, particularly during times of uncertainty and political turmoil, based on their learning from past experiences. Additionally, the concept of ‘powering’ is highlighted, emphasizing that while technocrats provide policy recommendations, it is ultimately the political executive who endorses policies. The interplay between ‘puzzling and powering’ and ‘social learning’ shapes the outcomes of the policy process. The first empirical chapter focusing on the Sheikh Mujibur Rahman Government (1972-1975) illustrates the emergence of policy learning during this period. Initially, this government pursued import substitution under strict government controls, with a predominant public sector. The historical context of exploitation under Pakistani rule and the centralization of industry by West Pakistan fostered socialism as an ideal for East Pakistan's economic emancipation. Additionally, close ties with India and the Soviet Union reinforced this socialist tendency. However, due to severe economic conditions resulting from stringent control on private investment and emphasis on large-scale public investment, policy puzzling and learning ensued. As a result, incremental changes were initiated, allowing limited private sector participation. The second empirical chapter explores the General Ziaur Rahman government's tenure (1975-1981) and how deregulation was consolidated within a layering step, paving the way for a shift towards globalization. General Zia and his technocrats, operating under authoritarian conditions, acknowledged the inefficacy of existing policies. Furthermore, General Zia's inclination towards the West fostered closer collaboration with donors. The Multifiber Agreement (MFA) presented an opportunity for garments, coinciding with the decline in jute exports. This government opened up industrial sectors for private participation, and banks provided funding across various sectors, with special emphasis on the burgeoning garment industry. The chapter also explores the origins of the garment industry during this period. Notably, Noorul Quader Khan, upon retiring as cabinet secretary, collaborated with a Korean multinational, Daewoo, with the support of General Zia, leading to the establishment of Desh Garments—a pioneering venture that catalyzed the export orientation of the sector. The third empirical chapter delves into the economic policies of the General Hussain Muhammad Ershad Government (1982-1990), highlighting its emphasis on greater private sector involvement. Under this administration, there was a political inclination towards globalization and deregulation, leading to the appointment of technocrats aligned with this vision. The leadership believed that promoting the private sector would be more effective in job creation. Despite facing significant political opposition, efforts towards disinvestment were made, eventually resulting in compromises like public-private partnerships. The decentralization of administration and restructuring of ministries aimed at promoting industrialization and economic globalization driven by the private sector at the regional level. Initiatives such as the Industrial Promotion and Development Company, with support from organizations like the International Finance Corporation, aimed to boost the private sector. Efforts towards globalization were synchronized with the establishment of an export processing zone in Chittagong, focusing on promoting private and foreign investment. Foreign investment promotion was encouraged through diplomatic efforts and legislative measures to safeguard investors. Currency devaluation was utilized to stimulate exports, along with some degree of import liberalization. The chapter convincingly argues that the groundwork for globalization, initiated under General Zia, came to fruition under General Ershad. The final empirical chapter contends that the system shifted towards globalization and deregulation in 1991. Although a severe balance of payments crisis occurred in 1989, it wasn't perceived as the sole cause of the industrial policy of 1991. The democratic uprising in 1990 led to the downfall of the military-backed government and the rise of a democratic government. The chapter argues that while economic and political changes may have been intertwined, the economic shift in 1991 was primarily driven by ideas within the state and driven by endogenous imperatives. It examines preceding periods to illustrate how the tipping mechanism might have operated, detailing the roles of top technocrats and political executives. The chapter provides insights into key policymakers and their ideas, as well as their interactions with industrialists, entrepreneurs, and representatives of multilateral organizations like the World Bank. Significant reform measures, including tariff reduction, the introduction of value-added tax, banking sector reform, and the adoption of floating exchange rates, are outcomes of the policy change. Additionally, sectors such as power, banks, and telecommunications, formerly monopolized by the public sector, are now deregulated. (shrink)

Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition. This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a (...) test of English language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness. (shrink)

The term native-like proficiency in English refers to possessing the ability to speak the English language like a native speaker. This study was conducted to investigate Afghan English major undergraduate students’ attitudes toward native-like proficiency in the English language at two public universities in Afghanistan. The study specifically investigated the attitudes of Afghan English major undergraduate students toward the characteristics of a native speaker of the English language, native speakers’ linguistic imperialism, and native-like proficiency in the English (...) language. A mixed research design was used for the study. The quantitative data were descriptively analyzed in terms of frequencies using SPSS and presented in tables. The qualitative data were thematically analyzed and presented. A total of 113 fourth-year (senior students) voluntarily participated in the study. The findings revealed that perfect pronunciation, fluency, and grammatical accuracy were the defining attributes of native speakers. Similarly, students believed that only native speakers have the right to decide the rules or to standardize the English language and that only a native speaker has better English language skills. Moreover, the results revealed that Afghan English major students’ attitudes toward native-like proficiency in the English language were highly positive, and they love to speak with a native-like accent. It is hoped that the findings of the current study will help educators and will be a valuable addition to the current mass of data on the subject. (shrink)

Abstract: This article is devoted to the explanation of new methods of teaching a foreign language, i.e. English at primary schools. It contains some facts and researchers’ experience, as well. Revealing the drawbacks of the current educational system in language sphere, the author suggests some fruitful ways of teaching language to young pupils.

This study was conducted to determine the problems faced by Syrian students under temporary protection in the educational process based on teachers' opinions and to provide solutions by examining the applications made by teachers to eliminate these problems. In this study, a phenomenological pattern, one of the qualitative research methods, was used. Research data was obtained through face-to-face interviews using semi-structured interview forms. The study group consists of 40 teachers working in kindergarten, elementary, secondary, and high schools, who were (...) reached using the easily accessible case sampling technique, one of the purposeful sampling methods. To achieve the research purpose, answers were sought to the following questions: 1. According to the teachers' opinions, what do Syrian immigrant students face the main problems at school? 2. What are the teachers’ practices to solve the problems that Syrian immigrant students face? The obtained data were analyzed using the content analysis method. According to the research findings, the main problems of Syrian immigrant students are classified as socio-cultural, language, family, COVID-19, psychological, structural conditions of schools, and institutional issues. Teachers’ practices to solve these problems students face are determined as strengthening the physical and social structure of the school, teaching Turkish as a second language, and the role of family in education. According to the study findings, strengthening the physical structures of the schools and providing the necessary tools and educational materials will make it easier for Syrian immigrant students to learn and succeed in solving the problems they face in schools. In addition, improving the professional qualifications of existing teachers has emerged as an essential need. For this purpose, they must be supported by in-service training on vocational, inclusiveness and multicultural education. School-family-student cooperation has emerged as an effective way to solve problems. It is seen that creating a positive school climate with the school-family-student collaboration created by the efforts of some teachers makes a positive contribution to school commitment and education. This dissemination will facilitate the solution of problems. Since the study results are obtained from the participants’ experiences and inferences, this study is expected to contribute to educational practitioners, policymakers, and related literature. (shrink)

This systematic literature review examines the effectiveness of Grammarly as an Automated Writing Evaluation (AWE) tool for improving the writing skills of English as a Second Language (ESL) and English as a Foreign Language (EFL) students. Drawing on 10 studies published between 2018 and 2024, the review assesses Grammarly’s key features, benefits, and limitations. Results show that Grammarly significantly reduces grammatical errors, enhances students’ writing confidence, and fosters autonomous learning. However, challenges such as over-reliance on the tool (...) and its limited capacity to provide comprehensive feedback on higher-order writing skills remain. The review underscores the need for further research into Grammarly’s long-term effects on writing development, particularly its efficacy across various academic disciplines and contexts. (shrink)

A teacher controls the release of materials in attempt to get students to appreciate the appeal of a popular yet wrongheaded argument before exposing them to its shortcomings. An instructor uses body language, tone of voice, and images in a Power-Point presentation that appeal to non-deliberative mechanisms in order to influence the students to pay more attention, maintain their focus, or to remember the content better. How do we draw the line between such innocuous educational practices and (...) problematic manipulation, such as deterring students from questioning certain views by instilling fear or shame? I help answering this question by illuminating one significant danger, which hasn’t been accurately identified in the relevant literature: the danger that manipulations in education—even when they’re non-deceptive and aim for the good of the students—will hinder the development or fulfillment of the students’ deliberative projects. (shrink)

The target of Second- Language Acquisition (SLA), emerged in the second half of the 20th century, was to be helpful in foreign- language education/ teaching. It denotes mostly the study of individuals (or sometimes groups) who are learning a language consequent to learning their first language when they are young children. At the same time, it signifies the process of learning a second language. The added language is named a second language, but (...) it might indeed be the third, fourth or more which is going to be acquired. The range of SLA comprises informal Second- Language Learning occurring in natural milieus, formal second- language learning occurring in classroom or the one that contains a combination of them both, that is, settings and conditions. The three main aspects for the study of SLA process are the linguistic, psychological and social aspects. The Monitor Theory/ Model postulated by Krashen in the 1970s is a psychological approach in nature. With its five hypotheses (The Acquisition– Learning Hypothesis, The Monitor Hypothesis, The Natural Order Hypothesis, The Input Hypothesis, and The Affective Filter Hypothesis), it tries to find answers to the problems of SLA, such as what does a second- language learner come to know, how the acquisition process takes place, and why some learners are more successful than others? The Monitor Theory (MT) received extensively many criticisms after its appearance and was rejected. Its teaching implications were also at the centre of criticisms. What place does MT occupy in SLA today? This study aims to try to find an answer. The other questions are: How important is the MT for SLA? What kind of criticisms are expressed against it? How fair is the criticism by McLaughlin (1978, 1987)? The working hypotheses of the present work are: The hypotheses developed by Krashen are not/ will not be rejected. Because science is still lying in the so- called agony phase, and cannot find any answers to all questions in psychology (e.g. how exactly is the processing of language; in particular and of mind in general). Moreover, the problems related to memory etc., the thoughts emanated from the MT can probably not be refuted. They have evolved so far and will be evolved further, perhaps with small differences. This research is completely based on the literature written since the time the theory was developed. In other words, it was carried out using a descriptive method without using a special data collection tool. The sources written on the subject were reviewed and an answer to the research questions was tried to be found. Even though the theory is expressed with different names and different meanings today, it has survived all the criticisms made, and it has been concluded that it still occupies an important place in the discipline of second- language acquisition (SLA) and foreign- language teaching. Again, the inquiries carried out since the 1970s delineate that the implications in favour of language education are not very different from those stated by Krashen (1982), which were the products of his opinions in that period. There are still basic consequences grounded on MT for language teaching today. (shrink)

Dr. Seyed Mohammad Mohajer, author of this book, for the first time, on the subject of SEM (Student Experience Management) and TEM :(Teacher Experience Management), Expresses and writes In today’s competitive world in which men are looking for acquiring a better place for themselves and their properties, indeed it can be said that people who compete on a full scale in marketing and branding by learning knowledge and experience, are more successful. Apart from people, countries, cities, businesses, historical and religious (...) sites, companies, products, services, and even government agencies are endeavoring and competing to possess a better place and more profitability. In the meantime, universities, higher education institutions, and specialized schools such as Business Schools, Language Schools, Art Schools, etc are not exceptions. Contest in the digital and traditional area, simultaneously, and with a proper strategy and developing systematic advertising campaigns can make a university or higher education institutions a brand. Since the branding process, as its name implies, has a -ing (continuous), the process must be continual and running continuously. One of the most significant tools in higher education institutions branding is CEM (Client Experience Management) which includes SEM (Student Experience Management) and TEM (Teacher Experience Management). Valuing the main audiences, which are students and professors, and creating a distinctive and excellent experience in the educational environment either in a digital or in a traditional area, can lead to receive excellent feedback from these audiences and direct them to the brand layers that are Awareness, Knowledge, Attitude, Engagement, Satisfaction, Loyalty and the highest level that is Passion, which the same matter make the sense of constancy and belonging and conversion Trademark (Servicemark) a higher education institution to a Lovemark. But how this distinctive experience and feeling can be infused with the audiences? Undoubtedly, many solutions are recommended in this field, such as the use of sensory branding methods, but the important point here is who can create and improve this experience? Certainly, the University Staff has a key and very effective role in the mentioned process. However, the significant point is which employees can make this experience? The answer is very simple but key: Employees who first receive a good sense of working in a scientific and educational environment. Therefore, we are facing a phenomenon called SEM (Staff Experience Management), that is, university administrators and heads, before engaging in Client Experience Management, should seek to create a sense of satisfaction, belonging, and loyalty in the educational environment and grow their educational brand set, which its tools are certainly Employer Branding and Human Capital Management. By mentioning all the foregoing keywords, each of which is a deep concept in BRAND Building and Branding of higher education institutions discussion, we begin our main discussion, namely marketing and branding in higher education institutions. I hope you will be with us by the end of the book and experience a different studying the book, dear reader. Dr. Mohajer writes in his introduction: Be the best version of yourself I daresay all brand and branding concepts and definitions can be observed in the above sentence. whereof the brand, like a human, experiences all the before birth, birth, growth, maturity, wane and death processes, and since a real human being is always looking for growth and ascendancy, and this continuous process to reach the endpoint Life, thus the grown man is always looking to reach a higher point of his present and past. The most important tool in a human ascendancy or a brand is certainly an education. Either for a human or a brand, becoming a distinct brand goes through practical training. The above sentences are a summary of my little experience as Seyed Mohammad Mohajer in education and especially training in the brand management field. Certainly, the brand and education and the combination of these two words are the main and vital tools for the development of any country and human being. Now that I am the President of Tarjoman Oloom Higher Education Institute and the BrandAfarin international group, I consider it necessary as my social mission to start first from myself and with a better understanding of myself, then the great God and comprehending the universe; I announce to the cultured society that we seek to identify brilliant talents in the three areas of education, research and management consulting, and we warmly welcome intellectuals, professionals and individuals seeking individual and organizational growth. Also, by creating skill training courses in four specialized fields of management in the Business School, foreign languages ​​in the Language School of Art and Media in the Art School, and new technologies in the i4.0 School for people who can not afford to pay for the training tuition, We have created the chance to study at Tarjoman Oloom Higher Education Institute for free and then go to the business market. It would be my honor to contact me for more information and direct communication through my website www.mohajer.tvLinks to an external site. and my email info(at)mohajer.tv. Book Details: ISBN-13 : 979-8574963845 Paperback : 272 pages Language: : English ASIN : B08PJPQSK9 Paperback : 272 pages Author: Seyed Mohammad Mohajer, PhD. (President of Tarjoman Oloom Higher Education Institute) For more information on Marketing and Branding in Higher Education Institute, visit: https://www.amazon.com/dp/B08PJPQSK9Links to an external site. (shrink)

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, (...) this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures. (shrink)

Introduction. The development of legal culture and a culture of human rights in the modern world through media technologies, is acquiring special significance in connection with the processes of globalization and the spread of media in recent decades. The purpose of the article is to study the prospects for the use of media education in the formation of the legal social culture and a culture of human rights. Materials and methods. Based on a study of domestic and foreign (...) sources, issues of media education, media literacy, spiritual and moral education, the legal culture of society, the phenomenon of post-truth and ways of forming critical, creative thinking are considered. The use of general scientific, philosophical, and socio-pedagogical methods has made it possible to study media education as a dialogue of learning, stimulating the development of rational, critical thinking, focused on the search for the value foundations of intellectual and social activity. Results. The development of the field of information and communication technologies determines the principles for the formation of the content and orientation of modern education. Media education is interlinked with the development of democracy and human rights. It influences the formation of a culture of citizen participation, their active social position, civic and political culture. Media education plays a significant role in shaping the legal culture of society since critical media research and information research focuses on the analysis of power structures and structures of dominance in the media. A study of the interpretations of the concepts of "media education" and "media literacy" made it possible to show that media education focuses a person on a critical approach to media content. One of the main issues of media education is teaching a person the skills to critically study media and media technologies, which involves addressing the technological, cultural and historical specifics of specific media used at a specific time and place. Information and communication technologies have changed the way of life, work, communication, and ways of selfpresentation, the formation of values, participation in socially significant events. Therefore, a critical approach to mass media should be based on knowledge of socio-philosophical theories, ethics and research in the field of mass media. Discussion. Mass media are constructing a history of human rights, which updates the topic of the media policy of human rights, combining socio-legal, cultural and media theories. Education in the field of acquiring information perception skills, the ability to correctly understand the importance of audiovisual images, to competently handle and navigate information flows are necessary for the life of a modern person in society. (shrink)

There is a fundamental incompatibility between a developmental orientation to education and instrumental and scientistic conceptions of rationality that dominate educational inquiry. An expanded conception of rationality is provided in the critical theory of Jurgen Habermas. This study draws on Habermas' work to present a theory of inquiry that is consistent with a developmental perspective. I distinguish three interdependent realms of experience--the objective world of nature, the intersubjective world of society and the subjective world of each individual. Then, I (...) argue that current conceptions of rationality tend to reduce personal and interpersonal experience to the objective material realm. Under prevailing conceptions, human action is rational when it pursues valued ends guided by knowledge about the world and effective means-ends relationships. Both theories of knowledge and theories of value in these conceptions are inadequate for a developmental orientation. -/- First, knowledge is defined as justified true belief. Theories of truth are based on the correspondence of beliefs with an external world; theories of justification are based on perceptual certainty. These conceptions objectify experience by making experience an object of natural science and instrumental action separate from and external to the person. Such conceptions reduce experience to the objective material dimension and cannot adequately account for the personal and interpersonal dimensions of human experience and understanding. -/- Second, because value claims are not capable of justification by these standards, they are considered ultimately irrational and treated as subjectively held empirical properties of individuals. The only standard of rationality is efficiency and economy in the selection of means. Ethics is reduced to empirical science. But the removal of practical questions from public discourse divests action of ethical significance. With its strict separation of descriptive and normative domains, empirical-analytic inquiry can neither acknowledge its standard of instrumental efficiency nor reach into the practical arena to guide the selection of values and ends that orient and gude human action. Practical questions that cannot be framed in terms of technical problems cannot be taken seriously. -/- Whereas these conceptions of rationality are generally derived from theories of experienced based on individual consciousness, Habermas looks to language for a more adequate account of the intersubjective nature of experience. This account provides an expanded conception of rationality with theories for justifying beliefs and actions that incorporate the personal and interpersonal dimensions of experience so critical to a developmental perspective. Through an analysis of the universal pragmatic structure of language directed to the resolution of problematic truth claims and moral claims, this study presents a consensus theory of truth (for a more adequate theory of knowledge) and a communicative theory of ethics (based on a more adequate theory of human values). -/- The concept of truth refers to a universal pragmatic convention of the unforced agreement of an ideal community of inquirers. Ethical conduct is guided by norms that reflect a rational general will and that regulate genuine human needs. Problematic truth claims and moral claims are discursively justified by the force of the better argument under the conditions of an anticipated "ideal speech situation" inherent in the very structure of communication. Furthermore, a theory of inquiry is developed in which inquiry processes are represented as historically evolved extensions of developmental process in the three realms of experience. Three interrelated forms of inquiry are derived--empirical-analytic, hermeneutic and critical. I derive each from its respective experiential realm, and indicate the logic of inquiry, object domain, and kind of knowledge gained from each. -/- An exploration of the relationship between inquiry and development provides a foundation for a developmental orientation to education. Finally, the theory is contrasted with prevailing inquiry approaches in education and illustrated with an application to a particular educational problem. (shrink)

This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and (...) themes were substantiated by Clandinin and Connelly to replicate their voices and experiences. The research finding reveals that teachers’ profound knowledge and skills about their capital are useful to integrate various cultures and content in the classrooms. Pedagogically inbuilt potentials of teachers and their pedagogical capital maximally enhance learners’ learning opportunities and foster students’ potential. However, it contributes to teachers’ education by rationalizing the essence of teachers’ pedagogical knowledge to transform our ELT practice in Nepal. (shrink)

Aiming at the problems of college students’ lack of in-depth understanding of the connotation of Chinese excellent traditional culture and the urgent need for improvement, this paper takes the construction of the Chinese Excellent Cultural Inheritance and Development Project of Faculty of Chinese Language and Culture of Guangdong University of Foreign Studies as an example, proposes the construction path of the cultural education project in universities, and summarizes the actual effect and experience.

This study examines the representations of male and female social actors in selected Iranian EFL (English as a Foreign Language) textbooks. It is grounded in Critical Discourse Analysis and uses van Leeuwen’s Social Actor Network Model to analyze social actor representations in the gendered discourses of compulsory heterosexuality. Findings from the analysis show that the representations endorse the discourse of compulsory heterosexuality which is an institutionalized form of social practice in Iran. Three male and three female students were (...) interviewed to find out what they think about these representations. Their responses with regard to whether they think textbooks should also include representations of other forms of sexuality were non-committal and vague. To them LGBT people are the ‘‘Other’’ practicing a form of sexuality that is not normal. Such exclusions could obscure the reality regarding the existence of such gender identities and represent the world in a particular manner. (shrink)

With DLT’s success in driving the development of cryptocurrency (such as Bitcoin), the technology bridged to a myriad of knowledge-based applications, most notably in the areas of commerce, industry and government . In the language of technology sector insiders, these areas were ‘disrupted’ by Blockchain. Some higher education analysts, technology industry insiders and futurists have claimed that Blockchain technology will inevitably disrupt higher education in a similarly dramatic fashion. The aim of this commentary is to introduce a healthy dose (...) of realism into the hype-filled atmosphere of the Blockchain-for-higher-education narrative. A postdigital approach is taken because it treats digital and non-digital technologies as having equal material and cultural standing as candidates to transform higher education. (shrink)

In this article, we discuss a number of challenges with the empirical study of emotion and its relation to moral judgment. We examine a case study involving the moral foreign-language effect, according to which people show an increased utilitarian response tendency in moral dilemmas when using their non-native language. One important proposed explanation for this effect is that using one’s non-native language reduces emotional arousal, and that reduced emotion is responsible for this tendency. We offer reasons (...) to think that there is insufficient evidence for accepting this explanation at present. We argue that there are three themes that constrain our current ability to draw firm empirical conclusions: 1) the frequent use of proxies or partial measures for emotions, 2) the lack of a predictive and generalizable theory of emotion and specific emotion-types, and 3) the obscurity of a baseline level of neutrality with respect to participant emotion. These lessons apply not only to research on the moral foreign-language effect, but to empirical research in moral psychology more generally. (shrink)

Gulf cooperation council (GCC) countries are witnessing an exponential growth in new foreign higher education institutions on account of government policies which promote setting up of local campuses of renowned foreign universities. But GCC countries have not been able to adequately address key quality related issues in higher education domain resulting into poor participation of local workforce in the private sector. This paper presents key issues in private higher education in GCC countries which need to be addressed on (...) a priority basis by the local governments to help improve the quality of higher education. (shrink)

This essay discusses three authors from the early seventeenth century (Galileo, Descartes, and Van Helmont) and the reasons that guided their decisions to write occasionally in their respective vernacular languages even though Latin remained the accepted language for learned communication. From their writings we can see that their choices were social, political, and always of high importance. The choice of language of these multilingual authors conveyed a message that was sometimes implicit, sometimes explicit. Their usage of both Latin (...) and vernacular proved, on the one hand, their place in the international learned community and, on the other hand, their interest and investment in changing the educational system. (shrink)

This paper examines the function of language in the domain of education and it‘s vice versa. As we are aware of the fact that language and education are endemic elements of human development and evolution. According to Gandhi, education is the recognition of mind-body, soul and spirit. It is the attainment of the values through morality and ethics. Gandhi accepts communicative aspect of language where as Wittgenstein accepts analytical and conceptual aspect of language. Wittgenstein realized that (...) education is the constituent of what we know, believe and learn. Gandhi asserts on Mother tongue, primary- secondary languages and national languages whereas Wittgenstein emphasis on the natural languages, meta-languages and ideal languages. In this paper I shall demonstrate the problems of language which becomes hurdles in the process of education. For both Gandhi and Wittgenstein, there are problems not in language but in its ordinary usage, speaking, writing, meaning and communication. (shrink)

1 Introduction1 In the 1980s, hermeneutics was often incorporated into deconstructionism and literary theory. Rather than focus on authorial intentions, the nature of writing itself including codes used to construct meaning, socio-economic contexts and inequalities of power,2 Gadamer introduced a different perspective; the interplay between effects of history on a reader’s understanding and the tradition(s) handed down in writing. This interplay in which a reader’s prejudices are called into question and modified by the text in a fusion of understanding and (...) topic revitalized the study of the printed word. Gadamer’s turn to language for understanding the meaning of Being also appealed to the post-modern antipathy toward modernity and metaphysics.3 If the truth and validity of interpretations are limited to communities of language, then our mode of being in history cannot but be historical. This point of view rendered Gadamer’s phenomenological hermeneutics vulnerable to the critique of moral and epistemological relativism. However, Gadamer’s theory of interpretation also stems from re-examination of the beginning of knowledge in the Pre-Socratics and Plato, and on this basis, is receptive to another dimension of inquiry than that which was trending in North America. -/- At the East-West Center, University of Hawai’i at Manoa in 1982, Chung-ying Cheng for the first time introduced onto-hermeneutics to an audience of esteemed philosophers including Li Zehou, Ren Jiyu, Feng Youlan, and Zhang Liwen.4 In contrast to schools of deconstruction and literary theory that had disengaged the interpreter from trans-historical sources of meaning and truth, Cheng explained that interpreters exist within a cosmological order inextricable from responsibility to harmonize Heaven and Earth in creative acts of interpretation. By integrating Chinese cosmology into hermeneutics through ontology, he tacitly challenged philosophers in the West to re-examine assumptions about humanity’s place in nature and by implication, Gadamer’s recovery of the beginnings of knowledge in Western philosophy. -/- Cheng’s Neo-Confucianism is inspired by the method and goals of Thomé H. Fang. The following words by Fang seem to prefigure, although in an indistinct and bundled way, aspects of Cheng’s philosophy including a Mencian theory of human nature, comprehensive observation, and creativity: “In the very process of living in concord with creative Nature, Man is charged with an ideal to be fully realized in the light of the principle of comprehensive harmony.”5 Like Fang, Cheng reinvigorates Chinese culture and language, but not solely in order to vindicate the insights of Neo-Confucianism. He has studied Western thought, from pragmatism and the analytic school to German idealism and phenomenology, to unlock and clarify philosophical concepts within the Yijing tradition and thereby render them intelligible to Anglophones. The result has been an awakening of Western scholars to the moral and cultural consequences of decoupling their thought from metaphysical foundations that are neither dogmatic nor doctrinal. -/- Not unlike the dialectic of Gadamer’s dialogue form, onto-generative hermeneutics integrates contrary positions on the same topic in order to blend both sides into a world philosophy, or as Cheng says, a “totalizing or integrative theory,”6 not to be confused with a theoretical rewording of a theory. On the contrary, the universal scope and relevance of hermeneutics stems from personal experience. Just as Gadamer, in response to faction and strife, immersed himself in Plato during the war years, and developed a method with which to harmonize opposites, so too, according to On-cho Ng, was Cheng moved by faction, strife and political persecution to develop a path toward unity.7 Gadamer taught at McMaster University in Hamilton, Ontario, and Cheng at the University of Hawai’i at Manoa among other institutions in North America. They facilitated trans-continental educational and cultural ties. Similar experiences yield similar insights irrespective of differences of time and place. Hence, authors in this issue who reside in Europe, China and North America, delineate the differences between Gadamer and Cheng, yet also, in light of Cheng’s onto-generative method and cosmology, develop integrative theories. Due to the page-budget restriction of the publisher, certain articles of this special theme will be subsequently published in the next issue. -/- 2 Integrative Theory This special issue of The Journal of Chinese Philosophy confirms a dimension of hermeneutics that Cheng has both motivated and inspired. The contributors do not abide by the conviction that since thought is mediated by language, interpretations cannot transcend culture. On the contrary, their research exemplifies the fruits of trans-historical onto-dialogical hermeneutics within limits defined by their field inquiry, organized into Parts I and II, around three themes: language, the philosophy of history and ethics. -/- Andrew Fuyarchuk introduces the theme of ontology in relation to Gadamer’s turn to language. Fuyarchuk argues that Chung-ying Cheng’s criticism of Gadamer’s hermeneutics is informed by Heidegger’s concept of Dasein and thereby overlooks how Gadamer’s Platonic-Pythagorean problem of the division between the One and Many is harmonized in the event of language, which in turn positions Gadamer in proximity to the presupposed grounds of receptivity in Cheng’s onto-generative hermeneutics. Lauren Pfister’s contributing article addresses the year 2000 meeting between Cheng and Gadamer in Heidelberg and expands the transhistorical grounds of meaning in Gadamer to matters of theology. Pfister’s summary of the written Chinese record of their conversation indicates that Cheng does not address the role of Christian philosophy and hence, the role of the inner word in Gadamer’s hermeneutics. This is important not only for detecting changes in Cheng’s philosophical development, but also for modifying his hermeneutics along the lines of a living conversation, possibilities explored by Pfister in a sequel to the article submitted to this issue. Nevertheless, by raising the issue of how Gadamer’s turn to language for understanding the meaning of Being extends possibilities in Cheng’s thought, Pfister anticipates the article by Katarina Gajdosova. She returns to the roots of Chinese thought during the Warring States period and broadens the meaning of names in recently excavated texts. Contrary to the conventions about how to understand terms, she appeals to both Heidegger’s ontology and Cheng’s notion of receptivity and creativity to reinterpret naming in relation to cosmology. Along the same lines, insofar as the event of Being is lingual, Jay Goulding captures its emergent structure in an evolving community of scholars and scholarship. He recalls his philosophical journey toward Cheng’s philosophy that begins in conversations with Gadamer at McMaster University in Hamilton, leads to Heidegger and Asian thought, expands into turning points with teachers and colleagues from various backgrounds that by increments contributed to Goulding’s formulation of “Daoist phenomenology.” -/- Although differing traditions guide their inquiries and research, Cheng and Gadamer recall the wisdom of the past to ameliorate the fragmentation in contemporary life. This leads them to re-examine the origins of philosophy; historical roots and thus sources of creative re-interpretations East and West whose affinities are developed in contributions by Hyun Höchsmann and Friederike Assandri. Höchsmann assesses convergences and divergences in the origins of Chinese and Western philosophy (Confucius and Socrates, the Yijing and Pre-Socratics) that culminates in pairing Gadamer’s understanding of paideia in the context of Plato’s political cosmology in the Timaeus with moral and social cultivation in The Western Inscription. She delineates the limits of this comparison which in turn justifies introducing Vattimo’s notion of locality. Assandri’s comparative analysis moves between India and China, Buddhism and Tang Daoism. Based on Gadamer’s argument that writing detaches concepts from their cultural moorings, she defines and applies three levels of understanding in onto-generative hermeneutics to Buddhist terms that were assimilated into the Benji Jing and in so doing clarifies essential dimensions of Daoism. -/- Contributions by Stephen Palmquist and Nicholas Brasovan position Cheng in relation to Kant and Gadamer by way of Aristotle’s ethics respectively. On the one hand, Palmquist plots Cheng’s evolving criticism of Kant’s moral philosophy and draws on crucial dimensions of Gadamer’s hermeneutics to reposition that criticism in a constructive relation to Kant’s emphasis on the philosophical conditions of morality while also indicating how religious dimensions of his thought answer Cheng’s concerns for lived moral action. For Palmquist, Gadamer enables a constructive criticism of Cheng. On the other hand, Brasovan compares Cheng’s Yijing-based account of moral deliberation with Gadamer’s Aristotelian-based ethics and reasons that in contrast to Cheng, Gadamer’s hermeneutical consciousness is disengaged from practical knowledge. For Brasovan, Cheng is a constructive critic of Gadamer. Palmquist and Brasovan’s divergent angles on Gadamer and Cheng map onto a dialectic of contrast and complementarity that constitutes the inner logic of Cheng’s philosophy. In other words, Gadamer and Cheng ought to be read alongside one another for the sake of removing discrepancies and contradictions, which constitutes the organic structure of their thinking. -/- 3 Our Mode of Being in History Is Not Historical The conversations between Cheng and Gadamer in this issue of The Journal of Chinese Philosophy pivot on language, philosophy of history and ethics within a comparative framework of analysis, but also explore the grounds that make the comparisons possible. Those grounds are informed by Chinese cosmology, and function to wrest Gadamer from the shadow of Heideggerian facticity and reposition him within the range of Cheng’s ideas about our place in nature that is embedded in his question about how mind emerges from inorganic matter.8 -/- For Gadamer scholars of Heidegger, human finitude, our ownmost individuating death ensures that hermeneutics is always open to the other as other, always on the way toward understanding the meaning of Being. To arrest the process in a concept of “the Absolute” cannot but represent someone’s point of view, and thereby render hermeneutics indistinguishable from ideology. However, insofar as finitude is defined by them in terms of an onto-theological concept of immorality, finitude is a metaphysical concept consistent with epistemologies and confuse beings with the meaning of Being. As a result, the celebrated political value of hermeneutics to always be on the way toward an understanding of the meaning of Being admits subtle variations on the same worldview that are insufficiently self-critical. -/- Gadamer scholars of Heidegger are right. A transformation in ethos and opening to the meaning of Being depends on awareness of finitude. Yet this awareness does not yield openness to more of the same, i.e., discourse structurally incapable of coming to unity but instead, for both Gadamer and Cheng, openness to a distinctly different ontological dimension of reality. As Sandra Wawrytko and So-Seong Park indicate,9 this ontological dimension is prefigured in the experience of being-as-a-whole or the totality of all possible relations in both Chinese totemic shamanistic rituals,10 and Greek Dionysian festivals.11 Through these religious experiences human ethos and therefore consciousness is expanded and elevated from being centered on one’s ownmost concerns toward an affinity with all sentient beings from insects and plants to animals. The channel for this affinity is an auditory disposition and hence, the emotions, compassion, and feeling response. -/- The capacity for an auditory disposition, or as Gadamer calls it, listening consciousness to respond to the inter-relationality and therefore inherent balance of nature is developed through music, song and dance of the religious rituals and festivals. They facilitate the unity of mind with nature. This use of music, that transforms ordinary consciousness, explains Cheng’s emphasis on the receptivity of feeling response in comprehensive observation, and Gadamer’s emphasis on openness to the other in attunement. However, an auditory disposition characteristic of pre-literate oral cultures that reveals the “All” need not rely on religion. As theorists about the evolution of language have explained,12 modern languages preserve their pre-historical past in music or prosody. That is to say, the song and dance that revealed the totality of inter-related beings to an ethos of comprehensive observation and attunement toward beings in classical civilizations is retained in the back-and-forth movement or rhythm of the dialogue form. Our mode of being in history is a mode of being in nature – through the music of language. -/- While alerting the reader to the limits of a nominalist interpretation, Gadamer expresses the inner law of the nature as follows: “in perishing there is always becoming, and in becoming there is always perishing.”13 Considered in process, opposites generate and blend into each other. This law of nature applies to everything.14 Hence, in a manner comparable to Pfister’s concluding insights, onto-dialogical hermeneutics is not only open to discrete events of otherness but moreover, to the moving structure of reality expressed, as Gajdosova suggests, in the existential moment of naming. Considered as interplay of tension and resolution with a life of its own, the dialectic of a dialogue is self-similar to the way in which an organism grows (by instinct). There is, therefore, a sense in which the art of interpretation extends the human mind into the eternal cycles of nature such that we participate in the articulation of the inner telos/homeostasis toward which all beings strive and importantly for Gadamer scholars of Heidegger, within the material limits of energy to which our embodied minds are self-evidently subject. In mortality there is always immortality. (shrink)

This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the findings, the (...) model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals. (shrink)

Education is an indispensable sector for a country's sustainable development. To maintain its continuity, government-based policies and related stakeholders in learning need to be considered to promote lifelong learning. This narrative literature review addresses international concepts of lifelong learning in Europe and how it has been implemented in Vietnam. The findings indicated that Vietnam faced more challenges than other developed countries, and some factors impacted LLL in Vietnam, such as legal frameworks, facilities, foreign language literacy, etc. The review (...) also provided discussions for lifelong learning in Vietnam. (shrink)

This paper examines East Asian literati’s sisŏhwa (poetry, calligraphy and painting) mainly done by ink and wash painting and focuses on their painting theories related to integrative learning and artistic practice. The literati expressed their philosophical ideas using visual and textual language according to Illyul theory based on the Sŏhwa Same Origin theory. They delivered their intentions through symbolic meaning of the visible in terms of the Uisang theory, and put emphasis on ki in their pictorial space using the (...) Kiunsaengdong theory in a monistic universe. The literati’s process of sisŏhwa practice unifies the mind/spirit with body/material and connects humans with nature/the universe. It also enables the creation of a representation of nature according to Shitao’s Oneness of Brushstroke theory. Ultimately it trained them for aesthetic harmony and spiritual enlightenment. As a result, Sisŏhwa Contemplative Practice theory was formed. This paper suggests that this theory should be reconstructed as the basic discipline in education. (shrink)

A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at Hankuk University of Foreign Studies, South Korea’s premier university for foreign (...) languages and translation.in. (shrink)

Instructional material is an integral part of teaching and learning process. Validating instructional materials is imperative to ensure quality before widespread utilization. This study validated the developed Gamified Instructional Material (GIM) in genetics for grade 12 STEM students. It employed the descriptive-developmental research design involving 41 STEM students and 11 Biology education experts chosen through purposive sampling. Findings revealed that students and experts strongly agreed that the GIM satisfied the criteria for a sound and valid instructional material. Further, the (...) significant change in the pretest and posttest scores of students indicated an improvement of their knowledge in genetics. It is recommended that the GIM be used as supplementary instructional material in teaching genetics. (shrink)

This paper examines the contributing issues that enhance students learning through adapting ELT materials and assessing its effectiveness forwarding to take measures. The study used both qualitative and quantitative approaches. The study was conducted a research by developing questionnaire, observation and document analysis. The data were collected from principals, teachers, students and woreda education officers. The data collected were arranged and organized for analysis and interpretation. Based on the analysed data, the study found out that limitations in the implementation (...) of authentic material adaptation and how to use various adaptive techniques. Teachers lack of motive and interest to design and select language materials that fit the curriculum and closely correspond with the aims of the teaching program and the needs of the students. Thus, the study recommended that adapted materials should be carefully evaluated and selected before being used for a language classroom. (shrink)

This bibliographical guide gives a comprehensive overview of the historiography of philosophy and thought in the Japanese language through an extensive and thematically organized collection of relevant literature. Comprising over one thousand entries, the bibliography shows not only how extensive and complex the Japanese tradition of philosophical and intellectual historiography is, but also how it might be structured and analyzed to make it accessible to a comparative and intercultural approach to the historiography of philosophy worldwide. The literature is categorized (...) and organized according to thematic focus areas such as geographical regions and continents, nations or peoples, religious traditions and philosophical teachings such as Buddhism, Islam, Shintō, and Confucianism, as well as disciplines such as ethics, aesthetics, and political thought. The bibliography is accompanied by an introduction outlining the research method as well as quantitative and qualitative approaches to analyzing the material, followed by a chronological overview of the historiography of philosophy and thought in the Japanese language and of the Japanese tradition of writing “world histories of philosophy.” As a first step towards a “history of the historiography of philosophy” in non-European languages, we hope that this guide will provide a useful tool for interculturally oriented scholarship aimed at a non-Eurocentric and diversified historiography of philosophy in a global perspective. (Open access, see link below.). (shrink)

This study aims to investigate the factors that influence the motivation of students attending boarding schools/Islamic boarding schools in Makassar in the use of English and Arabic. The aims of this research are: (1) to find out and investigate the factors that influence students' motivation in using the two languages ​​by focusing on intrinsic and extrinsic factors. The method used is description. The population was taken from several Islamic boarding schools students in Makassar such as Annahdlah Islamic Boarding School, Madina (...) Islamic Boarding School and Ummul Mukminin Islamic Boarding School. In collecting data, the writer uses a questionnaire which is calculated using a Likert scale. The author also uses descriptive statistics based on the approach of Jerremy Harmer and Moslow's theory in analyzing the data obtained. This study found that there are two factors that influence a student's motivation when they use two languages ​​that they already know, namely: intrinsic and extrinsic factors. There are four intrinsic factors in using two languages, namely; physical conditions, methods, teachers, and success. Meanwhile, there are four extrinsic factors, namely integrative, instrumental, punishment, and also parental factors. The results of the overall analysis in this study indicate that extrinsic factors have a greater influence on student motivation in Islamic boarding schools than intrinsic factors. The implication of this research is to be able to provide more descriptions or descriptions to readers, especially to students majoring in English/Arabic Language and Literature about the factors that can influence students' motivation to use English and Arabic that they already know and how they are able to take lessons to increase their own intrinsic and extrinsic motivation. (shrink)

With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by (...) the GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern. (shrink)

Preliminary version of “Towards a History of Speech Act Theory”, in A. Burkhardt (ed.), Speech Acts, Meanings and Intentions. Critical Approaches to the Philosophy of John R. Searle, Berlin/New York: de Gruyter, 1990, 29–61.

: One of the most active study fields in natural language processing, web mining, and text mining is sentiment analysis. Big data is an important research component in education that is used to advance the value of education by watching students' performance and understanding their learning habits. Real-time student feedback will enable teachers and students to understand teaching and learning challenges in the most user-friendly manner for students. By linking learning analytics to grounded theory, the proposed Deep Convolutional Neural (...) Network (DCNN) analyses students' sentiments and emotions through feedback using a Lexicon-based emotional analysis approach. The sentiment analysis approach is a computer procedure that identifies and classifies subjective information from the source material as good, negative, or neutral. (shrink)

This research article examines the potential of multimodal techniques in promoting inclusive practices in the English language classroom, delving into the multidisciplinary fields of English Language Teaching (ELT) and inclusive education. This study intends to investigate how multimodal resources, such as visual aids, technology, and creative activities, may be effectively integrated to meet the various learning needs of students using a pedagogical lens. This paper examines the theoretical underpinnings and practical implications of using multimodal approaches in ELT settings, (...) shedding light on their potential to promote inclusivity, engagement, and language acquisition among learners with diverse abilities and backgrounds. It does this through a thorough literature review and analysis of pedagogical frameworks. (shrink)

Background and Aim: Global trends and national policies have made internationalization and paying attention to the international markets of higher education inevitable on the one hand and becoming a legal requirement of Iranian medical sciences universities on the other hand. Therefore, the main goal of this article was to show, by examining the experience of international marketing of higher education in Tehran University of Medical Sciences, what are the futures of international marketing of higher education in medical sciences? Materials (...) and methods: in this documented data and the views, knowledge and lived experiences of the beneficiaries of the University of Medical Sciences were the basis of the study, and in the following, the methods of documentary studies, trend analysis, brainstorming, expert panel, theme analysis and scenario planning were used. Results: The most important achievement of this article is that among the challenges facing the international marketing of higher education in the University of Medical Sciences, two driving forces have the highest importance and uncertainty in shaping the future of this issue, including: sustainable security and cultural development. Conclusion: The normalization of political and economic relations with the world along with appropriate cultural development inside and outside the university and acceptance of cultural, racial, religious, intellectual, ethnic and gender differences strengthens the marketing process of higher education. In such a situation, the risk of investing in providing international higher education will be reduced. Therefore, the most expensive and the most important uncertainty facing the country's universities in international marketing is the attitude and approach of science and technology governance to the relations and structure governing the international system. (shrink)