Miracle-dz/UniFAR-FTUs huggingface dataset:
Investigating the effectiveness of corrective feedback provided by NS/NNS teachers

The aim of this quasi-experimental research was to examine the role of English as a foreign language (EFL) teachers' native language when providing corrective feedback (CF) and whether their native/non-native speaker (NS/NNS) status had an influence on learners' English past tense performance in Chinese EFL classrooms. A total number of 92 intermediate level EFL learners were assigned to two types of classes, taught by NS teachers or NNS teachers. For each type of the class, student participants were separated into two groups and were engaged in three communicative activities with or without teachers' CF on English past tense. Student participants' performance of English past tense was measured through a pretest, an immediate posttest, and a delayed posttest which was two weeks after the instructional intervention. The results of the three-way mixed design ANOVA showed that all four classes improved as a result of their respective communicative activities. The two groups that received CF outperformed the two groups that did not receive CF. However, teachers' NS/NNS status did not significantly influence their use of CF. The findings of this research also revealed that teachers' NS/NNS status and their CF provision did not interact to affect learners' acquisition of English past tense. Overall, the findings of this study demonstrate the beneficial effect of oral CF from teachers of different NS/NNS status on learners' English past tense performance. %%%%Cette etude quasi-experimentale tient a examiner le role de la langue maternelle des enseignants de l'anglais langue etrangere (ALE) dans la retroaction corrective (RC) dans le but de determiner si leur statut de locuteur natif/non natif (LN/ LNN) influence l'acquisition du temps du passe en anglais dans les cours ALE en Chine. Pour ce faire, 92 apprenants de l'anglais a un niveau intermediaire ont ete repartis dans deux types de classe, enseignes par des enseignants LN ou LNN. Pour chaque type de classe, les etudiants ont ete separes en deux groupes et ont participe a trois activites de communication avec ou sans RC en ce qui concerne le temps du passe en anglais. L'acquisition du temps du passe en anglais etait mesuree avant l'intervention pedagogique (pre-test), immediatement apres l'intervention (posttest immediat) et deux semaines plus tard (posttest differe). Les resultats d'une analyse de variance (ANOVA) a trois facteurs mixtes ont montre que toutes les quatre classes se sont ameliorees en raison de leurs activites de communication respectives. Les groupes qui avaient recu la RC avaient une meilleure performance par rapport a ceux sans RC. Cependant, le statut LN/ LNN des enseignants n'avait pas d'influence significative sur l'utilisation de RC. Les resultats de l'etude ont egalement indique que le statut LN/ LNN des enseignants ainsi que leur RC fournie n'ont pas interagi pour affecter l'acquisition du temps du passe en anglais des apprenants. Dans l'ensemble, les resultats de cette etude demontrent l'effet benefique de la RC orale, que les enseignants soient…
How Sustained Service-Learning Experiences Inform Career Pathways

Developing values, interests, and skills for future careers, an important part of career development, is an outcome alumni perceive from participation in servicelearning. Using indepth interviews, this qualitative study of 33 alumni from three servicelearning programs suggests rich connections between sustained servicelearning experiences (i.e., coursebased community engagement programs lasting two or more consecutive terms) and career decisions. More specifically, alumni perceive their engagement in servicelearning as facilitating exploration of career possibilities connected to public service and social responsibility.
Examining the Relationship Between Expectancy-Value Motivation, Barriers, and Physical Activity Engagement Among Adults with Visual Impairments

EXAMINING THE RELATIONSHIP BETWEEN EXPECTANCY-VALUE MOTIVATION, BARRIERS, AND PHYSICAL ACTIVITY ENGAGEMENT AMONG ADULTS WITH VISUAL IMPAIRMENTS Tiffany Nicole Kirk Old Dominion University, 2019 Director: Dr. Justin A. Haegele Despite the documented benefits associated with physical activity, adults with visual impairments tend to participate in insufficient physical activity for health promotion. Current literature suggests that barriers to physical activity, or factors that constrain participation in physical activity, may inform the physical activity participation of adults with visual impairments. The purpose of the first study was to develop and validate a brief scale designed to measure the magnitude of barriers to physical activity for use among adults with visual impairments. Expectancy-value theory may offer insight into physical activity by examining adults with visual impairments’ expectancy beliefs and subjective task values surrounding physical activity. The purpose of the second study was to examine the relationship between barriers to physical activity, expectancy-value variables, and physical activity engagement among adults with visual impairments. The Barriers to Physical Activity for Adults with Visual Impairments scale (BPAAVI) was developed in four phases: (a) item development, (b) content validity, (c) exploratory factor analysis, and (d) confirmatory factor analysis. The factor analyses yielded 12 items across three underlying factors (i.e., accessibility barriers, personal barriers, and transportation barriers). The BPAAVI was found to be a valid and reliable measure of barriers to physical activity for adults with visual impairments. Participants in the second study completed the BPAAVI, the Selfand Task-Perception Questionnaire, the International Physical Activity Questionnaire-Short Form, and a demographic questionnaire. Associations between variables were explored via correlation and regression analyses. Positive relationships were found between expectancy-value variables and physical activity engagement, while barriers to physical activity and physical activity engagement were negatively correlated. A significant amount of variance (20.30%) in physical activity engagement was explained by the model. Intrinsic or interest value and expectancy beliefs each emerged as significant predictors of physical activity engagement, which suggests that expectancy-value theory may have some utility for investigating the physical activity engagement of individuals with visual impairments.
Implementing Self Access Material for Promoting Learner Autonomy In Teaching ESP

This research used qualitative research design. Fraenkel and Wallen (2006) define qualitative research as documenting or portraying the everyday experience of individuals by observing and interviewing them. In this case, the researcher interviewed, observed teaching and learning ESP process and documentation by collecting document needed. Finally, Teacher as facilitator is easy to develop learners autonomy in teaching ESP by utilizing Self Access Material in form of providing relevant videos, providing software and online sources, producing in-house material development, making authentic podcasts accessible, promoting CALL, turning workshop recordings into self-access activities and using authentic music resources. By fostering self access material and implement it by using nine strategies namely setting objectives, selection of materials, methods, teacher’s role, teacher-learner relationship, learning environment, homework, presentation and talks and evaluation, teacher is able to trigger the learners to develop the ESP materials given. Keywords: Learner autonomy, self access material, ESP.
Targeting Prosodic Atypicalities Using Self-Management for Individuals with ASD

Author(s): Koegel, Brittany Lynn | Advisor(s): Singer, George H | Abstract: There is a considerable amount of literature reporting prosody is atypical in most individuals with autism spectrum disorders (ASD), however there is almost no literature addressing interventions for improving these prosodic atypicialities. This study used a concurrent multiple baseline design to assess whether adults with ASD could be taught appropriate prosody within the context of a self-management program. Additionally, the study assessed whether improvements in prosody would generalize outside of the intervention setting to the participants' natural environments. Data showed improvements in prosody in the clinical setting following intervention with generalization for two of three participants across settings and conversational partners. Long-term generalization occurred for all the three participants, as well. Further, a six-point normalcy scale was used to assess whether naive observers scored any collateral gains in how natural participants' general conversations sounded before and following the intervention. These observers rated the conversation as sounding more natural following intervention. Finally, data were collected to assess the participants' acceptability of the intervention, which participants found intervention helpful and unstressful. Results indicate that self-management may be an effective strategy for improving prosody in adults with ASD.
Enabling Indigenous Education Success Beyond Regional Borders

Higher education is a powerful tool for reducing social and economic disadvantage. But access to higher education can be difficult, particularly for Indigenous Australians who face multiple levels of social, economic and geographical isolation. While enabling programs can support Indigenous students to gain university entry, the experience at Central Queensland University (CQUniversity) suggests that their past success has been limited. In this paper, the authors describe the enabling program available to Indigenous students at CQUniversity. They suggest that the newly developed, flexible, online version of the program is helping to address geographical and social isolation and improve successful outcomes for Indigenous Australians.
Empowering Indonesian Teachers to Improve Students’ Learning: Case Studies of Teachers’ Action Research

This current study was undertaken to examine how Indonesian teachers implemented action research (AR) in an attempt to develop their professionalism and provide better learning opportunity for their students. The research approach in this study included qualitative case study design elements that involved three English teachers who varied in terms of teaching experience, age, and academic qualification as the research participants. The research participants were assisted to get more understanding about AR by inviting them to take part in AR workshops, participate in focus group discussions, and undertake an AR project. Multiple data sources were obtained through interview, observation, focus group discussion, and documentation. The findings indicated that all participants learned important things about their teaching practice and students’ learning through their engagement in action research activity. The findings also showed that conducting AR had encouraged participants to be more reflective and empowered them to be a researcher of their own classroom. In spite of the positive and promising results of this study, the success of action research mainly depends on teachers’ own need and motivation to conduct AR to monitor their teaching. Therefore, sufficient support should be provided to teachers to enable them to conduct AR including focus group discussions since this study also highlights the importance of collegial dialogues in developing teachers’ practice. It is reasonable to recommend educational or institutional leaders in Indonesia provide opportunities for teachers to take initiative in referring to action research for achieving professional growth.
Attitude towards Entrepreneurship: An Exploration of Technology Education Students.

Entrepreneurship is a symbol of business strength and growth which requires knowledge, skill and competency. The study aimed to explore the attitude of technology education students towards entrepreneurship. This study was descriptive in nature; quantitative approach was adopted and survey method was used to conduct the study. Census sampling technique was used to select the sample which comprised 135 students from the Department of Technology Education at Institute of Education and Research, University of the Punjab, Lahore. The Entrepreneurial Intention (EI) scale was adapted for data collection which was developed by Lee Wei Ni, Lim Bao Ping, Lim Li Ying, Ng HueiSern and Wong JiaLihin (2012). The original version consists of 32 items, however after piloting the EI scale comprised of 26 items based on five-point Likert type scale. Data were analyzed by using descriptive and inferential statistical techniques. The findings reveal that the students of technology education demonstrate positive attitude towards entrepreneurship. It is concluded that there is no significant difference in students’ attitude towards entrepreneurship in terms of gender and session. However, there is significant difference between the attitude of the morning and self-supporting students towards entrepreneurship. It is suggested that seminars and workshops should be conducted by educational institutions to develop the entrepreneurial skills among students for their career advancement.
Job Satisfaction, Employee Engagement, and Turnover Intention in Federal Employment

Job Satisfaction, Employee Engagement, and Turnover Intention in Federal Employment by Kristina jon-Dominique Calecas MBA, Ashford University, 2013 BS, University of Louisiana at Lafayette, 2007 Doctoral Portfolio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Walden University June 2019 Abstract The U.S. Federal Government had a turnover of more than 3.6 billion employees in 2018. The purpose of this secondary data analysis was to use data drawn from the Federal Employee Viewpoint Survey to determine if there were a statistically significant relationship between job satisfaction, employee engagement, and turnover intention among U.S. Federal Government employees. The population for this study consisted ofThe U.S. Federal Government had a turnover of more than 3.6 billion employees in 2018. The purpose of this secondary data analysis was to use data drawn from the Federal Employee Viewpoint Survey to determine if there were a statistically significant relationship between job satisfaction, employee engagement, and turnover intention among U.S. Federal Government employees. The population for this study consisted of 598,003 individuals surveyed in 2018. The multiple linear regression results revealed a statistically significant relationship between job satisfaction, employee engagement, and turnover intention, F(2, 563,432) = 33,273, p <. 001, R2 = . 106. Herzberg’s motivationhygiene theory and Adams’s equity theory were used as frameworks for this study. The study can be extended to more specific branches of the U.S. Federal Government. The study could impact social change by allowing human resource managers to change strategies related to retention to decrease turnover and retain knowledge in the U.S. Federal Government. Retention efforts could be translated to other industries to create long-term employment and increase overall employee job satisfaction. Job Satisfaction, Employee Engagement, and Turnover Intention in Federal Employment by Kristina jon-Dominique Calecas MBA, Ashford University, 2013 BS, University of Louisiana at Lafayette, 2007 Doctoral Portfolio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Walden University June 2019 Dedication I would like to dedicate the love and effort that has gone into this study to my husband, James Jr., and son, James III. You two have been my lighthouse in the storm and have kept me on the course when I wanted to steer away. I can never thank you enough for all the silly moments, baby laughs, and fun distractions from the seriousness of life. Your love and support has pushed me to achieve my dreams. I love you two with
A statistical mechanics model of the adaptive immune system : static and dynamical analysis in different connectivity regimes

In this thesis project, we model a sub-part of the adaptive immune system, composed of B and T lymphocytes, which interact to produce a suitable immune response against antigens. From a statistical mechanics perspective, this system can be modelled as a bipartite network with sparse links where the nodes represent B and T cells respectively, signalling via particular proteins called cytokines. Assuming that B lymphocytes evolve on a faster timescale than T cells, we study the dynamics of an effective mono-partite graph of T cells only where the B cells have been integrated out. Interestingly, this system can be mapped into a Hopfield-like associative network, which is able to retrieve and perform multiple immune strategies simultaneously. Using techniques such as Kramers-Moyal expansions for master equations, we carry out a dynamical analysis of the network evolving via Glauber sequential update. We derive equations quantifying the evolution in time of the immune response strength, analysing the nature and the stability of the stationary solutions in different regimes of dilution and network connectivity via linear stability analysis and Monte Carlo simulations. The model has also been extended to include the effect of receptors promiscuity, sampling B-T interactions locally from heterogeneous degree distributions 3 and the effect of the antigens. Finally, we introduce interactions between B lymphocytes, called idiotypic interactions, studying their effect on the system’s dynamics. We also analyse the effect of idiotypic interactions in the high storage and finite connectivity regime at equilibrium, using the cavity method to derive equations for the distributions of observables of the system. In particular, we obtain the B clone size distribution, studying its behaviour in different regions of the phase space.
The differences of personality traits and competitive tendencies between female collegiate athletes and females majoring in professional competitive fields

The purpose of this investigation was to compare the differences between collegiate female athletes to females majoring in professional competitive fields to (1) specific personality factors, (2) levels of competitiveness, and (3) differences in competitive levels with regard to classification year. Methods included discriminating the Big Five personality traits and competitive tendencies to ascertain if personality and competitiveness measures differed between, 23 female collegiate athletes and 27 female majors in traditionally competitive professions. Participants ranged from ages 18 through 43. Participants self-reported their individual demographics, personality traits, and levels of competitiveness through survey tests. The personality traits of extraversion, agreeableness, conscientiousness, neuroticism, and openness were measured using the Big Five Inventory (BFI). Levels of competitiveness were measured by the Hypercompetitive Attitude Scale (HCA). Grouping for collegiate female athletes and female degree seeking competitive majors with regard to classification year was ascertained by implementing a demographic questionnaire. Independent t-tests and a one-way Analysis of Variance (ANOVA) was utilized to measure if significant differences were evident between collegiate female athletes and female degree seeking majors in professional competitive fields on the BFI personality traits, the HCA on competitiveness tendencies, and competitiveness regarding classification year. Results found no significant differences at the 0.05 level in the selected personality traits between the two groups under examination. The results of the HCA indicated a significant difference (M = 3.16 for the female athletes, M = 2.62 for females majoring in professional competitive fields). Female collegiate athletes were found to be significantly more competitive than the females majoring in professional competitive fields (p = 0.00). The results among the combined groups showed no significant difference existed between the participants with regard to classification year. Further research is needed to establish a greater understanding of the hypercompetitive tendencies between the two groups.
Quality of Life in Students of Medicine of the University of Gurupi-TO

Introduction: Medical academics face many difficulties in meeting the training requirements. The difficult routine with intense hours of study, lack of time to carry out leisure activities compromises the quality of life of this public. Objectives: To evaluate the quality of life (QoL) of academics and academics of the medical course of the University of Gurupi-TO. Materials and methods: We included students over the age of 18, from the 1st to the 8th period, who agreed to voluntarily participate in the study. To evaluate the quality of life, the WHOQOLBEF questionnaire was used. The data collected were inserted into a Microsoft Excel 2019 spreadsheet and the calculations followed the standards established by Pedroso et al., 2010 [1]. The statistical analysis of group comparison was performed using SPSS software, version 19 from the test protocol t of Student. The tests were performed with a significance level of 5%. Results: 140 students participated in the study, in which 54.28% were female and the other 45.72% were male. As for the self-evaluation of the quality of life, the students presented a total average of 14.41, while the average between the male and the female were 14.52 and 14.11 respectively (p=0.166). The mean QoL scores of the four domains were 14.59 for the physical domain, 14.12 for the psychological domain, 14.50 for social relations and 13.96 for the environment. When analyzing the differences between genders, it was observed significantly in the physical (p=0.001) and psychological (p=0.017) domains, with men being better classified than women. Conclusion: It is concluded that the QoL of medical students is average and high, however, male students have better QoL when compared to women in the physical and psychological domains. Keywords—Quality of life, Students, Medicine.
Exploring the Professional Identity Construction of ELT Researchers in Higher Education

As part of a large-scale project on English Language Teaching (ELT) researchers' research practice in higher education, this study explored how a Masters student, a doctoral student, and a university instructor in applied linguistics in higher education setting constructed and reconstructed their professional identities as ELT researchers and how they coped with the contextual challenges in this regard. The required data were collected through a narrative enquiry approach in the forms of interviews, diaries, and field visits over nine academic months (i.e., one academic year) in the ELT higher education. The findings, guided by Grounded Theory, indicated a number of themes addressing the participants' professional identities, which were subject to change. The participants formed and reformed their professional identities as ELT researchers with regard to the passage of time, their personal values, their social interactions with other researchers, and the institutional and sociocultural setting. The findings are further elaborated and discussed in the light of the literature and the uncovered themes. The study suggests implications for newly accepted or recruited Masters and doctoral students and university instructors in applied linguistics as researchers in higher education.