scholarly journals LOTE learning motivation in multilingual workplace

2021 ◽  
Vol 86 ◽  
pp. 17-29
Author(s):  
Qian Cheng 程倩 ◽  
Yawen Wang ◽  
Ke Zhao 赵珂
Keyword(s):  
Adult Learners ◽  
Language Proficiency ◽  
Learning Motivation ◽  
Structured Interviews ◽  
Senior Managers ◽  
Related Factors ◽  
Factors Affecting ◽  
Multilingual Workplace ◽  
Dynamic Interplay

This study aims to investigate the LOTE learning motivation profiles of adult learners at a multilingual workplace and the interplay of multilevel factors affecting LOTE learning motivation. To address the research objectives, we undertook this case study on a Spanish bank subsidiary in China by conducting semi-structured interviews with three senior managers at varying LOTE language proficiency levels. Premised on a person-in-context relational perspective, interview data analysis revealed the participants LOTE motivation change trajectories resulting from the dynamic interplay of related factors. Further analysis of the narratives identified the interplay between key contextual and individual factors affecting the participants’ LOTE learning motivation at different levels, namely social cultural and institutional. The results emphasise the person-in-institutional context relation and the significance of team climate, language beliefs and identity in influencing LOTE learning motivation

scholarly journals Factors Affecting Bhutanese Secondary School Students’ Ability in Solving Mathematical Word Problems: A Case Study

2021 ◽  
pp. 1-13
Author(s):  
Phuntsho Wangmo
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
Word Problems ◽  
Secondary School Students ◽  
Solution Process ◽  
Structured Interviews ◽  
School Students ◽  
Factors Affecting ◽  
Mathematical Word Problems

Mathematical word problems are part of the school curriculum and are taught at all levels of education in Bhutan. However, it poses difficulties for many students because of the complexity of the solution process. There are various factors that affect students’ ability to solve mathematical word problems. Hence, this study was conducted to investigate the factors affecting Bhutanese secondary school students' ability to solve mathematical word problems. This study employed a qualitative case study approach. Data was collected through semi-structured interviews, classroom observations, and document analysis. Four mathematics teachers and four students were selected as participants based on purposive sampling. The data were analyzed using thematic analysis. The findings revealed that factors such as language proficiency, reading skills, and contextual understanding affect students' ability in solving mathematical word problems. Moreover, the language proficiency of students, as well as teachers, was the most important factor for solving mathematical word problems. The study recommends the Ministry of Education places more importance on reading activities across schools in Bhutan to enhance language proficiency.

Business/IT Alignment Framework within e-Government System Case Study

2012 ◽  
pp. 179-193
Author(s):  
Kamal Atieh ◽  
Abd Ulgahfoor Mohammad ◽  
Tarek Khalil ◽  
Fadi Bagdadlian
Keyword(s):  
Developing Countries ◽  
Organizational Factors ◽  
Structured Interviews ◽  
Senior Managers ◽  
Implementation Framework ◽  
Team Members ◽  
Factors Affecting ◽  
It Alignment ◽  
Government Project

The purpose of this chapter is to study the effect of Business Information Technology (BIT) alignment on e-Government success in developing countries and all factors affecting this alignment. Therefore, the chapter studies the multiple factors on BIT alignment, such as people, process, and organizational factors. This research discusses some of the possible factors in developing countries with the case study of Syria. Any e-Government project needs all government resources (IT, financial, and human) and not only a single organization resources in order to be able to harness the benefits from all resources to improve an organization work, and this may imply the existence of BIT alignment. Therefore, the gap between business and IT teams seems to be one of the most important factors negatively impacting the implementation of e-Government. Therefore, filling in this gap may help in avoiding the failure of e-Government projects in developing countries in general and in Syria in particular. This case study contains an analysis of related documents and involves 20 semi-structured interviews with senior managers, e-Government project team members, and independent experts from the academics field. This research shows the need for BIT alignment as one of the most important factors that should be considered for the success of any e-Government project. An e-Government implementation framework based on the BIT alignment was developed as a result of the case study of Syria.

Teachers' Attitudes Towards the Use of Tablets in Six EFL Classrooms

2020 ◽  
pp. 284-298
Author(s):  
Aysegul Liman Kaban ◽  
Isil Boy Ergul
Keyword(s):  
Primary School ◽  
New Technologies ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Advantages And Disadvantages ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Teachers Attitudes

This research study intends to explore teachers' use of tablets to in six EFL classrooms. The case study covers one private primary school in Istanbul, Turkey. Through the analysis of semi-structured interviews, the aim is to find out the factors affecting EFL teachers use of tablets, their attitudes towards using these devices, and the advantages and disadvantages they see in using tablets in their teaching. The study focuses on teachers' perspective as they are by and large ignored when it comes to the introduction of new technologies in educational institutions.

scholarly journals Motivators of MBWA and Communicational Factors behind Them: A Case Study on a Korean Shipyard

2018 ◽  
Vol 4 (3) ◽  
pp. 29
Author(s):  
Yeo Kwon ◽  
Hun Park ◽  
Hyuk Hahn ◽  
Ilhyung Lee ◽  
Taehoon Kwon
Keyword(s):  
Thematic Analysis ◽  
Management Strategy ◽  
Structured Interviews ◽  
Senior Managers ◽  
Face To Face ◽  
Upward Communication ◽  
Organizational Theories ◽  
Management By Walking Around ◽  
Research Analysis

This study was conducted with a team of senior managers at a Korean shipyard in an effort to elicit particular motivators for implementing management by walking around (MBWA). To identify the key motivators and communication issues associated with them, a theoretical framework was produced based on the key tensions of social psychology of communication and upward communication as well as modern organizational theories. For this qualitative research analysis, 12 semi-structured interviews were conducted face-to-face with the executives; the data were then supplemented by five field observations during MBWAs at the shipyard. Coding frame was used to organize modal salient themes for thematic analysis. The organizational and individual motivators identified were then analyzed in-depth to elicit communicational factors underlying these motivators. While identifying 10 salient motivators as organizing themes, the research concludes that MBWA is a contingent management strategy intended to promote upward communication within organizations.

scholarly journals Chinese EFL Learners’ Decision-making While Evaluating Peers’ Texts

2010 ◽  
Vol 10 (2) ◽  
pp. 99 ◽  
Author(s):  
Jingjing Ma
Keyword(s):  
Decision Making ◽  
Peer Review ◽  
Study Data ◽  
Writing Proficiency ◽  
Structured Interviews ◽  
Related Factors ◽  
Efl Learners ◽  
Stimulated Recall ◽  
Chinese Writing

Approaching peer review from a process and contextualized perspective, this exploratory case study investigates two Chinese EFL learners’ decision-making patterns while evaluating peers’ texts in an online peer review and factors influencing these patterns. Detailed qualitative case study data were collected through think-aloud protocols, stimulated recall, semi-structured interviews, classroom observation and document analysis. Analyses indicate that the two learners with higher level of English writing proficiency to a certain extent illustrated contrasting patterns of decision-making, and yet both prioritized specific aspects of peers’ texts. Student-related factors such as perceptions of good English expository writing shaped by previous learning and assessment experiences of English (or Chinese) writing, type of writing task and weaknesses of student text interacted with one another to influence the participants’ decision-making patterns. Pedagogical implications for the findings are discussed.

“I Don’t Fit in Here and I Don’t Fit in There:” Understanding the Connections between L1 Attrition and Feelings of Identity in 1.5 Generation Russian Australians

2019 ◽  
Vol 16 (2) ◽  
pp. 238-268 ◽  
Author(s):  
Beatrice Venturin
Keyword(s):  
Language Proficiency ◽  
First Language ◽  
Language And Identity ◽  
Structured Interviews ◽  
1.5 Generation ◽  
L1 Attrition ◽  
Identity Perception ◽  
Study Participants ◽  
The Relationship

The present study analyzes four adult Russian-Australian 1.5ers, heritage bilinguals whose first language is Russian, and who immigrated to Australia or New Zealand during their primary school years. Semi-structured interviews conducted with the case-study participants examined their attitudes toward their Russian, their L1, and English, their L2. The interviews explored the participants’ schooling history, language use, perceived language proficiency, dominance and use, perceived L1 attrition, and feelings about their identity. The aim of the study was to understand the connections between language, particularly L1 attrition, and identity for this cohort of 1.5 generation speakers, as well as factors that may influence their identity perception. The results emerging from the study’s data reconfirm the role played by language in identity construction. At the same time, they suggest that for 1.5ers the relationship between language and identity also needs to be considered in relation to L1 attrition. This factor, in fact, might contribute to identity conflicts and trigger the desire to return to one’s roots.

scholarly journals Exploring Public Sector Managers’ Motivations in Deploying Decision Support Tools to the Street Level

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Chris McIntyre
Keyword(s):  
Decision Support ◽  
Public Sector ◽  
Digital Tools ◽  
Decision Support Tools ◽  
Structured Interviews ◽  
Senior Managers ◽  
Street Level ◽  
Support Tools ◽  
Public Sector Managers

This article explores the motivations of public sector managers in developing and deploying digital tools to support decision making at the front lines of public service delivery. Two digital decision support tools created by New Zealand’s Ministry of Social Development are presented as a case study, drawing primarily on semi-structured interviews with senior managers. Results provide empirical evidence that public sector managers deploy digital tools not to curtail, but to support street-level bureaucrats’ discretion. Managers appear to be motivated not by increased control over front-line staff, but, rather, by improving clients’ experience of the system and decreasing longterm service costs.

scholarly journals Adopting Artificial Intelligence in Public Healthcare: The Effect of Social Power and Learning Algorithms

2021 ◽  
Vol 18 (23) ◽  
pp. 12682
Author(s):  
Tara Qian Sun
Keyword(s):  
Artificial Intelligence ◽  
Social Power ◽  
Learning Algorithm ◽  
Public Healthcare ◽  
Power Structures ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Knowledge Based ◽  
Power Pattern

Although the use of artificial intelligence (AI) in healthcare is still in its early stages, it is important to understand the factors influencing its adoption. Using a qualitative multi-case study of three hospitals in China, we explored the research of factors affecting AI adoption from a social power perspective with consideration of the learning algorithm abilities of AI systems. Data were collected through semi-structured interviews, participative observations, and document analysis, and analyzed using NVivo 11. We classified six social powers into knowledge-based and non-knowledge-based power structures, revealing a social power pattern related to the learning algorithm ability of AI.

scholarly journals Language learning experience of two Vietnamese language adult learners

2018 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Cao Thi Hong Phuong
Keyword(s):  
Second Language Acquisition ◽  
Adult Learners ◽  
Language Learning ◽  
Learning Experience ◽  
Factors Affecting ◽  
Case Study Report ◽  
English Classroom ◽  
Linguistic Influences ◽  
Shed Light

In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.

scholarly journals Factors Contributing to Speaking Anxiety: A Case Study of Pre-Service English Teachers

2019 ◽  
Vol 3 (3) ◽  
pp. 412
Author(s):  
Afrianto Daud ◽  
Fakhri Ras ◽  
Novitri Novitri ◽  
Clara Putri Audia
Keyword(s):  
English Teachers ◽  
Negative Evaluation ◽  
Mixed Method Research ◽  
Personal Factors ◽  
Structured Interviews ◽  
Related Factors ◽  
Speaking Anxiety ◽  
The Social ◽  
Language Classroom

This study is aimed at finding out the level of speaking anxiety experienced by a group of pre-service English teachers at a university in Indonesia and investigating the factors contributing to their speaking anxiety. Using cluster random sampling, this mixed-method research took 30 pre-service English teachers from the same class as the research participants. The data were collected through questionnaires and semi-structured interviews. The questionnaires were adapted from FLCAS (Foreign Language Classroom Anxiety Scale) designed by Horwitz et al (1986). The result of the questionnaire shows that the students’ speaking anxiety is overall in the mildly anxious level. It was identified that there were six students (20%) in the level of very anxious, seven students (23%) in the level of anxious, 14 students (47%) in the mildly anxious level, one student (3%) in the relaxed level, and two students (7%) in the very relaxed level. The interview data indicated that the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors. The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary). While from the personal factor deal with issues such as low motivation and and family problems.

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