Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
Language Needs Analysis for English Curriculum Validationinventionjournals
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
Judith Schwartz/QuestionPoint Use Study at Hunter CollegeJudith Schwartz
This presentation is a "QuestionPoint Use Study" for Hunter college conducted during the spring of 2011. My research includes a statistical analysis of 500 virtual reference transcripts during a three month period of online transactions at Hunter College's Wexler Library, New York.
Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
Language Needs Analysis for English Curriculum Validationinventionjournals
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
Judith Schwartz/QuestionPoint Use Study at Hunter CollegeJudith Schwartz
This presentation is a "QuestionPoint Use Study" for Hunter college conducted during the spring of 2011. My research includes a statistical analysis of 500 virtual reference transcripts during a three month period of online transactions at Hunter College's Wexler Library, New York.
Mapping the Writing Lives of College Students: A Story about a Study in Thre...WIDE Research Center
Presentation about the "Writing Lives of College Students" research study by the WIDE Research Center, Michigan State University - presenters Jeff Grabill, Stacey Pigg, and Bill Hart-Davidson.
Opinion mining in hindi language a surveyijfcstjournal
Opinions are very important in the life of human beings. These Opinions helped the humans to carry out
the decisions. As the impact of the Web is increasing day by day, Web documents can be seen as a new
source of opinion for human beings. Web contains a huge amount of information generated by the users
through blogs, forum entries, and social networking websites and so on To analyze this large amount of
information it is required to develop a method that automatically classifies the information available on the
Web. This domain is called Sentiment Analysis and Opinion Mining. Opinion Mining or Sentiment Analysis
is a natural language processing task that mine information from various text forms such as reviews, news,
and blogs and classify them on the basis of their polarity as positive, negative or neutral. But, from the last
few years, enormous increase has been seen in Hindi language on the Web. Research in opinion mining
mostly carried out in English language but it is very important to perform the opinion mining in Hindi
language also as large amount of information in Hindi is also available on the Web. This paper gives an
overview of the work that has been done Hindi language.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Speaking in English confidently is a challenging task but very crucial for university students. Graduates with good communication efficiency especially in the engineering field are greatly demanded in the current work industry. Performing confidently is not only important for scoring academic tasks but also to help expand the revenue of the companies at workplace. Thus, a pilot study was conducted to investigate the perceptions of a public technical university engineering undergraduates’ confidence level in speaking English. A mixed method design was employed where a survey and semi-structured interview were conducted for data collection. The participants were selected using purposive sampling method where a total number of 50 undergraduates provided valid responses to the online questionnaire and 5 undergraduates participated in the semi-structured interview. Descriptive statistics using Statistical Package for the Social Science Version 25.0 (SPSS version 25.0) and thematic analysis were adopted for data analyses. The results revealed three main areas that were identified as important to build the students’ confidence in speaking: applying manual skills, familiarization of vocabulary and correct usage of grammar. The findings also highlighted that the participants felt that more public speaking practices should be provided to them to improve their confidence level further in speaking English fluently.
Measuring Anonymity in Academic Virtual Referencekslovesbooks
Kristin Grabarek Roper and I presented this information as a poster session at the American Library Association's Annual Conference 2012. We hope that other librarians, academic and otherwise, may choose to adapt our methods to measure anonymity and assess identity at their institutions.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
Teaching Online Research & Comprehension SkillsTimothy Neville
The purpose of the presentation is to help educators understand the importance of helping their students learn online research and comprehension skills and to provide them with an action plan to do so.
Data driven learning (ETJ Language Teaching Expo)Michael Brown
Presentation given at the 2015/16 ETJ English Language Teaching Expo at Kanda Institute of Foreign Languages. Tokyo, Japan (Jan 30-31)
Note: Slide 26 should say "Sentence Corpus of Remedial English", not "Score Corpus of Remedial English"
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
Master of Teaching research paper on BOAR oral thinking frame in developing secondary school students' oral conversation skills. BOAR is an original oral thinking frame conceptualized on Bloom's Taxonomy of cognitive learning objectives.
فراخوان مقاله
سومین کنفرانس بین المللی بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی
اهواز
11-12 بهمن 1397
جهت اطلاعات بیشتر به وبسایت کنفرانس مراجعه نمایید
WWW.LLLD.IR
از تمامی پژوهشگران، دانشگاهیان و دانشجویان دعوت می گردد تا پژوهش های خود را به یکی از زبان های فارسی، انگلیسی یا عربی ارائه نمایند.
در صورت نیاز به تماس، خواهشمند است با ما تماس برقرار نمائید.
کمیته برگزاری کنفرانس،
اهواز/ صندوق پستی: 61335-4619
تلفن: 32931199(009861)
تلفکس:32931198 (009861)
شماره تلفن همراه : 9167765914(0098)
Email: info@pahi.ir
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
Prof William Kosar: Letters of Credit as a Payment MethodWilliam Kosar
This is the 2nd lesson from a 5 day course on Letters of Credit (in English and Arabic) taught to Iraqi Private Commercial Bankers both at the Banking and Finance Academy in Erbil as well as the Banking Studies Center of the Central Bank of Iraq in Baghdad. .
Mapping the Writing Lives of College Students: A Story about a Study in Thre...WIDE Research Center
Presentation about the "Writing Lives of College Students" research study by the WIDE Research Center, Michigan State University - presenters Jeff Grabill, Stacey Pigg, and Bill Hart-Davidson.
Opinion mining in hindi language a surveyijfcstjournal
Opinions are very important in the life of human beings. These Opinions helped the humans to carry out
the decisions. As the impact of the Web is increasing day by day, Web documents can be seen as a new
source of opinion for human beings. Web contains a huge amount of information generated by the users
through blogs, forum entries, and social networking websites and so on To analyze this large amount of
information it is required to develop a method that automatically classifies the information available on the
Web. This domain is called Sentiment Analysis and Opinion Mining. Opinion Mining or Sentiment Analysis
is a natural language processing task that mine information from various text forms such as reviews, news,
and blogs and classify them on the basis of their polarity as positive, negative or neutral. But, from the last
few years, enormous increase has been seen in Hindi language on the Web. Research in opinion mining
mostly carried out in English language but it is very important to perform the opinion mining in Hindi
language also as large amount of information in Hindi is also available on the Web. This paper gives an
overview of the work that has been done Hindi language.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Speaking in English confidently is a challenging task but very crucial for university students. Graduates with good communication efficiency especially in the engineering field are greatly demanded in the current work industry. Performing confidently is not only important for scoring academic tasks but also to help expand the revenue of the companies at workplace. Thus, a pilot study was conducted to investigate the perceptions of a public technical university engineering undergraduates’ confidence level in speaking English. A mixed method design was employed where a survey and semi-structured interview were conducted for data collection. The participants were selected using purposive sampling method where a total number of 50 undergraduates provided valid responses to the online questionnaire and 5 undergraduates participated in the semi-structured interview. Descriptive statistics using Statistical Package for the Social Science Version 25.0 (SPSS version 25.0) and thematic analysis were adopted for data analyses. The results revealed three main areas that were identified as important to build the students’ confidence in speaking: applying manual skills, familiarization of vocabulary and correct usage of grammar. The findings also highlighted that the participants felt that more public speaking practices should be provided to them to improve their confidence level further in speaking English fluently.
Measuring Anonymity in Academic Virtual Referencekslovesbooks
Kristin Grabarek Roper and I presented this information as a poster session at the American Library Association's Annual Conference 2012. We hope that other librarians, academic and otherwise, may choose to adapt our methods to measure anonymity and assess identity at their institutions.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
Teaching Online Research & Comprehension SkillsTimothy Neville
The purpose of the presentation is to help educators understand the importance of helping their students learn online research and comprehension skills and to provide them with an action plan to do so.
Data driven learning (ETJ Language Teaching Expo)Michael Brown
Presentation given at the 2015/16 ETJ English Language Teaching Expo at Kanda Institute of Foreign Languages. Tokyo, Japan (Jan 30-31)
Note: Slide 26 should say "Sentence Corpus of Remedial English", not "Score Corpus of Remedial English"
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
Master of Teaching research paper on BOAR oral thinking frame in developing secondary school students' oral conversation skills. BOAR is an original oral thinking frame conceptualized on Bloom's Taxonomy of cognitive learning objectives.
فراخوان مقاله
سومین کنفرانس بین المللی بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی
اهواز
11-12 بهمن 1397
جهت اطلاعات بیشتر به وبسایت کنفرانس مراجعه نمایید
WWW.LLLD.IR
از تمامی پژوهشگران، دانشگاهیان و دانشجویان دعوت می گردد تا پژوهش های خود را به یکی از زبان های فارسی، انگلیسی یا عربی ارائه نمایند.
در صورت نیاز به تماس، خواهشمند است با ما تماس برقرار نمائید.
کمیته برگزاری کنفرانس،
اهواز/ صندوق پستی: 61335-4619
تلفن: 32931199(009861)
تلفکس:32931198 (009861)
شماره تلفن همراه : 9167765914(0098)
Email: info@pahi.ir
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
Prof William Kosar: Letters of Credit as a Payment MethodWilliam Kosar
This is the 2nd lesson from a 5 day course on Letters of Credit (in English and Arabic) taught to Iraqi Private Commercial Bankers both at the Banking and Finance Academy in Erbil as well as the Banking Studies Center of the Central Bank of Iraq in Baghdad. .
Presentation given on May 6th at CIM 2013 Toronto.
A discussion on the reasons that lead to the generalized public distrust phenomena, how better risk assessments would help reduce distrust and support better decisions.
SecurVoice can record IP, Analog or Digital all on the same platform. SecurVoice is browser based and interfaces to all major automation software systems for easy call retrieval. SecurVoice provides for Agent Evaluation, Dispositions, Report Engine and optional screen capture.
Line Upgrade Deferral Scenarios for Distributed Renewable Energy ResourcesIain Sanders
This project examined the economic viability of using distributed renewable resources to defer costly electricity distribution network upgrades in rural areas using information provided by three independent electricity distribution networks.
Relational Patterns in OWL and their application to OBOMichel Dumontier
Directed acyclic graphs are commonly used to represent ontologies in the biomedical domain. They provide an intuitive means to formalize relations that hold between ontological categories. However, their semantics is usually not explicit. We provide a semantics for a part of the OBO Flatfile Format by extending OWL with a method to express relational patterns. These patterns are OWL axioms with variables for classes. The variables can only be filled with named classes. Additionally, we provide a semantics for open patterns in OWL. Our method is applicable to the OBO Flatfile Format, and provides a means to design OWL ontologies using complex ontology design patterns. Therefore, it leads not only to an integration of the OBO Flatfile Format and OWL, but extends OWL with an intuitive interface for designing ontologies us ing complex definition patterns. A prototypic implementation and test results are available at http://bioonto.de/obo2owl
This presentation shows how Risk Based Decision Making was performed on a real project (which won an international call for bids), using Riskope's CDA/ESM project evaluation methodology.
Presentation on "Probing into Unfulfilled Business English Needs: Iranian EFL Learners’ Thirst for Intercultural Business Communication" for the 5th English Language Teaching Conference held at Allameh Tabatabaii University, Tehran, Iran - 2019
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
The Impact of Blogger, WebQuest, Window Movie Maker, Digital Storytelling, WL...Ghada Awada
Ghada Awada & Ghazi Ghaith
The Impact of Blogger, WebQuest, Window Movie Maker, Digital Storytelling, WLMM Journaling, Wikis and Legal Videos in University Classrooms
In this digital era, teachers are often required to employ successful methods like using the web as a type of technology to manage classrooms effectively. The purpose of this research is to explore how the Private university-based English language teachers’ perceive the use of websites to help students improve their English listening and speaking skills. This study is based on phenomenological qualitative research and took a method that looks at education and technology from different perspectives. The participants (18) were chosen from five private universities in Dhaka, Bangladesh. Semi-structured interviews with English language teachers were conducted to collect the data. The findings and analysis showed that using relevant websites and specific content to teach speaking and listening in English can accelerate students speaking and listening skills, as they are motivating and exciting and can help practice the skills inside and outside the classroom.
ENHANCING ENGLISH WRITING SKILLS THROUGH INTERNET-PLUS TOOLS IN THE PERSPECTI...ijfcstjournal
This investigation delves into incorporating a hybridized memetic strategy within the framework of English
composition pedagogy, leveraging Internet Plus resources. The study aims to provide an in-depth analysis
of how this method influences students’ writing competence, their perceptions of writing, and their
enthusiasm for English acquisition. Employing an explanatory research design that combines qualitative
and quantitative methods, the study collects data through surveys, interviews, and observations of students’
writing performance before and after the intervention. Findings demonstrate a beneficial impact of
integrating the memetic approach alongside Internet Plus tools on the writing aptitude of English as a
Foreign Language (EFL) learners. Students reported increased engagement with writing, attributing it to
the use of Internet plus tools. They also expressed that the memetic approach facilitated a deeper
understanding of cultural and social contexts in writing. Furthermore, the findings highlight a significant
improvement in students’ writing skills following the intervention. This study provides significant insights
into the practical implementation of the memetic approach within English writing education, highlighting
the beneficial contribution of Internet Plus tools in enriching students' learning journeys.
The purpose of this assignment is to self-assess your learning dur.docxssusera34210
The purpose of this assignment is to self-assess your learning during the first four weeks of the course.
Evidence of your learning may include new writing as well as paraphrasing entries ( do not cut and paste from the discussion board) from your math journal or your posts (in the Learner's Support Forum, weekly posts, and responses to posts).
1. Growth in your mathematical thinking
2. New perspectives you have on teaching and learning mathematics
3. Ways in which you have supported your colleagues in their learning and have deepened on-line conversations
4. Describe how you will incorporate ideas you have learned in this course from the past four weeks into your classroom. Be sure to address the following topics: Multicultural Classrooms, Discrimination and bias, and Learning Environments.
· Create a concise self-assessment document using word processing software (e.g. Microsoft Word). Your document should be a minimum of 3 pages long (including examples) no more than 4.III. GRADING RUBRIC
Assignment Requirement
Points Possible
Include at least two strong pieces of evidence for all three criteria of self-assessment
9
Include a detailed explanation describing how each piece of evidence demonstrates the criteria
9
Description of how concepts from # 4 ( above) will be incorporated into your teaching
10
Paper is well-written and organized
2
TOTAL POINTS POSSIBLE: 30
All the posts to use for the assignments
In reading through the selected articles, I found that both Mathematics: Strategies for Teaching Limited English Proficient Students and Equity for Language Learners provided a comprehensive summary of considerations, accommodations, and strategies that teachers can utilize when teaching English language learners in their classrooms.
Two important points that I took away from the article Equity for Language Learners focused on identifying language goals and structuring language activities within the mathematics classroom. Both of these points were focused on in great detail in my SEI Endorsement course. As teachers, we need to understand the great deal of language that is associated with mathematics in order to structure appropriate learning experiences for our ELL students. The article discussed identifying language goals in addition to content goals. Having practiced this through my last course, I have found that this strategy really helps me to clearly identify how I want my students to express their understanding of content knowledge. As the article discussed, pairing content and language objectives helps teachers to identify the language structures that students need to display their understanding. When writing language and content objectives for my lessons, I try to make the languages objective mirror that content objective as closely as possible. The main difference between the two objectives is that the content objective focuses on what students will learn and that language objective focuses on how they will display their knowledge. F ...
Comparing the effect of paired versus repeated reading on impr.docxdonnajames55
Comparing the effect of paired versus repeated reading on improving Saudi EFL students' reading fluency.
Introduction
Reading is an acquired skill. There is a significant difference between reading and studying.
The art of reading involves coordination of brain functions and eyes. However, fluency in reading is an improved skill that can be acquired through practice. People with physical or mental impairment might have difficulty in reading. All students in a class have distinct reading abilities. In promoting their fluency in reading, the two methods are applied; paired and repeated reading. In paired reading, two or more students are grouped and subjected to similar reading material assessing the reading pattern for each. Every student here will exhibit a unique reading style to compete with others. On the other hand, in repeated reading, students with fluency reading difficulties are subjected to repeat reading exercise in which assessment is done on every stage acquainting the level of fluency.
Saudi Arabia is an Arabic speaking nation. Their countries first language is Arabic. Their English learning experience is greatly hampered by reading difficulty since it’s a foreign (second) language. A study done in one of Saudi EFL teachers college showed that the student had a significant interest in learning how to improve their reading experience. It was discovered that, at least 20% of those interested in English, had a significant competitive experience in acquiring the standard rate of fluency in reading. Some of the factors highlighted as leading impediment to the improved fluency reading were; difficulty in understanding the meaning of the text, spelling and pronunciation problems, difficulty in scanning and skimming, limited vocabulary, syntactic parsing difficulty among others.
The prime interest
in this study is to compare the significance of the two basic methods of improving fluency among the EFL students and how the counteracting effects on the methods.
Problem of the study:
EFL students have a comprehensive reading difficulty hindering them from social interaction with other international fluent English speaking communities. There is a significant effect in improving their reading fluency comparing the use of paired and repeated reading practice methods.
Significance of the study:
The significance significant of repeated or paired reading methods in enhancing fluency English reading significantly influence the social and academic life of the EFL students in Saudi
Research Questions:
1. Is there any effect between EFL students learning fluency reading with repeated and paired reading methods?
2. Do both methods have significant effects in improving the reading experience?
3. What are the comparable factors leading to the effectiveness of each method?
4. Can both methods be adopted to enhance a fluency reading experience?
5.
Is there any significant effect in counteracting both methods in the learning experience?
6..
"Impact of front-end architecture on development cost", Viktor TurskyiFwdays
I have heard many times that architecture is not important for the front-end. Also, many times I have seen how developers implement features on the front-end just following the standard rules for a framework and think that this is enough to successfully launch the project, and then the project fails. How to prevent this and what approach to choose? I have launched dozens of complex projects and during the talk we will analyze which approaches have worked for me and which have not.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
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- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
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Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
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UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
1. 1University of Aizu, Graduation Thesis. March, 2012 s1170047
Abstract
Literature on computer assisted language learning
is mostly silent on how web-based design analysis
could be effectively used as a tool and framework for
developing critical thinking skills and language
proficiency in an EFL classroom. This article
reported on how EFL learners perform with English
website analysis tasks in a language reception and
product context. English website analysis is
challenging for an EFL learner with low-moderate
English language proficiency. The website analysis
experiment with the Belize tourism website as
reported in this article was performed with a group of
16 students in an EFL classroom. The results mainly
discussed students' preliminary understanding of the
website content, design, navigation and usability,
rather than the aspects of how their use of English
(grammatically) for responding to design queries
during website analysis was correct or
deficient. Further, this study also analyzed how the
three coders with non-native English language
proficiency used for analyzing the responses to the
open-ended design questions asked of the participants,
interpreted responses based on the criteria grading
rubric used for the purpose. Results show relatively
higher levels of proficiency when answering
questions related to overall website organization,
design, layout and audience analysis. However,
performance scores dropped for more inference-
based queries related to overall use of technology,
validity of content etc. Some relative variations in
scoring could be observed between coders. Relatively
large variation in the scores could be seen in case of
Coder A, when compared to B and C.
1 Introduction
There is substantial research in language studies
and cognition that establishes cognition and language
development to be closely related (Liaw et al., 2007).
Theorists and educators have for long argued about
the close relationships between language and
thinking skills (Piaget, 1971; Vygotsky, 1962). It is
believed that developing students’ ability to reflect on
their own learning process can help them progress in
learning. Literature in foreign language studies have
clearly established a relation showing how higher-
order thinking skills promote higher order learning
skills which in turn enable students to reach higher
levels of language proficiency (Renner, 1996).
Educators have identified multiple features and
elements of reading and writing to have always
influenced thinking skills to a large extent (Moffett &
Wagner, 1983; Pearson & Tierney, 1984; Stanford &
Roark, 1974; Staton, 1984). There has always been a
strong appeal to promote higher order thinking in
ESL and EFL classrooms, and research has clearly
focused on the need to foster critical thinking in a
foreign language classroom (Chamot, 1995; Tarvin &
Al-Arishi, 1991; Chapple & Curtis, 2000; Davidson,
1994, 1995). However, unfortunately language
learning and thinking skills were almost always
treated as independent processes (Miraman &
Tishman, 1988; Suhor, 1984; Pica, 2000).
This study on website analysis as a tool for critical
thinking in an EFL classroom is partly influenced by
the Kasper (2000) study which focused on extensive
and sustained content analysis using information
technology resources. This study establishes that such
attempt helps with both linguistic and cognitive
information processing ability. This study is also
influenced by the fact that we have shifted from Web
1.0 towards Web 2.0 where there is an increased
emergence of computer-mediated communication,
social networking and active interaction between the
user and the web environment. Website analysis in
this environment help EFL readers not only to scan
the website under consideration, but also encourages
them to access online discussion forums, testimonials
on the web, additional resources from other sources,
talk live with a service agent, chat etc. It brings to life
an environment which was long considered to be
passive and only generating information which was
completely up to the user to receive. So, information
reception was a one-way traffic.
However, in this web-based communicative
environment, English website analysis is challenging
for an EFL learner with low-moderate English
language proficiency. English website analysis in a
typical EFL environment involve reading and
comprehending the website content in English,
performing selected translation of the content in their
native language, or switching back and forth between
English and the native version if available,
comprehend the design queries and its scope in their
native language, frame the responses for the design
Performance with Website Analysis in an EFL
Classroom: Exploring Consistency in Coding
Takahide Ishii s1170047 Supervised by Prof. Debopriyo Roy
2. 2University of Aizu, Graduation Thesis. March, 2012 s1170047
questions mentally in their native language, and then
some will try to respond directly in English, while
others will take the help of translation software
(Google translator in most cases), and online and/or
portable dictionaries (e.g., Weblio). Besides, because
of the way a typical Web 2.0 environment is used, a
typical user might also get involved in searching and
reading comments in English or their native language
about a specific place, hotel, location etc. The
website analyzer might also want to ask questions to
a service agent. On a completely different topic, if the
EFL website analyzer is not sure about how to
approach a website design query being asked, he/she
could also start reading about website design etc.
The point here is that we can never be exactly sure
about the combination of tools being used for critical
thinking and language processing during website
analysis in an EFL context. The individual difference
in responses to website analysis could arise not only
from ability to think through the problem, but also
due to the difference in the online resources solicited
during the processing of a response.
Whatever may be the case, in a language context,
website or any other interface analysis with specific
design-based queries might be one way to promote
analytical thinking through its focus on creating,
evaluating and analyzing (Atherton, 2002) and
promotes active participation, argumentation,
problem solving, conducting investigations and
tackling subject matter that is complex (Tytler, 2004).
The experiment with website analysis performed
with a group of 16 students in an EFL classroom will
equip students to better understand the interface they
use for elearning applications. The analysis of the
results from the experiment reported in this article
mainly discussed students' preliminary understanding
of the website content, design, navigation and
usability, rather than the aspects of how their use of
English (grammatically) for responding to design
queries during website analysis was correct or
deficient. Further, this study is also designed to
analyze how coders with non-native English
language proficiency used for analyzing the open-
ended design questions, interpret responses based on
the criteria grading rubric as is used for the reported
experiment.
The major point in the literature review concerning
the need to think and analyze in the target language is
more relevant since the entire analysis was conducted
in English for non-native speakers. This study is
important for various reasons:
● The study focuses on the extent to which
readers could process a critical response to a
website design query.
● The study tries to identify whether readers are
able to understand suitably and differentiate
between design queries asked during website
analysis.
The study tries to identify the extent to which
novice website designers in an EFL context are able
to assess a design response based on a specific
criteria list.
2 Research Questions
The following research questions provide the
backbone of the experiment reported in this study.
● How did the EFL readers perform with various
design questions as asked during website
analysis?
● Is there any significant difference between
coders who graded responses to the design
questions suggesting significant difference
between responses to a design question and/or
suggesting that one or more coder(s) have not
understood the questions and responses
correctly and resultantly could not use the
assessment rubric correctly for grading the
design responses?
This is an exploratory analysis because the
literature on computer assisted language learning is
not rich on how website analysis could be used as a
tool for promoting critical thinking and language
proficiency in a language classroom.
3 Review of the Literature
Using the Internet for ESL/EFL (English as
second/foreign language) writing instructions is a
common practice now (Krajka, 2000). The issue of
using web pages for teaching writing is raised in Tan
et.al. (1999). Trokeloshvili and Jost (1997) concluded
that public displaying of student text on a student
home page highly motivates students to conduct
writing and publishing, and helps to remove mental
blocks associated with publishing ordinary writing.
There is research indicating that web analysis has the
potential to be a beneficial exercise (Bunz, 2001;
Spyridakis, 2000) and more so in an EFL context.
The information processing strategies reported
earlier will influence readers' ability to analyze
information organization, design and layout,
grouping, navigation, audience analysis etc. Neilson
(1997) has demonstrated that the website analysis
task is different from any other reading task, because
it requires an analytical mindset, analysis and
resultant English text production in a specific design
context. Also, ability to explain a design and layout
might not always incorporate reading and
comprehending the entire text in the web page.
Readers might get away with merely understanding
3. 3University of Aizu, Graduation Thesis. March, 2012 s1170047
the headlines, the menu items, the introductory
sentence of a paragraph etc. (Neilson’s Alert box,
1997). Research (Lynch et al., 2001) suggests that
extending critical thinking skills to the web is
important in a first language context and there is
nothing in the literature to suggest why the same
argument should not be valid in a foreign language
context.
Van Hoosier-Care (1997) describes the website
assignment as a rhetorical exercise in the technical
communication classroom. It is important for the
reader to understand the conceptual process of
designing a website, include the rationale of the
project, target audience, purpose of the website etc
(December and Ginsberg, 1995). The experimental
and goal-orientated nature of web design projects
involve tasks such as deciding with a partner where
to place a picture on a page being constructed, or
browsing, which requires active choices of where to
search next. These are claimed to help promote
higher order thinking skills (Mike, 1996), which
include reviewing, scanning, selecting and
negotiating, and particularly important for EFL
students doing further studies in other disciplines,
research and rhetorical skills that may be developed.
Furthermore, Warschauer (1997) points out that web
design skills incorporate 'situated learning': that
which allows students: "to carry out meaningful tasks,
and solve meaningful problems, in an environment
that reflects their own personal interests as well as the
multiple purposes to which their knowledge will be
put in the future" (Collins, Brown, & Newman, 1989).
With the goal of designing and publishing web pages,
students can actively make use of new technologies,
skills, and knowledge. Warschauer (1997) also
acknowledges this, and supports the view that many
skills, in particular, those that are involved in
collaboratively accessing and interpreting worldwide
information, and with peoples from different cultures,
will be critical for success in the 21st century.
The design and other questions asked during this
website analysis were based on the model proposed
by Garrett (2011). Specific questions were designed
based on audience and task analysis, product goals,
information design, interaction design, information
architecture, etc. Figure 1 shows an explanation of
Garrett’s (2011) user experience model that has been
simplified and referred to as part of this study.
http://www.netmagazine.com/features/content-
first-content-left-right-and-centre
Figure 1. Garrett’s (2011) User Experience Model:
An Explanation
4 Sample and Context
Participants (N=17) are junior level students (age
group: 18-20 years) in their third year undergraduate
program specializing in computer science in a
Japanese technical university. With this specific
elective course named Writing and Design for World
Wide Web, students mostly focused on the process of
online writing, designing and analyzing websites
based on design principles, besides designing concept
maps on websites they analyzed. So, for most weeks
during the course, there was an all-round effort to
sharpen student skills on writing and thinking.
Students were given brief lectures on basic design
principles for website design, followed by at least
four weeks of regular practice on website design,
analysis and brainstorming activities on website
content which included designing concept maps.
5 Methods
5.1 Preparing for the experiment
During the first couple of weeks into the course, a
proper in-class lecture was delivered on the basics of
website design. The lecture focused on how issues
like organization, layout, formatting, and typography,
content chunks, simple wording, headings, titles, use
of white space etc are important design
considerations.
5.2 In-class Website Analysis
Assignment
4. 4University of Aizu, Graduation Thesis. March, 2012 s1170047
As part of the website analysis assignment (named
as Assignment A), students were asked to study a
specific website in a chosen domain (e.g., education,
entertainment, government, tourism, sports etc) and
then provide open-ended responses to 8 standard
questions asked of them. The questions were related
to content, presentation, navigation, technology used,
real-world application of content, website and content
usability, audience analysis and product goals.
Readers had one complete week to complete this
assignment. Readers confronted the same set of
design questions every week, but the website to be
analyzed changed every week.
5.3 Actual Experiment
The experiment was conducted in a controlled
environment as an in-class activity, and over two
weeks. The first part of the website analysis activity
was conducted entirely in Moodle. The actual
experiment ran over two weeks and started during the
7th
week into the course, at the time when students
already had two weeks of design lecture and four
weeks of experience with website design, planning
and analysis. During the 1st week of the actual
experiment, students analyzed the Belize tourism
website based on the 8 open-ended questions asked
during the same assignment that happened over the
previous weeks (but with a different website each
week), and they had one-week to complete the
analysis, besides the 90 minutes of class time where
they could consult their friends. Students entered
their responses in Moodle (learning management
system) as in-line text in open-ended format. To
encourage writing and proper explanation, the
minimum word limit for the assignment was set at
500 words. They had to write the responses in their
own words.
5.4 Instruments
The Belize tourism website was chosen with the
following reasonable conditions in mind.
The content in the website is not text heavy
and clear navigation is possible.
Information could be searched directly from
the home page.
Attractive pictures are available to keep the
reader engaged in the task of finding
information.
Japanese version of the webpage is NOT
available so that readers are forced to look for
information from the English version alone.
The instructions for the first week of the
assignment (where readers had to respond to 8 open-
ended questions) were all in English, largely because
readers already had practice from the weeks before
regarding what is expected of them.
The questions asked for the design analysis were as
follows.
Table 1
Open Design Questions asked of Participants
1. Explain whether the organization of
information in the site is user-friendly or not?
2. Explain whether the presentation of content
is appealing or not?
3. Explain whether the effective use of
technology is demonstrated?
4. Who is the target audience? Is the website
appropriate for the projected audience?
5. Explain the quality of the text content.
6. Is the information accessible?
7. Explain whether the resources use real-
world situations.
8. Here are some common reasons for building
this website. Rank them in order of importance to
you. Do you have a reason that is not listed?
5.5 Data Analysis – Use of Coders
Three undergraduate students (not part of the class
with the sample) who took the same class at an
earlier semester were appointed as coders with the
task of grading the first week assignment where
readers participated in an open-ended evaluation of
the Belize tourism website. The coders were
advanced undergraduate students with reasonable
English language proficiency and better experience
with website design and analysis, and had the ability
to grasp design lectures with reasonable success. The
coders were given a set of criteria (discussed in the
next section and shown in Figure 3), on the basis of
which they graded each open-ended response, for all
the 8 questions assigned. Coders were specifically
trained as to how they could grade each response (for
each of the 8 questions) on the basis of six criteria.
Each of the 8 open-ended responses for each of the
17 participants was rated thrice, once by each of the
three coders. The three coders went through a
practice session during the first week, wherein they
graded one student and then wrote a verbal report for
each criterion, justifying their grade. The group
(including the project supervisor and the three
coders) then discussed each grade for each question
and criterion. The three coders were handed out all
the 17 response sheets (with answers to each of 8
questions) for coding.
6 Findings
5. 5University of Aizu, Graduation Thesis. March, 2012 s1170047
The first important finding that readers would be
interested to know is how participants reading the
Belize tourism website in this EFL context has
performed with the 8 design questions they had to
write based on their understanding of the content in
the website, and their impression of the website
design, capabilities, levels of comfort navigating
through the website, etc.
Each coder has graded each of the 8 questions
separately, based on 6 criteria, as reported in the
methods section. So, the mean and SD values we see
above is the sum of mean scores obtained from the
three graders. The maximum sum of mean values for
each question could be no more 18 (6 * 3) (6 being
the maximum score for each question). We see that
the highest mean value was obtained for the first
question on “whether the organization of the website
is user-friendly” (sum of mean = 14.56). A high sum
of mean score does not indicate that the Belize
tourism website is highly user-friendly. Rather, it
means that readers who were exploring the website
could explain the answer with maximum efficiency,
in line with the six criteria. Mostly we see the sum of
mean scores in the range of 11 ~ 12, indicating an
average score for a single coder to be in the range of
3.8 ~ 4.0 in a 6 scale.
Next, let us see how the three coders have graded
them based on the 6 criteria used for each of the 8
questions. Each coder could put a grade of 1 or 0 for
each of the six criteria assigned for each of the 8
questions. That means each criterion has a minimum
value of 0 and a maximum value of 8, across 8
questions. Now, if we consider all the 6 criteria
tighter, each criteria would be in the range of 0 ~ 8.
So, the maximum total that a person can score for the
8 questions in total, for a given coder is 48 (6 criteria
* 8 questions). So, the maximum mean score could
be 48 divided by 6 (criteria) = 8 (for each criteria),
and a minimum mean score could be 0 (for each
criteria).
Data shows the highest sum of mean scores for Q1
(organization of information is user-friendly) at 14.56,
with the score for Q2 (explain whether the
presentation of content is appealing) close behind at
12.56. We see relatively lower scores for Q3 ~ Q7 in
the range of 10.33 ~ 11.67. A low score of 10.33 is
observed for Q7 (whether the resources use real
world situation). Analysis of actual responses in
Moodle show that readers were not exactly sure
about what to include as part of their response to Q7.
While in some cases participants included talk about
technologies, in some other cases they actually
analyzed the content of the website and whether it
included any mention of technology and something
that is important for real life applications. However,
coders observed relatively high levels of accuracy
and response quality for questions related to audience
analysis (Q4).
Data further shows us the mean and SD values for
participants as marked by Coder A. For Coder A, we
see that for most participants a mean of total mean
score is in the range of 4 ~ 5.5 or a little more.
However, participants S6, S13 and S14 have done
very well with a high score around 6.5 ~ 7. These
scores are the average for all the 6 criteria combined.
Data shows us the mean and SD values for
participants as marked by Coder B. For Coder B, we
see that for most participants a mean of total mean
score is in the range of 6 ~ 7.5 or a little more. These
mean scores are significantly more than what we
observed for Coder A. However, participants S3, S7
and S8 have scored less than other participants. We
see some similarity between the results of Coder A
and B.
For Coder C, similar to Coder B we see a
comparatively high mean of total mean score for
almost all the participants. For S8 we see a
consistently low score across all the coders,
confirming very low levels of proficiency in writing
the answers to the open-ended design questions. In all
other cases, we see a consistent high score in the
range of almost 7 and above, and S11 securing a full
score of 8. Surprisingly, Coder A has given only 5.83
to S11 and also, the other scores are consistently
lower for other participants as well.
More data allows us to see an overview of the
significant Pearson correlation values between the
scores on the 8 open-ended questions. We see a rather
high number of significant correlation values,
suggesting similarity of response. The scores for each
question, as calculated in the table 6 is a mean of
scores obtained from all three coders.
7 Discussion
Results show a stronger relative performance for
whether the Belize tourism website is user-friendly or
not, and that readers could successfully explain
whether the content of the site is user-friendly. The
mean scores for the above two questions are
relatively higher when compared to other scores. A
high score also suggests that readers could provide
concrete examples in support of their argument, and
also that technically, the language proficiency
demonstrated while writing the answers are of
acceptable quality. However, when we observe the
sum of mean scores for each question, we do not see
much of a difference that could qualify as
significantly different from each other. Given the fact
that each coder was grading the same response, it
could be safely concluded that there is a large
6. 6University of Aizu, Graduation Thesis. March, 2012 s1170047
variation the score as seen in case of Coder A, but
relatively lesser variation for scores assigned by
Coder B and C. This makes one wonder if Coder A
was relatively stricter than Coder B and C. However,
strictness is a relative term and it also makes us
wonder how Coder B and C have interpreted the
results for any given criteria. One reason for choosing
multiple coders is to get a weighted average of the
scores and then consider it to explain the actual
scores on the open-ended design questions as asked.
However, in spite of this the fact remains that the
ratings of individual coders will remain subjectively
varied in this EFL context. The variability rises from
the EFL orientation of the coders themselves, their
own moderate levels of language proficiency and
moderate levels of experience with interface design.
8 Conclusion
This is an interesting preliminary analysis of how
L2 learners in a typical EFL context could approach
English website analysis and how coders with better
language proficiency and understanding of the
specific design context could interpret responses in
terms of rubrics. For coders, it was a test of not only
understanding what constitutes valid information, and
good organization of response, but it also required
ability to read through the criteria rubric used in the
study, and demonstrate at least moderate levels of
language proficiency. Future studies could
extensively look at website analysis in an EFL
context with more structured design questions, and
with each design questions having specific sub-
questions to channelize readers’ thought process in
the right direction. Similarly, coders could be trained
in very specific assessment mechanisms and
standards to bring about uniformity and eliminate
subjectivity among responses. Finally, these
experiments or assignments when used in a language-
learning context, should clearly explain the language
learning outcomes, processes and expectations. One
serious limitation of the study was systematic
continuous feedback and input from the primary
investigator or instructor of the course to the coders,
and to the respondents of the open-ended questions.
That process could have enriched the process of
assessment, but in a repeated measures design
context. That scenario is clearly beyond the scope of
this specific experiment. However, this study is one
of its kinds because of lack of any substantial
literature on website analysis in EFL language
learning context in the field of computer assisted
language learning.
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