scholarly journals An Exploration of the Scientific Writing Experience of Nonnative English-Speaking Doctoral Supervisors and Students Using a Phenomenographic Approach

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Elizabeth Dean ◽  
Lena Nordgren ◽  
Anne Söderlund
Keyword(s):  
Doctoral Students ◽  
Group Discussion ◽  
Scientific Writing ◽  
Nonnative English Speakers ◽  
English Speakers ◽  
Personalized Feedback ◽  
English Speaking ◽  
Facilitators And Barriers ◽  
Transcription Data

Nonnative English-speaking scholars and trainees are increasingly submitting their work to English journals. The study’s aim was to describe their experiences regarding scientific writing in English using a qualitative phenomenographic approach. Two focus groups (5 doctoral supervisors and 13 students) were conducted. Participants were nonnative English-speakers in a Swedish health sciences faculty. Group discussion focused on scientific writing in English, specifically, rewards, challenges, facilitators, and barriers. Participants were asked about their needs for related educational supports. Inductive phenomenographic analysis included extraction of referential (phenomenon as a whole) and structural (phenomenon parts) aspects of the transcription data. Doctoral supervisors and students viewed English scientific writing as challenging but worthwhile. Both groups viewed mastering English scientific writing as necessary but each struggles with the process differently. Supervisors viewed it as a long-term professional responsibility (generating knowledge, networking, and promotion eligibility). Alternatively, doctoral students viewed its importance in the short term (learning publication skills). Both groups acknowledged they would benefit from personalized feedback on writing style/format, but in distinct ways. Nonnative English-speaking doctoral supervisors and students in Sweden may benefit from on-going writing educational supports. Editors/reviewers need to increase awareness of the challenges of international contributors and maximize the formative constructiveness of their reviews.

scholarly journals Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology

2018 ◽  
Vol 42 (2) ◽  
pp. 200-208 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Anna Krieg ◽  
Sara E. Brownell
Keyword(s):  
Active Learning ◽  
Group Discussion ◽  
Native English Speakers ◽  
Student Characteristics ◽  
Nonnative English Speakers ◽  
Self Concept ◽  
English Speakers ◽  
Learning College ◽  
College Biology ◽  
Whole Class

Academic self-concept is one’s perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student characteristics can impact students’ academic self-concept; however, this has been unexplored in the context of undergraduate biology. In this study, we explored whether student characteristics can affect academic self-concept in the context of an active learning college physiology course. Using a survey, students self-reported how smart they perceived themselves to be in the context of physiology relative to the whole class and relative to their groupmate, the student with whom they worked most closely in class. Using linear regression, we found that men and native English speakers had significantly higher academic self-concept relative to the whole class compared with women and nonnative English speakers. Using logistic regression, we found that men had significantly higher academic self-concept relative to their groupmate compared with women. Using constant comparison methods, we identified nine factors that students reported influenced how they determined whether they were more or less smart than their groupmate. Finally, we found that students were more likely to report participating more than their groupmate if they had a higher academic self-concept. These findings suggest that student characteristics can influence students’ academic self-concept, which in turn may influence their participation in small-group discussion and their academic achievement in active learning classes.

scholarly journals Accuracy and Stability in English Speakers’ Production of Japanese Pitch Accent

2021 ◽  
pp. 002383092110223
Author(s):  
Becky Muradás-Taylor
Keyword(s):  
Second Language Acquisition ◽  
First Language ◽  
Pitch Accent ◽  
English Speakers ◽  
Future Research ◽  
Long Term Memory ◽  
English Speaking ◽  
Japanese Pitch Accent ◽  
Accuracy And Stability

Standard Japanese uses pitch accent to distinguish words such as initially-accented hashi “chopsticks” and finally-accented hashi “bridge.” Research on the second language acquisition of pitch accent shows considerable variation: in accuracy scores in identification, in different dominant accent types in production, and in the unstable accent types of repeated words. This study investigates pitch accent production in English-speaking learners of Japanese, asking how accuracy and stability vary (a) with amount of Japanese experience and (b) between learners. Two groups of learners (13 less experienced; 8 more experienced) produced 180 words in three contexts (e.g., ame “rain,” ame da “it’s rain,” and ame ga furu “rain falls”). Three Japanese phoneticians identified the accent types of the words that the learners produced. The results showed no difference in accuracy or stability between the two groups and little inter-learner variation in accuracy: all had low accuracy. Although some learners had relatively high stability, they did not maintain accent type contrasts across contexts. These results suggest that first language English speakers do not encode pitch accent in long-term memory, raising questions for future research and language teaching.

scholarly journals Long-term condition management for prisoners: improving the processes between community and prison

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
NMJ Wright ◽  
F Hankins ◽  
P Hearty
Keyword(s):  
Qualitative Interviews ◽  
Electronic Record ◽  
Medicines Management ◽  
Long Term Conditions ◽  
Police Custody ◽  
Barriers To Screening ◽  
High Prevalence ◽  
Facilitators And Barriers ◽  
Ongoing Monitoring

Abstract Background Prisoner populations have a disproportionately high prevalence of risk factors for long-term conditions (LTCs), and movement between community and prisons is a period of potential disruption in the ongoing monitoring and management of LTCs. Method Nineteen qualitative interviews with staff, recruited by purposive sampling for professional background, were conducted to explore facilitators and barriers to screening, monitoring and medicines management for LTCs. Results There is variability in prisoner behaviours regarding bringing community GP-prescribed medication to prison following arrest and detention in police custody, which affects service ability regarding seamless continuation of community prescribing actions. Systems for actively inputting clinical data into existing, nationally agreed, electronic record templates for QOF monitoring are under-developed in prisons and such activity is dependent upon individual “enthusiast(s)”. Conclusion There is a pressing need to embed standardised QOF monitoring systems within an integrated community/prison commissioning framework, supported by connectivity between prison and community primary care records, including all activity related to QOF compliance.

scholarly journals Exploring expected and perceived facilitators and barriers of an indicated prevention strategy to prevent future long-term sickness absence; a qualitative study among employers and employees

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sophie H. Klasen ◽  
Ludovic G. P. M. van Amelsvoort ◽  
Inge Houkes ◽  
Nicole W. H. Jansen ◽  
IJmert Kant
Keyword(s):  
Qualitative Study ◽  
Sickness Absence ◽  
Early Treatment ◽  
Prevention Strategy ◽  
Health Complaints ◽  
Health Culture ◽  
Indicated Prevention ◽  
Work Related ◽  
Facilitators And Barriers

Abstract Background An indicated prevention strategy (IPS), consisting of a screening questionnaire and early treatment, was found to be effective for the prevention of future long-term sickness absence (LTSA) in two large Dutch RCT’s. This IPS aims to detect employees who have a high risk to become absent, and subsequently offer them early treatment. Despite the overall effectiveness, only a few companies have implemented this strategy so far. This suggests that companies may not be convinced of the (cost) effectiveness of this strategy yet. In companies where IPS has been implemented, screenings uptake and adherence to early treatment appeared to be moderate, indicating that both employees and employers might perceive barriers. Methods The aim of this qualitative study was to explore the expected and perceived facilitators and barriers for the implementation of the IPS. Semi-structured interviews were conducted with 9 employers and 11 employees (acquainted and unacquainted with IPS) from large companies. Purposive sampling was used to recruit participants. All interviews were transcribed and analyzed thematically. Results The employers believed they were primarily responsible for psychological and work-related health complaints and SA, while the employees felt responsible for health complaints related to their lifestyle. According to the employees, the responsibility of the employer was solely related to work-related health. This finding exposed a relation with the health culture, which was solely based on creating a safe work environment, omitting psychological health issues. The efficacy of this IPS regarding reducing SA was estimated positive, however, the efficacy regarding LTSA was questioned. Fear of a privacy breach was often mentioned by the respondents as an important barrier. Conclusions This study showed that the health culture within a company may be important for the perceived responsibility towards SA and health. A health culture which primarily focuses on physical complaints may raise barriers for the adoption and implementation of this preventive strategy. Participant’ perceptions of the nature of LTSA and the fact that not all participants were familiar with the exact content and phasing of IPS may have doubted the efficacy regarding LTSA. This study provides important clues for future and improved implementation of IPS.

scholarly journals Facilitators and barriers to implement nurse-led interventions in long-term dementia care: a qualitative interview study with Swiss nursing experts and managers

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Julian Hirt ◽  
Melanie Karrer ◽  
Laura Adlbrecht ◽  
Susi Saxer ◽  
Adelheid Zeller
Keyword(s):  
Nursing Home ◽  
Nursing Homes ◽  
Public Perception ◽  
Dementia Care ◽  
Term Care ◽  
Face To Face ◽  
People With Dementia ◽  
Qualitative Interview Study ◽  
Facilitators And Barriers

Abstract Background To support the implementation of nurse-led interventions in long-term dementia care, in-depth knowledge of specific supporting factors and barriers is required. Conditions and structures of caring for people with dementia differ widely, depending on the country and the care context. Our study aimed to describe the experiences and opinions of nursing experts and managers with regard to facilitators and barriers to the implementation of nurse-led interventions in long-term dementia care. Methods We conducted a qualitative descriptive study using individual interviews based on qualitative vignettes as a useful stimulus to generate narrations allowing to study peoples’ perceptions and beliefs. The study took place in nursing homes in the German-speaking part of Switzerland and in the Principality of Liechtenstein using purposive sampling. We intended to conduct the interviews face-to-face in a quiet room according to the participant’s choice. However, due to the lockdown of nursing homes during the COVID-19 pandemic in spring 2020, we performed interviews face-to-face and by video. We analysed data thematically following Braun and Clarke to achieve a detailed, nuanced description. To verify our interpretation and to ensure congruence with participants’ perspectives, we conducted member checks. The Standards for Reporting Qualitative Research (SRQR) served to structure our manuscript. Results Six dyads of nursing home managers and nursing experts from six nursing homes took part in our study (n = 12). Our thematic analysis yielded seven themes reflecting facilitators and barriers to implementing nurse-led interventions in long-term dementia care: «A common attitude and cohesion within the organization», «Commitment on several levels», «A needs-oriented implementation», «The effect and the public perception of the intervention», «A structured and guided implementation process», «Supporting knowledge and competencies», as well as «Resources for implementing the intervention». Conclusions To support the implementation of nurse-led interventions in long-term dementia care, active commitment-building seems essential. It is necessary that the value of the intervention is perceptible.Commitment-building is the precondition to reach the persons involved, such as nursing home managers, nursing staff, residents and relatives. Furthermore, nurses should precisely inform about the intervention. It is necessary that the value of the intervention is perceptible. In addition, nurses should adjust the interventions to the situational needs of people with dementia, thus. Therefore, it is important to support dementia-specific competencies in long-term care. Findings indicate that the barrier is determined by the intervention and its implementation – and not by the behaviour of the person with dementia.

Second language learning via syntactic priming: The effects of modality, attention and motivation

2021 ◽  
Author(s):  
Marion Coumel ◽  
Ema Ushioda ◽  
Katherine Messenger
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Speakers ◽  
Syntactic Priming ◽  
Input Modality ◽  
Online Study ◽  
L2 Learning ◽  
Short And Long Term ◽  
High Motivation

We examined whether language input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared French L2 English and L1 English speakers’ primed production of passives in reading-to-writing vs. listening-to-writing priming conditions. We measured immediate priming (producing a passive immediately after exposure to the target structure) and short- and long-term learning (producing more target structures in immediate and delayed post-tests without primes relative to pre-tests). Both groups showed immediate priming and short- and long-term learning. Prime modality did not influence these effects but learning was greater in L2 speakers. While attention only increased learning in L1 speakers, high motivation increased L2 speakers' learning in the reading-to-writing condition. These results suggest that syntactic priming fosters long-term L2 learning, regardless of input modality. This study is the first to show that motivation may modulate L2 learning via syntactic priming.

Helping Doctoral Students Establish Long-Term Identities as Technical Communication Scholars

2017 ◽  
Vol 47 (2) ◽  
pp. 151-171 ◽  
Author(s):  
Keith Grant-Davie ◽  
Breeanne Matheson ◽  
Eric James Stephens
Keyword(s):  
Doctoral Students ◽  
Technical Communication

scholarly journals A comparison of vocal parameters in adult bilingual Hebrew-English speakers

CoDAS ◽  
2015 ◽  
Vol 27 (5) ◽  
pp. 483-491 ◽  
Author(s):  
Leah Nevo ◽  
Chaya Nevo ◽  
Gisele Oliveira
Keyword(s):  
Fundamental Frequency ◽  
Speech Rate ◽  
English Speakers ◽  
Frequency Variation ◽  
Bilingual Speakers ◽  
English Speaking ◽  
Acoustic Analyses ◽  
The Impact

ABSTRACT Purpose: There has been growing research on the effects of language on voice characteristics; however, few studies have examined the impact of language on vocal features within bilinguals. This study aimed to compare vocal parameters among bilingual Hebrew/English speaking individuals when speaking in Hebrew versus English. Methods: Forty bilingual participants (17 males and 23 females) between the ages of 23-60 years were asked to spontaneously speak about a neutral topic. Voice samples were digitalized into a tablet for perceptual and acoustic analyses of selected parameters. Results: Results show that there are changes in resonance, glottal attack, fundamental frequency variation and speech rate when adult bilingual speakers talk in Hebrew as compared to English. Conclusion: These findings provide evidence that language plays a role in affecting vocal characteristics of bilingual individuals when they speak different languages.

scholarly journals NATIVESPEAKERISM AND WORLD ENGLISHES: TEACHERS PERCEPTION TOWARDS NON-NATIVE ENGLISH VARIETIES

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ronald Maraden Silalahi
Keyword(s):  
Foreign Language ◽  
World Englishes ◽  
English Speakers ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Contextual Understanding ◽  
The World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

<p>In the last decade, the development of information technology confirms English as a Lingua Franca used by native English speakers and nonnative English speakers. English in a global context has triggered the emergence of new English variants, resulting from the assimilation of English into a local language known as World Englishes. On the other hand, Teaching English as a Foreign Language (TEAFL) in Indonesia is still oriented towards the ideology of nativespeakerism which believes that TEAFL should be done by Native English-Speaking Teachers (NEST) because they are believed to have better linguistic competence and contextual understanding than Nonnative English-Speaking Teachers (NNEST). This article is directed to determine the perceptions of English teachers in Indonesia regarding the world Englishes phenomenon. This research is qualitative research with 20 informants consisting of 10 Nonnative English-Speaking Teachers and 10 Native English-Speaking Teachers. Four Focus Group Discussions (FGDs), each consisting of 5 informants, will be conducted to gather as much information as possible related to teachers’ perceptions. This research is expected to provide an overview of foreign language teaching in Indonesia. The results showed that nativespeakerism has a strong correlation with the world Englishes phenomenon. In the Indonesian context, this is shaped by the stigma that forms in society. This research is expected to enrich teaching studies, specifically in teaching foreign languages.</p>

Sign in / Sign up

Export Citation Format

Share Document