Semester Of Learning Research Articles

Factors Influencing the Use of Captions by Foreign Language Learners: An Eye‐Tracking Study

ABSTRACTThis study investigates caption‐reading behavior by foreign language (L2) learners and, through eye‐tracking methodology, explores the extent to which the relationship between the native and target language affects that behavior. Second‐year (4th semester) English‐speaking learners of Arabic, Chinese, Russian, and Spanish watched 2 videos differing in content familiarity, each dubbed and captioned in the target language. Results indicated that time spent on captions differed significantly by language: Arabic learners spent more time on captions than learners of Spanish and Russian. A significant interaction between language and content familiarity occurred: Chinese learners spent less time on captions in the unfamiliar content video than the familiar, while others spent comparable times on each. Based on dual‐processing and cognitive load theories, we posit that the Chinese learners experienced a split‐attention effect when verbal processing was difficult and that, overall, captioning benefits during the 4th semester of language learning are constrained by L2 differences, including differences in script, vocabulary knowledge, concomitant L2 proficiency, and instructional methods. Results are triangulated with qualitative findings from interviews.

Cooperative Learning as an Organized Instruction in English Learning

This study utilized cooperative learning based on the premise that allowing English language learners to work together broadens their range of interactive learning opportunities, fosters communication skills, develops social skills, and enhances their self-esteem. This study of 50 freshmen in a university tested two hypotheses related to oral language, social skills and self-esteem. The sample consisted of 25 participants in the treatment group and 25 in the control group. The treatment group received one semester of cooperative learning as an organizational design in the acquisition of English as a foreign language for two hours every week. However, the control group received the teacher-centered instruction without interaction and communication between teacher and students. Oral language was assessed by comparing pretest scores with posttest scores. Test results showed that all student scores in the treatment group were raised a level in posttest over pretest scores. The control group showed no student scores were raised a level in posttest over pretest scores.

Hospitality Students' Competencies: Are They Work Ready?

Work-integrated learning offers opportunities to ensure graduates are work ready. Employers indicated that students often lack certain competencies (soft skills) when they enter the world of work and request faculty to ensure transferable skills are included and assessed as part of the curriculum. The objective of this research was to establish what competencies (soft skills) the hospitality management final year students from the School of Tourism and Hospitality, University of Johannesburg, South Africa thought they needed at the start of their semester of work-integrated learning compared to their thoughts at the end of that semester. The results were compared and used to recommend to faculty what competencies should be infused in the curriculum to enhance students’ opportunities to be employed, and to conduct themselves in the business world of hospitality with confidence and competence.

Introduction: Area Studies and Study Abroad in the 21st Century

Introduction: Area Studies and Study Abroad in the 21st Century