bluuebunny/crossref_metadata_2025 huggingface dataset:
The New Financial System
Authors: Caruso de Assis Luciana
Published: December 2018

This chapter shows the revolution that is happening in the financial system, having as main actor the technological companies—the fintechs—that don't have financial knowhow. The traditional banks didn't structure their business trying to attend the client's needs. The clients always suited themselves to banks' services. The fintechs are changing this reality by putting the client in another baseline, filling the gaps left by the banks, offering new services, and acting in places where banks have never gone before. The fintechs are offering these services with a lower price and more quality for the clients.
The Business in Orchestras
Authors: de Souza Gabriela
Published: December 2018

What many people cannot see is the structure that an orchestra requires to exist. Beyond the whole group of musicians who stand up in front of the audience, there are people working on the orchestra's image, needs, fundraising, organization, programming, management, and taking care of every detail to please the audience and also the musicians themselves. As any organization, orchestras need revenue and experienced professionals to move forward. It's not a one-man work; it has to be done by many hands and brains. This chapter shows how fundraising works in orchestras in the US and in Brazil—with some similarities with European model—including which lessons each country could take from the other when talking about this subject. It also describes some examples of how musicians are being involved in administrative issues and/or solutions, and how music education can result in a better basis to the art's management.
Business Models
Authors: Iqbal Badar Alam , Yadav Arti
Published: December 2018

The concept of business model is not new now, but organizations construct, identify, and innovate their models from the beginning of the business itself. The purpose of this study is to understand the importance of e-commerce business models and explore their connections to provide an overview of the concept of business model. In this study, the authors describe the business model concept in an organization, how the same works as the blueprint of how a company does business. Further, it provides an insight to understand the importance of e-commerce business models and explore their connections with various e-commerce businesses prevailing currently in India.
Creating Shared Value (CSV) and Creating Competitive Business
Authors: Ebrahimnejad Roohollah , Milani Mona , Faraji Zahra , Nemati-Anaraki Leila
Published: December 2018

Shared value concept could reshape capitalism and its relationship to society. It's not just about corporate social responsibility or philanthropy. It's a new approach for business strategy regarding social issues. It could also drive the next wave of innovation and productivity growth in the global economy as it opens managers' eyes to immense human needs that must be met, large new markets to be served, and the internal costs of social deficits—as well as the competitive advantages available from addressing them. But our understanding of shared value is still in its genesis. Attaining it will require managers to develop new skills and knowledge and governments to learn how to regulate in ways that enable shared value rather than work against it. A big part of the problem lies with companies themselves, which remain trapped in an outdated, narrow approach to value creation. Focused on optimizing short-term financial performance, they overlook the greatest unmet needs in the market as well as broader influences on their long-term success. Why would companies ignore the wellbeing of their customers, the depletion of natural resources vital to their businesses, the viability of suppliers, and the economic distress of the communities in which they produce and sell? Companies could bring business and society back together if they redefined their purpose as creating “shared value”—generating economic value in a way that also produces value for society by addressing its challenges. A shared value approach reconnects company success with social progress. Firms can do this in three distinct ways: reconceiving products and markets, redefining productivity in the value chain, and building supportive industry clusters at the company's locations.
Cross-Cultural Psychology of Play and Early Childhood Education
Authors: Özdoğru Asil Ali
Published: December 2018

Play is a universal form of human behavior that has been observed across all cultures and constitutes a fundamental role in children's development. This chapter summarizes theory, research, and practice of play in early childhood education from a cross-cultural perspective. Even though there are common qualities of play, there is a great deal of variation within and across cultures. In the multicultural environment of globalizing world, early childhood professionals need to make better use of play from an intercultural perspective. Effective utilization of play in early childhood education needs a thorough understanding of scientific theories and cross-cultural research on play. Quality early childhood education programs incorporate play as a central element in the curriculum with consideration of both individual- and group-level differences. Developmentally and culturally appropriate practice in early childhood education demands the assessment and utilization of individual and cultural characteristics of children in the planning and implementation of play-based interventions.
Art Therapy
Authors: Hergass Shiri
Published: December 2018

Art therapy is universally practiced and has proven to be a successful intervention for trauma. This chapter focuses on how art therapy can be used to heal transgenerational trauma in Aboriginal Australians with a particular focus on children. The effects of trauma in general and transgenerational trauma more specifically on one's brain, physiology, and physical, emotional, and behavioural health are discussed. Promising practices of why art therapy works are outlined, challenges and cultural considerations for working with Aboriginal populations are identified, and solutions and future research are recommended.
Using Theory-Based Research in Supporting Creative Learning Environment for Young Children
Authors: Muhammad Amanda J. , Mayers Gloysis , Wooldridge Deborah G.
Published: December 2018

A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.
Dynamics of Culture and Curriculum Design
Authors: Robinson Helen Mele
Published: December 2018

The population of the United States of America is becoming more diverse ethnically, racially, and linguistically (Hobbs, Stoops, & Long, 2002). The challenge this poses to faculty of teacher education programs is to edify teacher candidates who are prepared to teach children who might be from a culture other than their own. In this chapter, the author presents a curriculum design model and describes course implementation for exploration of the topic of culture with undergraduate early childhood teacher candidates in a foundations course. Through the course design the preservice teachers are offered an understanding of what is needed to develop the knowledge and skills to be a culturally competent teacher capable of developing a culturally responsive curriculum.
Metacognition and Metacognitive Skills
Authors: Valeyeva Nailya Sh. , Kupriyanov Roman , Valeyeva Elvira R.
Published: December 2018

The chapter incorporated the theoretical issues of metacognition, the correlation between metacognition and intellect, and the interconnection of metacognitive skills and intellectual development. A resolution is reached about the importance of purposeful development of students' intellectual skills. In order to develop students' intellectual skills in the educational process authors developed an Intellectual Skills Development Technology. The results of an empirical experiment are given proving the effectiveness of the offered technology in students' intellectual skills development. The study of connection the intellectual skills outlined in this chapter and the critical thinking is of major interest. Future research will be focused on determining the pedagogical methods of critical thinking development and assessing the effectiveness of these methods.
The Use of Eye-Tracking in Spatial Thinking Research
Authors: Nazareth Alina , Odean Rosalie , Pruden Shannon M.
Published: December 2018

This chapter highlights the benefits of eye-tracking technology in spatial thinking research, specifically in the study of complex cognitive processes used to solve spatial tasks including cognitive strategy selection, cognitive strategy flexibility and spatial language processing. The consistent sex differences found in spatial thinking research (i.e., mental rotation), with males outperforming females, is concerning given the link between spatial ability and success in the STEM fields. Traditional methods like self-reports, checklists and response times methods may not be sufficient to study complex cognitive processes. Advances in eye-tracking technology make it possible to efficiently record and analyze voluminous eye-gaze data as an indirect measure of underlying cognitive processes involved in solving spatial tasks. A better understanding of the cognitive processes underlying spatial thinking will facilitate the design of effective training and educational pedagogy that encourages spatial thinking across both males and females.
Eye Tracking and Spoken Language Comprehension
Authors: Kaplan Elizabeth , Levari Tatyana , Snedeker Jesse
Published: December 2018

Constructing a more precise and deeper understanding of how listeners, and particularly young children, comprehend spoken language is a primary focus for both psycholinguists and educators alike. This chapter highlights how, over the course of the past 20 years, eye tracking has become a crucial and widely used methodology to gain insight into online spoken language comprehension. We address how various eye-tracking paradigms have informed current theories of language comprehension across the processing stream, focusing on lexical discrimination, syntactic analysis, and pragmatic inferences. Additionally, this chapter aims to bridge the gap between psycholinguistic research and educational topics, such as how early linguistic experiences influence later educational outcomes and ways in which eye-tracking methods can provide additional insight into the language processing of children with developmental disorders.
Emerging Use of Tablets in K-12 Environments
Authors: Kumi-Yeboah Alex , Campbell Kelli Sue
Published: December 2018

In the 21st century, tablets have become one of the leading instructional technology devices used for instructional delivery in K-12 schools. The emerging use of tablets in K-12 schools include iPads, Android, Google Earth, Diigo, Blogger, GRiDPad, Modbook, iPhone, iPod, Kindle, Nook, Web 2.0 tools, Google Apps, iBook Author, iTunes U, the Apple iPad 2, Kindle Fire, Asus Nexus7, Galaxy, and smart board. Integration of tablets used in K-12 environments has proven to help students navigate their own learning, but its impact is not fully utilized in classrooms. It is common for students to own and use tablets in the teaching learning process because they are empowered to navigate, strategize, and create avenues for self-directed learning. Yet to date, not much is known about the increasing uses of tablets in the classroom setting, instructional implications on students and teachers, and its challenges in K-12 schools. This chapter addresses the emerging trend of tablet usage in K-12 schools, benefits of tablets in K-12 schools, instructional implications of tablet usage on student learning, and challenges facing teachers with regards to the use of tablets in the classroom. Recommendations for future studies and a conclusion are discussed.
Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings Through Professional Development School Experiences
Authors: Christenson Lea Ann , Daniels Janese , Cruzado-Guerrero Judith , Schroth Stephen T. , Dudiak Marisa , Watson-Thompson Ocie
Published: December 2018

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.
Parent Involvement in the Education of Children With Chronic Diseases
Authors: Tekin Ali Kemal
Published: December 2018

Through parent involvement, children with chronic diseases have a lot of gains with respect to their achievement, cognitive skills, behavior, and motivation. However, although involving parents is not a new issue in the education of children, there are potential challenges while implementing parent involvement in the education of children with chronic diseases. Teachers and parents need clues and directions to figure out how to work together in order to achieve a common goal. Therefore, this chapter aims to provide information about (1) the background and benefits of parent involvement focusing on the education of children with chronic diseases, (2) the challenges encountered by parents and practitioners through this process, and (3) the solutions for those potential challenges. Lastly, recommendations for successful strategies for successful parental involvement are discussed.
Creating Spaces for Critical Literacy for Bilingual Learners
Authors: Kim So Jung
Published: December 2018

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.
Revitalizing ICDS
Authors: Jacob Jeremiah
Published: December 2018

ICDS-Integrated Child Development Services is India's only government program for combating the rampant malnutrition prevalent in young children. In this chapter, the authors aim to examine the need and scope of ICDS scheme, its services and countrywide reach; considering that every fifth child in the world lives in India, this scheme is critical to ensuring that today's children who are our citizens of tomorrow are well nurtured and nourished, thus securing the country's future. Also its efficacy in achieving stated objectives is assessed through analysis of vital parameters such as nutritional status, mortality rates etc. Further, the bottlenecks facing the scheme such as lack of adequate sanitation facilities and supervisory staff etc. are studied and the initiatives taken by the government to revitalize it are also examined. The transformation into Mission Mode has ushered in programmatic, institutional and management reforms and renewed thrust on creating awareness through an Information, Education and Communication (IEC) campaign.
An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development
Authors: Cengiz Gülüzar Şule Tepetaş , Gönen Mübeccel
Published: December 2018

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.
The Schooling Experiences of African Youth From Refugee Backgrounds in South Australia
Authors: King Svetlana M. , Owens Laurence
Published: December 2018

African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling; English language skills; Australian schooling challenges and support; family support, academic achievement; and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.
Social Welfare Issues in Childhood
Authors: Maundeni Tapologo , Jankey Odireleng Mildred , Levers Lisa Lopez
Published: December 2018

Children around the globe are confronted with numerous social welfare issues that adversely affect their wellbeing. These issues differ across countries and regions. This chapter explores childhood social welfare issues in Botswana, illuminating the ideological differences between traditional and more contemporary conceptualizations of childhood. Because children's issues are currently so complex, this chapter focuses primarily on HIV and AIDS-related orphanhood, alcohol and substance abuse, and traumatic events in the lives of the children. Problems in the lives of children in Botswana are identified, related opportunities are discussed, and recommendations made. The chapter demonstrates, among other things, that a number of commendable efforts (at practice, policy, and research levels) have been undertaken by stakeholders to address social welfare issues in childhood: however, a lot more still needs to be done to improve the quality of life among Botswana's most vulnerable children. Therefore, the chapter concludes by highlighting recommendations for research, practice, and policy.
Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?
Authors: Yee Hon Kai , Seok Chua Bee , Hashmi Shazia Iqbal
Published: December 2018

The society is keen to rely on gadgets in everyday life due to versatile gadgets that help them to connect with the world in the 21st century. On the flip side of using gadgets, several researches argued that screen time is affecting children's psychosocial, behavioural and health problems. The present study interviewed 14 preschool teachers to perceive their knowledge in gadget usage, sedentary behaviour and social skills among preschoolers. Besides that, teaching methods and teachers' opinions on gadget usage were also discussed. Inductive analysis (IA) revealed that parents habitually offer children gadgets at home. Also, the teachers expressed a positive opinion on gadget usage where preschoolers simply learn from media and gadget's applications. However, the teachers asserted that usage time needs to be controlled and the amount of usage depends on the role of parents and teachers. Teachers' attitude and habits were found to be moderate in lesson planning and improving the social skills of preschoolers but minimal for addressing their sedentary behaviour.
An Overview of EFL Teachers' Individual Differences in CALL
Authors: Yadollahi Samaneh
Published: December 2018

Individual differences have been proven to be among the most important factors affecting technology acceptance and use among teachers. Individual differences consist of a range of traits from personal characteristics, to cognitive and emotional components. The purpose of this study was investigating two sets of variables affecting teachers' use of technology in language classes including personality characteristics (such as age, teaching experience, and gender) and technology-related variables (such as computer literacy, anxiety, attitude, use and ownership) in the literature. The chapter reviews the research done on the role of these factors in language teachers' acceptance and use of technology in language classes.
Cultural Conceptions of Flipped Learning
Authors: Skelcher Shannon
Published: December 2018

The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions – and fewer in an Asian context – there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.
Mastering Technology-Enhanced Language Learning, Computer-Assisted Language Learning, and Mobile-Assisted Language Learning
Authors: Kasemsap Kijpokin
Published: December 2018

This chapter explains the overview of Technology-Enhanced Language Learning (TELL); the overview of Computer-Assisted Language Learning (CALL); the relationship between Computer-Mediated Communication (CMC) and language learning; the overview of Mobile-Assisted Language Learning (MALL); and the technological utilization for language learning in the digital age. TELL, CALL, and MALL significantly deal with the impact of technology on teaching and learning the second language or foreign language. TELL, CALL, and MALL are the utilization of the advanced devices as the technological innovation to display multimedia as the modern language learning methods in the digital age. TELL, CALL, and MALL effectively improve learning motivation and develop better attitudes in students and language learners toward language learning. The chapter argues that encouraging the applications of TELL, CALL, and MALL has the potential to improve language learning performance and reach strategic goals in the modern language learning environments.
Developing Language Awareness in Primary School Children With Multilingual Virtual Talking Books
Authors: Lohe Viviane , Elsner Daniela
Published: December 2018

This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.
Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision
Authors: Kirkham Deak
Published: December 2018

Under the assumption of sociocultural theory (e.g. Lantolf 2005), language learning is both a highly individual and contextual phenomenon. In the specific case of English as a global language, the complexities are compounded. Recent insights from identity studies (e.g. Mercer 2011) further enrich the domain. This chapter offers a novel framework, the SCERT model, for conceptualising the interactions between learner identity and sociocultural interaction in specifically Anglophone contexts. The model provides a framework for constructing workable curricula which will support HE learners' language learning journey in Anglophone study contexts.
Testing a CALL Effectiveness Model
Authors: Loucky John Paul
Published: December 2018

This chapter reviews developments in the field of CALL evaluation. It includes the implications of accepted CALL and computer-assisted second-language acquisition (CASLA) principles for improving instruction. It blends studies of thorough research with appropriate, good practice. It suggests how to build effective flipped learning programs and the questions to ask before designing or using CALL. It suggests pedagogical implications and areas for fruitful research into the use of richer CALL applications. Using accepted CALL principles, it provides a practical model for comparing and evaluating the relative effectiveness of CALL and Computer-Mediated Communications-enhanced language learning versus traditional printed texts and simple audio.
Using Mobile Technologies With Young Language Learners to Support and Promote Oral Language Production
Authors: Pellerin Martine
Published: December 2018

The paper examines how the use of mobile technologies such as tablets and handheld MP3 players can support and promote oral language production among young language learners. It explores how the use of these mobile technologies in the language classroom supports pedagogical practices anchored in socioconstructivist theories of SLA that emphasize the role of dialogue and social interaction among young language learners. The paper is based on a collaborative action research project involving French Immersion teachers and their students in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies contribute to the creation of innovative learning environments and authentic language learning experiences that support and promote the production of oral language among young language learners. The inquiry demonstrates the adoption of second language pedagogical approaches anchored in socioconstructivist theories of SLA that promote autonomy and a sense of agency among language learners.
An Entertaining Game-Like Learning Environment in a Virtual World for Education
Authors: Han Hsiao-Cheng (Sandrine) , Zhang Junsong , Peikazadi Nasim , Shi Ge , Hung Annie , Doan Colette P. L. , Filippelli Sandra
Published: December 2018

This chapter explores the possibilities, benefits, and difficulties of developing game-like virtual environments for education. The goal of this paper is to review the background of game-like environment and impact of game-like environment on learning, discuss the differences on teacher-free and teacher-leading virtual learning environment, and provide examples of game-like environment in the virtual world for education. Finally, this chapter also provides suggestions to readers who would like to create game-like virtual environments for education.
Best Teaching and Technology Practices for the Hybrid Flipped College Classroom
Authors: Ogden Lori , Shambaugh Neal
Published: December 2018

Two cases of the flipped classroom approach, one undergraduate course and one a graduate course, are used to demonstrate the different ways that flipping instruction can occur in both F2F and online courses, thus, extending the notion of hybrid and flipped teaching decisions with F2F and virtual class-rooms. Both cases are summarized in terms of instructional design decisions, the models of teaching framework, and research conducted on the courses. Findings from research conducted on both courses indicate that a flipped classroom approach can enhance the teaching of both F2F and online courses as it provides instructors an opportunity to adapt instruction to meet the individual needs of students. Recommendations, based on this course development work, are provided for undergraduate and graduate courses in terms of access, meaningful activities, and feedback.
Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities
Authors: Pineda Jorge Eduardo
Published: December 2018

Language teaching is a field in constant evolution and the use of technology has boosted its development. This article explores the design and the implementation of synchronous and asynchronous learning activities to develop oral skills in an online English course. The article uses a mix-methods approach that combines qualitative and quantitative research methods. The participants in the study were 6 graduate students. The main findings of this investigation show that the synchronous learning activities prompt errors that translate into opportunities for learning. These results show that the use of asynchronous learning activities produce errors despite the fact that the participants have time to prepare and anticipate language inaccuracies. The results suggest that the use of asynchronous learning activities promotes the development of language awareness as participants can identify general categories of errors.
Informal Learning in Second Language Acquisition
Authors: Yeh Wai Man Helen,
Published: December 2018

This chapter has investigated the importance of informal language learning in second language acquisition through a case study of two ESL learners. The effect of various kinds of informal learning with various resources on language proficiency and performance are discussed in relation to Bennett's model (2012). The case study shows that an “intake-type” informal environment can provide input to the language acquisition and self-directed learning and is crucial to effective language learning. Through the interviews with the subject learners, it can be seen that the learner with higher English proficiency and performance has been using self-directed language learning throughout his childhood and youth whereas the learner with lower English proficiency and performance generally has adopted tacit learning, which seems to be less effective in informal learning. Hence, self-directed learning should be promoted in schools and colleges by raising students' awareness of its importance and promoting learning-to-learn strategies.
Mexican Heritage ELL and Native English Speaker Interaction
Authors: Winstead Lisa
Published: December 2018

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.
Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills
Authors: Vurdien Ruby
Published: December 2018

This project examined how a group of advanced-level EFL students read articles on their smartphone to acquire new vocabulary which they later inserted in their essays on wikis. The aim of the study was (a) to explore the students' perceptions regarding learning vocabulary from their smartphone followed by the use of wikis to improve their writing skills; (b) to analyse how peer editing and feedback can help students towards grammar and vocabulary accuracy with a view to enhancing their writing skills. The twenty-one participants used a Google application on their smartphone to perform reading and vocabulary exercises before writing essays on the wikis, followed by peer editing and feedback. Data were gathered from two questionnaires, interviews and 168 essays. The findings suggested that positive learning took place throughout the development of the study. The smartphone was considered a convenient tool for reading and performing vocabulary exercises. Peer editing and feedback were deemed crucial towards grammar and vocabulary accuracy to enhance writing skills.
Developing Young EFL Learners' Writing Skill in Wikis' Collaborative Environment
Authors: Khoii Roya , Arabsarhangi Zahra
Published: December 2018

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency is studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.
Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-Based Discussion
Authors: Kung Wan-Tsai , Eslami Zohreh R.
Published: December 2018

This study examined the effectiveness of incidental focus on form in facilitating second language learning for learners of different proficiency levels in a synchronous computer-mediated communication environment. Sixteen native speaker (NS)-nonnative speaker (NNS) dyads and fourteen NNS-NNS dyads were formed. The participants completed two communicative tasks. Language-related episodes (LRE), mini-dialogues in which learners either explicitly or implicitly ask or talk about language or question their own or/and interlocutors' language use, were identified and used as a basis for individualized tailor-made tests to assess the learners' subsequent learning outcome. The results reveled that in the NS-NNS dyads, no significant difference in the frequency of LREs produced was found between the lower- and higher-proficiency learners whereas in the NNS-NNS dyads, the lower-proficiency learners produced significantly more LREs than their higher-proficiency interlocutors. Additionally, the learners of both proficiency groups interacting with NSs produced significantly more LREs than learners interacting with NNSs. However, no significant differences were found in the test performance of learners of different proficiency levels in either dyadic type.
How Virtual Work Informs Virtual Learning
Authors: Morris Lonnie R. , Morse Christine , Jones Ta Karra
Published: December 2018

This chapter explores the connections between behaviors in virtual work and virtual learning environments. Benefits and challenges of virtual communities are reviewed. Following a review of organizational and educational literature, the authors identified six core competencies that emerged with shared emphasis as keys to virtual environment success. The authors appeal to educational leaders to assess and develop student, faculty, and administrator skills in developing trust, building relationships, empowerment, coaching and mentoring, inclusion and communication management.
Challenges and Perspectives of Language Education Technology in Brazil
Authors: Bodah Eliane Thaines , Alldredge Josh Meuth , Bodah Brian William , Neckel Alcindo , Goellner Emanuelle
Published: December 2018

Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
Flipping the Academic Writing Classroom
Authors: Kirk Steven , Casenove David
Published: December 2018

Over the past two decades, flipped learning has become a buzz word in education discussions. Flipped learning was first applied to science teaching, where lecture has traditionally been the primary means of delivering new content to students (Bergmann & Sams, 2012). While many teachers have heard the term, it is often not well understood, and its application to English language teaching has not yet been explored in depth. This chapter aims to show how the flipped learning paradigm can be applied to an EFL academic writing class. This will be supported with empirical research involving surveys of students in an EFL scientific writing class, to examine how students interact with the video content, and their perceptions of the flipped learning format. This research differs from most previous research in focusing on how students are interacting with the materials in a flipped classroom context, rather than only focusing on the learning outcomes.
Perspectives on Mediated L2 Learning During Study Abroad
Authors: Kong Kaishan
Published: December 2018

Informed by multiple sociocultural and sociolinguistic conceptual frameworks that highlight the compelling implication of identity, motivation, and mediation in second language (L2) learning, this chapter examines how the sense of self and aspirations of multiple Chinese students have affected their strategies in L2 experiences during study abroad in the United States (US). Data sources included in-depth interviews, ethnographic observations, focus group discussion, social media posts and other documents. Within the specific study abroad context under discussion, substantial data from three focal participants divulged that multiple identities, self-positioning in imagined communities and motivation interacted with each other in mediating L2 learners' experience and investment selections. In other words, their feelings, sense of self and envisioned learning goals influenced and mediated their attitude and strategies in interacting with others.
Differences Between Visual Style and Verbal Style Learners in Learning English
Authors: Chen Chiu-Jung
Published: December 2018

English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.
Perception of Communication in Virtual Learning Environments
Authors: Ayscue Latonia M.
Published: December 2018

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.
Do Opposites Attract?
Authors: Freiermuth Mark R. , Huang Hsin-chou
Published: December 2018

This study discusses the results of an online intercultural chat task designed to see whether students from different cultural backgrounds, with different English language abilities, with different L1s and who had different academic interests would be willing to communicate using English—the target language. Taiwanese university students who were marine science majors (lower proficiency) chatted electronically in small groups with Japanese university students who had been studying English intensively for two years (higher proficiency). Student comments taken from a questionnaire indicate that both groups were invigorated and willing to communicate by the task; it was considered meaningful because it provided an opportunity to use English in a realistic way, represented the only means to communicate with their overseas partners and helped students to empathize with their newly found peers. To sum up briefly, text-based chat can be useful for EFL and ESL teachers as a tool for language learning students, providing learners with “real” target language opportunities for communication.
Flipping the Classroom to Gain Time
Authors: Peres Paula , Mesquita Anabela
Published: December 2018

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.
Management of Chronic Mental Illnesses and Substance Use Disorders
Authors: Sinha Pallavi , Garg Amit , Khanna Prerna , Khanna Amit
Published: December 2018

There is vast literature available about prevalence and pattern of substance use in patients with Chronic mental illness such as Schizophrenia. Many of these studies have also investigated the issues related to the impact of substance use on the course and prognosis of the mental illness and vice versa. The factors affecting the use and its impact on treatment have also been studied to some extent in the Western countries. Estimates of the prevalence of substance abuse in schizophrenia and major affective disorder vary as a function of settings (e.g., community, hospital-in-patient vs. out-patient), demographic characteristics of the sample and assessment methods, with most prevalence rates ranging between15% to 65%. Patients with Chronic Mental illnesses and Substance use disorders are difficult to treat and many models for their management have been proposed. This chapter will deal with some of these issues.