Major State University Research Articles

Investigating the Relationship between Foreign Language Learning and Call Attitudes among EFL Freshman Students

Over the last two decades rapid developments in computer sciences and technology have established the persistent role of technology-based learning in all walks of education, more specifically in second or foreign language learning. Thus, the current study was an attempt to investigate the relationship between attitudes towards foreign language learning and computer-assisted language learning. A total of 128 university students majoring in English as foreign language from a major state university were randomly selected for the study. Data were collected using the Attitudes towards Foreign Language Learning (A-FLL) and Attitudes towards Computer-Assisted Language Learning (A-CALL) scales. Findings revealed that there are statistically positive correlations between attitudes towards foreign language learning (A-FLL) and attitudes towards computer-assisted language learning, suggesting that the bidirectional relationship between computer technology and human interface greatly influences learning a L2. Moreover, some of the subcomponents of A-FLL including teacher influence, tolerance of ambiguity and extrinsic motivation greatly contributed to the prediction of the participants’ attitudes towards computer-assisted language learning. Gender and age differences were also found to potentially affect some aspects of human interface, and the participants’ years of language learning experience and their academic achievement also correlated positively with degree of inhibition component of CALL. It is concluded that inquiry into language learners’ attitudes towards technology-based L2 learning will greatly constitute a viable and secure avenue towards the betterment of L2 learning programs and quality language learning.

An Investigation of Preservice English Teachers’ Perceptions of Mobile Assisted Language Learning

This study aimed to investigate preservice English as a foreign language (EFL) teachers’ perceptions about mobile assisted language learning (MALL) and find out whether their perceptions differed by gender, grade level and grade point average (GPA). The study also sought to determine whether gender, grade level and GPA variables would predict their perceptions of MALL. A total of 201 participants enrolled in an EFL teacher education department at a major state university participated in the study and completed the “Mobile Learning Perception Scale.” Quantitative data were analyzed using descriptive statistics (means and frequencies, and percentage) and inferential statistics (MANOVA and regression analysis). Findings revealed that overall the participants had high levels of perceptions about MALL, and that gender, grade level and GPA differences moderated the effects of the measured constructs on their perceptions of MALL. All the interviewees expressed their positive attitudes towards using mobile devices in language instruction. The results of multivariate tests indicated a significant main effect for their gender and their perceptions, as well as an interaction effect between gender and GPA. Findings also demonstrated that GPA and gender were the strongest predictors of participants’ perceptions about MALL.

Big Five Personality Traits and Willingness to Communicate Among Foreign Language Learners in Turkey

In this study I investigated the relationship between personality traits and willingness to communicate (WTC) in a second language (L2 WTC). Participants were 168 university students majoring in English as a foreign language at a major state university in Ankara, Turkey. Data were collected using the International Personality Item Pool and the Willingness to Communicate Scale. I found that 20% of participants had high L2 WTC, 66% moderate L2 WTC, and 14% low L2 WTC. The Big Five factors of extraversion, agreeableness, and openness to experience were significant in predicting and setting the psychological context for WTC in English. There was also a positive correlation between participants' academic achievement and L2 WTC. I concluded that the interaction of the Big Five personality traits may greatly contribute to the production and promotion of WTC in learning a second or foreign language.

Interaction between Academic Motivation and Student Teachers’ Academic Achievement

This study sought to explore the interactions between academic motivation and academic achievement. Academic Motivation Scale (Vallerand et al., 1992) was administered to 256 English Language Teaching department students at a major state university in Ankara, Turkey. Academic achievement was measured through participants’ GPA. The statistical analysis showed that participants were mostly extrinsically motivated (identified regulation), followed by intrinsic motivation (knowledge) and extrinsic motivation (external regulation). Participants reported very low amotivation. GPA correlated negatively with amotivation; positively with extrinsic identified regulation and intrinsic motivation dimensionsof knowledge and accomplishment. Amotivation emerged as the only predictor of GPA.

Attitudes towards Standard Arabic: A Case Study of Jordanian Undergraduate Students of English

This qualitative study explored the attitudes of Jordanian learners of English towards Standard Arabic (henceforth SA) as a mother tongue. It sought to categorize the attitudes held among these students in terms of ranked themes. The sample participants of this study were selected from two major state universities in Jordan. All students were taking English major courses during the first semester of 2013-2014. The total number was (366) students from all year levels. The students were both female (n=275, %=75.1) and male (n=91, %=24.8) students and between (19-22) years old. Data was collected over a period of four weeks. The students' responses came through short-essay composition tasks, i.e. answering the question: How do you personally feel about Standard Arabic? The results showed that it was possible to identify at least ten themes under which students' attitudes could be categorized in ranking order. These categories were: (1) status and future of SA; (2) the lexical gap; (3) affective feelings; (4) intra-linguistic aspects of SA; (5) inter-cultural impact; (6) the religious dimension; (7) perceived imperialism; (8) identity 'crisis'; (9) losing faith in SA; and (10) literacy and education. These themes are discussed with particular reference to the context of Arab / Jordanian EFL learning.

Prospective English Teachers’ Ownership and Usage of Mobile Devices as M-learning Tools

Mobile learning is an emerging field of research and practice across educational institutions and workplace. More and more students have access to smartphones, tablets and other mobile devices. This study was aimed to better understand how prospective teachers of English language teaching (ELT) use mobile technology for learning and how they want to use mobile devices for teaching in the future. A total of 144 student teachers enrolled in an ELT department at a major state university participated in the study. Based on descriptive statistics, the findings revealed that a great majority of the participants currently own and use phones, particularly internet capable ones, MP3 players, and tablets. Nearly four in ten prospective English teachers plan to buy a tablet (e.g., iPad), three in ten intend to purchase smartphones (e.g., iPhone), and one in ten is likely to purchase an e-book reader (e.g., Kindle.) over the next year or two. Further, nearly all the participants stated that despite the impediments, they wanted to use mobile devices in their English lessons and teaching regularly in the future. They believed that the biggest barriers that might moderate on the appropriate application of mobile devices in ELT included the great versatility in device types, pedagogical justifications, administrational factors, lack of training, and lack of devices due to financial restrictions. Some recommendations are also provided.

Earlier financial literacy and later financial behaviour of college students

AbstractThis study examined the association of earlier financial literacy and later financial behaviour of college students. Financial literacy was measured by both subjective and objective knowledge and financial behaviours were categorized into risky paying and borrowing behaviours. Based on data collected at two time points from a panel of college students at a major state university in the USA, the results showed that the association between earlier knowledge and later financial behaviours differed by the specific type of knowledge (subjective vs. objective), with stronger effect of subjective knowledge, compared with objective knowledge on both composite and individual measures of risky borrowing and paying behaviours. We found that only subjective knowledge was correlated with a reduction in both composite behaviours. Both subjective and objective knowledge, however, reduced some specific risky paying and borrowing behaviours. Finally, we found consistent differences for two of the control variables: higher GPA (Grade Point Average) was associated with fewer risky paying behaviours; and gender (male vs. female) was associated with more of both types of risky behaviours.

The Midwest Jewish Studies Association: The First Decade

inaugural meeting of the Midwest Jewish Studies Association took place on September 24, 1989 at Spertus College (now Spertus Institute of Learning and Leadership) in Chicago. plenary address was delivered by Professor Byron Sherwin on the topic The Agenda of Jewish This agenda-setting thought piece was followed by the drafting of the organization's by-laws, and two academic sessions: one on Jewish literature from 200 BCE to 200 CE, and one on Teaching Introductory Courses in Jewish Studies at the University Level. Participants included all of the founding members: Sam Greengus (HUC-JIR) , Peter Haas (Vanderbilt), Joe Haberer (Purdue), Saul Lerner (Purdue), Gilead Morahg (University of Wisconsin), Alexander Ringer (University of Illinois, Urbana-Champaign), Sam Shermis (Purdue), Byron Sherwin (Spertus), and Gordon Young (Purdue).The brief description above reflects several aspects of the MJSA which became part of its very DNA, so to speak. First, is the date itself, 1989. This date marks the time when Jewish/Judaic Studies in North America had reached an important stage in its development. Jewish/Judaic Studies was available at literally hundreds of academic institutions across North America, from small liberal arts colleges to major state universities. Second, of course, are the midwestern roots of its organizers. As one can see from the affiliations listed above, the Jewish Studies program at the Purdue University in West Lafayette, IN was the epicenter of the idea that there was a need for such an organization. Along these lines, it is not coincidental that Spertus not only became a major locus for the foundation of the association, but remained the source of vital support throughout its history. This reflects the maturation of Jewish/Judaic Studies outside of the major Jewish centers of the Northeast. Third, it should be pointed out the fully one half of the conference programming was dedicated to pedagogy. This is significant because it points to one of the foundational values of the association, namely to address the teaching needs of small programs that had very little support structure in the institution or in the surrounding community.Although the academic study of Judaism in North America goes back in some sense to colonial times, it was invariably situated in the context of biblical or theological studies. It was only in the late nineteenth century that the study of Judaism moved out of Protestant theological contexts and into modern academic institutions. But outside of specifically Jewish institutions like Hebrew Union College (founded in 1875), the Jewish Theological Seminary (founded in 1887), and Brandeis University (founded in 1948), there were only a handful of scholars before World War II explicitly doing Jewish Studies at American Universities (notably Salo Baron at Columbia and Harry Austryn Wolfson at Harvard). expansion of Jewish Studies as part of regular academic programming at public and private secular universities in North America began in the wake of World War II but witnessed its most impressive expansion in the 1960s and 1970s, along with the proliferation of other ethnic and area studies including Women Studies and African American Studies. new reality of Jewish Studies received institutional recognition with the founding of the Association for Jewish Studies in 1969.The almost explosive expansion of the 1960s was remarkable on a number of levels. Two aspects in particular should be pointed out because these were significant for the founding of the MSJA. One was that the vast bulk of the scholars who took up positions in the 1960s and 1970s were American born and American trained. This means that their training was not in the traditional yeshivas, nor in the Wissenschaftlich European tradition, but in the established academic disciplines of the modern American research university. Young Judaic Studies scholars had degrees in disciplines like anthropology, comparative literature, history, philosophy, and religious studies, and then applied the methods they learned to Jewish data. …

Enfoques de enseñanza de profesores universitarios en México

Esta investigación se realizó con el objetivo de establecer el grado en el que profesores universitarios realizan, según su percepción, actividades acordes con un enfoque de enseñanza cognitivo-constructivista y de formación integral, así como explorar relaciones significativas entre el enfoque de enseñanza expresado por el profesor y variables de tipo socio-demográfico, académico y de carrera docente. Se elaboró un cuestionario para medir la frecuencia de actividades de enseñanza propias de un enfoque cognitivo-constructivista y de formación integral (Estévez, 2002; Reigeluth, 1983, 1999). Se seleccionaron, de manera no probabilística, 250 docentes de las dos universidades públicas más importantes de Sonora, México. El análisis de los resultados se realizó con pruebas Anovas de una vía y de medidas repetidas, post hoc y pruebas t de Student para muestras independientes. Se concluyó que los profesores encuestados desarrollan con una alta frecuencia actividades de planeación didáctica según un enfoque cognitivo-constructivista y de formación integral, sin embargo, manifiestan un nivel medio en la definición de objetivos y estrategias para enseñar a aprender. La realización de actividades con orientación cognitivo-constructivista fue mayor en las mujeres, en los docentes con contrato por asignatura, en los que cuentan con más horas de capacitación docente y en los que dedican menos tiempo a la investigación. Lo anterior implica que la práctica de actividades propias de un enfoque cognitivo-constructivista e integral es irregular en los docentes y que se encuentra afectada por variables personales, académicas y laborales.

Academic Success and the Transfer of Community College Credits in the Principles of Economics

A growing number of today's college students attend local 2-year community colleges. Many of these students will ultimately transfer to major universities in pursuit of the traditional Bachelors degree. The question of whether such transfer credits adequately prepare students for future academic endeavors is important for educators interested in preparing successful students and maintaining the quality of their institution. In this paper, we examine whether students who transfer credits earned for the traditional Principles of Economics course sequence achieve the same levels of academic success, measured in terms of GPA, as students taking the sequence at a major state university. The model indicates that community college transfer students perform poorly relative to native students in terms of cumulative GPA. This result is driven by a self-selection process whereby the more academically challenged students are those who choose to transfer credit from 2-year schools. The results of our model are used to develop a grade equivalency measure between the university and 2-year schools. Using this measure we are able to reject the hypothesis that grades are equivalent between 2- and 4-year institutions. Finally, we find that grades in the Principles of Economics sequence are strong predictors of overall academic success.

O Ensino de Empreendedorismo Social nos Cursos de Administração das Universidades Públicas Brasileiras

This paper aims to investigate the incidence of the discipline of social entrepreneurship in Business courses at federal and major state universities of Brazil. It was conducted a research of theoretical nature and qualitative approach, which objective was analyzed by a descriptive perspective, from secondary data. Based on analyzes of information obtained from the e-MEC system and the universities websites, it was observed that the inclusion of social entrepreneurship as an academic discipline of Business courses is in its infancy in Brazilian public universities. The formation still depends on student interest. However, most of these institutions use their flexibility in adjusting their curriculums courses in favor of social issues, even if gradually. There seems to be an indicative of the tendency to maturation of teaching social entrepreneurship in Brazil. Key-Words : Business Course; Social Entrepreneurship; Universities.

Individualized Voiced in Undergraduate Writing in English as a Foreign Language

The contexts within and through which both individuals and groups construct, negotiate and defend their identity or selfunderstanding is central to cultural studies as well as to the study of language use. In studies on writing in a second language, the representation of identity and individualized voice has been the concern of recent research in this area resulting in the analysis of its academic and nonacademic as well as practical and theoretical foundations. Inner beauties, emotions, biases and preferences in writing have been used to rate the intensity of the representation of voice in second language writing. This study aimed at reviewing some theoretical background on individualized voice in writing in English as a Foreign Language (EFL) and at illustrating identity and voice representations in EFL writing. 42 undergraduate EFL Learners (36 women and 6 men) at a major state university were randomly selected for the purpose of data collection. As part of their paragraph writing classes in three subsequent sessions, they wrote English texts on three topics. The participants EFL writing ability was measured using composition profiles and institutional records. The presence and intensity of individualized voice in their writing was examined as well using Helms-Park's and Stapleton's Voice Intensity Rating Scale, randomizing and anonimizing samples for the raters to avoid bias. Tentative results indicate that identity and voice are represented through EFL writing and that different demographic variables such as gender and writing ability level contribute to individualized voice in EFL writing.

Reforming Our Industrial Agriculture Economy

First paragraph: John Ikerd, a deep-thinking economist who, among other things, taught economics at four major state universities, reminds us that he went through a mid-career transformation. As he puts it, I spent the first half of my career as an advocate of conservative, free-market economic thinking, but the reality of the functioning economy convinced him that this neoclassical concept of capitalism is simply not sustainable. This awareness put Ikerd on an intellectual journey, devoting his life to the question of what we must do, individually and collectively, not only to create a sustainable economy but also to sustain society and humanity. His most recent book, Revolution of the Middle . . . and The Pursuit of Happiness, is his most recent view of that long journey....

A Measure of Burnout for Business Students

The author surveyed 163 business students representing all business majors from a major state university. Participants completed a questionnaire utilizing a modified version of the Maslach Burnout Inventory. The data were factor analyzed to assess its basic underlying structure, and each burnout component was assessed for reliability. Results indicated that the 3-component model of burnout generally holds for business students, and the components demonstrated high internal consistency. Further, business students experienced extreme burnout levels prior to final exams. Implications for educators and others are provided along with recommendations for further research and application.

Relationship of Patriotism Measures to Critical Thinking and Emphasis on Civil Liberties versus National Security

Students in a large undergraduate course (N = 236) at a major state university in the Southeastern United States took a standardized critical thinking test and four short sociopolitical scales (constructive patriotism, blind patriotism, respect for civil liberties, and emphasis on national security) at the beginning of the fall semester 2007. Although numerous published studies have addressed relationships between types of patriotism and various sociopolitical variables, these studies typically have not targeted respect for civil liberties and emphasis on national security. Also, negligible attention has been given to the relationships between types of patriotism and cognitive variables (e.g., critical thinking, problem solving). The current study found that both constructive and blind patriotism were significantly related to measures of critical thinking, respect for civil liberties, and emphasis on national security but in opposing directions. The article concludes with implications of the findings for public policy and practice.

Acting for Happiness: Financial Behavior and Life Satisfaction of College Students

Recent research on well-being suggests that domain-specific behaviors contribute to domain-specific satisfactions, which in turn contribute to an individual’s overall satisfaction with life. Our study is an attempt to add to the literature by observing these phenomena from a financial perspective. Using data collected from a sample of undergraduate students at a major state university in the U.S. and employing structural equation modeling, we have found evidence suggesting that positive financial behaviors contribute to financial satisfaction and financial satisfaction in turn contributes to life satisfaction. In addition, positive financial behaviors contribute to life satisfaction through two more mediating variables: academic performance and academic satisfaction.

Who Benefits From Gerontological Curriculum Enrichment? A Comparison of BSW and MSW Student Outcomes

This study compares outcomes of a gerontological social work curriculum enrichment project for baccalaureate (BSW; n=70) and master's in social work (MSW; n=97) students at a major Midwestern state university. The project was supported by the John A. Hartford Foundation. Evaluation instruments included quantitative pre- and posttests to assess change in BSW and MSW students' attitudes about aging and their knowledge and skills competencies in working with elders. Independent samples t tests indicated that MSW students showed marginally more positive attitudes toward older people, were significantly more knowledgeable about aging, and rated their skills at communicating with elders more highly than did BSW students at pretest only. Results suggest a more positive effect of the gerontological curriculum enrichment intervention on BSW than on MSW students, and implications are discussed.

East Asian rankings of economics departments

This paper updates a previous ranking of economics research output in East Asia based upon page counts of articles published in sixty quality journals. A salient feature of the results is that research productivity of economics profession in East Asia has improved substantially since the early 1990s. The research output of top-tier universities in East Asia these days appears comparable to that of major state universities in the United States about a decade ago.

Strategies for Increasing the Physician Workforce: The Oregon Model for Expansion

The physician workforce shortage and inequity of physician distribution throughout Oregon require the Oregon Health & Science University (OHSU) School of Medicine to graduate more physicians and increase the number committed to practice in nonurban areas. The most cost-effective and expedient method to accomplish these goals has been to develop community partnerships and regional campuses. However, expansion must be strategically developed to maintain educational quality and to minimize the impact on available resources. Leveraging partnerships with existing health care delivery systems and major state universities makes expansion more expedient and economical. In 2001, the OHSU School of Medicine began implementing a four-phase plan to increase medical student enrollment. Phase 1 (2001-2006) used only capital budget resources to increase enrollment incrementally at the school of medicine's Portland site; Phase 2 (2006-2007) creates community partnerships to develop regional sites using the physical facilities of partners, again avoiding the need for capital investment; Phase 3 (2007-2010) builds on the prototype developed in Phase 2 to create additional regional educational sites; and Phase 4 (2010-2015) involves a feasibility study and subsequent capital campaign for a facility on Portland's south waterfront. Establishing regional campuses and matriculating the student population best suited for the physician workforce of the future are key elements of the OHSU model of expansion, particularly in addressing the state's physician distribution inequities.

Evaluating the Outcomes of Gerontological Curriculum Enrichment

This study describes a multi-method approach to evaluating a gerontological social work curriculum enrichment initiative funded by the John A. Hartford Foundation. The project involved all required first year core courses in the BA and MSW curricula. Data were collected from students at three geographically dispersed academic centers of a School of Social Work at a major Midwestern state university. Evaluation instruments included quantitative pre-and post-tests to assess change in undergraduate and graduate students' gerontological attitudes, knowledge, and skills, qualitative and quantitative pre-and post-tests to evaluate an intergenerational service-learning option, and an open-ended question to assess the gerontological content students had been exposed to in required core courses. Results for all students showed strong positive change in general attitudes toward elders, gerontological knowledge, and gerontological skills. There was only marginal support, however, for increased willingness to work with elders. Results for service-learning students revealed positive reactions to the service-learning experience and a significant increase in gerontological knowledge.