Validity of Multimodality in Autonomous Learning of Listening and Speaking

This paper investigates the validity of multimodality in non-English majors' autonomous listening through an experimental study. The experiment examines two groups. The experiment group learned English listening through multimodality both in class and after class, when autonomous learning was instructed and practiced. The control group is exposed to sound alone, which has been the traditional teaching and learning method of English listening for many years in college. Tests, surveys and interviews were conducted and the results were analyzed. The results indicate that multimodality could boost students’ autonomous listening significantly and improve their comprehension, as well as multiliteracy capacity.

Determinants Of Job Satisfaction And Retention Of Mexican-American Accounting Professionals

<p class="MsoNormal" style="text-align: justify; margin: 0in 34.2pt 0pt 0.5in;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">This study examines differences in work-related values (e.g., compensation, coworkers, and supervisors) between the Mexican-American and the Non-Hispanic White Accounting Professional. Using a survey research design, questionnaires are sent to accounting alumnae of two universities: (1) a primarily Mexican-American public university and (2) a primarily Non-Hispanic White private college. Tests indicate that while Mexican-American respondents are less satisfied with compensation, benefits, and supervisors, they have greater overall job satisfaction than the Non-Hispanic White respondent. This result is also statistically significant when the two groups are compared by gender and age. One explanation is that the Mexican-American culture includes values such as loyalty to one&rsquo;s employer and job longevity that are not as appreciated by Non-Hispanic Whites. </span></span></p>

Treatment of Anxiety about College Tests with Negative Practice and Systematic Desensitization: Some Negative Findings

72 test-anxious subjects were assigned to three treatment groups and two control groups for 6 weekly sessions. Treatment conditions were negative practice with and without homework instructions and systematic desensitization. The two control conditions involved a psychoanalytically oriented attention-placebo group and a waiting-list, no-treatment group. There were no differences in grade point average between groups following treatment. Only the group given systematic desensitization showed improvement in self-reported test anxiety. These negative results are discussed in comparison to earlier findings. The need for measures of behavioral outcome is emphasized.