ORIGINAL_ARTICLE
Enhancing the Communicative Skills of Normal and Mentally-Challenged Learners through Emo-Sensory Textbooks
Struggling with basic restrictions in mental operations, information processing, and social and communicative skills, mentally-challenged children learn with delay. Numerous methods have been proposed to enhance learning among the mentally challenged. One is emo-sensory education which highlights the interplay of senses and emotions and raises teachers’ awareness of practical sense and emotion utilization in class. This study analyzed emo-sensory text on Persian literature, basic sciences, and theology books of mentally-challenged fourth-graders in terms of senses and emotions. These books were compared to those utilized for normal fourth graders. The emo-sensory text analysis revealed no significant differences between these two sets of books regarding applying emo-sensory words. Material developers merely paid attention to the visual sense, while mentally-challenged and normal children are considerably different. Various senses have to be integrated into the textbooks to enhance learning and communicative skills, which seems to have been overlooked. As a result, authors should include more emo-sensory stimuli to boost information processing and benefit the mentally challenged.
https://bctjournal.com/article_6_a1c962904bbb7489fd1e46c0fd7e2b8d.pdf
2022-12-01
1
12
10.56632/bct.2022.1201
Communicative skills
Course book evaluation
Emo-sensory education
Mentally-challenged learners
Shima
Ebrahimi
shimaebrahimi@um.ac.ir
1
Ferdowsi University of Mashhad, Iran
LEAD_AUTHOR
Maryam Sadat
Tabatabaeian
maryam.tabatabaeian@yahoo.com
2
Allameh Tabataba'i University, Iran
AUTHOR
Taqi
Al Abdwani
proftaki@gulfcollege.edu.om
3
Gulf College, Oman
AUTHOR
ORIGINAL_ARTICLE
Second Language Communication and Interference from L1
A vast body of available literature presents controversial perspectives on the role of L1 in learning and communicating an L2. The current exploratory qualitative study attempted to investigate the reported experiences of ten Afghan EFL learners regarding their L1 (Farsi Dari) role in communicating an L2 (English). The data collected through Skype interviews with ten participants were analyzed thematically. The findings indicated that both positive and negative transfers of L1 occur at different levels in L2. The emerging themes revealed that L2 is scaffolded with L1 proficiency; further, it helps generate ideas, improve self-esteem, and reduce anxiety. The findings also indicated some L1 interferences in L2 communication particularly pronunciation, grammar, and vocabulary. The current study's findings suggest that the language instructors should be aware of the language transfers, both positive and negative, to provide quality teaching to EFL learners. Further research studies can be conducted through a different research design such as quantitative or mixed-method exploring the EFL perspectives.
https://bctjournal.com/article_10_3625b2ad187b0b27a5fd987f4fcdfafe.pdf
2022-12-01
13
23
10.56632/bct.2022.1202
Positive transfer
Negative transfer
Interference
Grammar
Vocabulary
Ahmad Fawad
Kakar
fawadkakar65@gmail.com
1
Herat University, Afghanistan
LEAD_AUTHOR
Kawita
Sarwari
kawita.sarwari65@gmail.com
2
Herat University, Afghanistan
AUTHOR
ORIGINAL_ARTICLE
National Learning Outcome Standards: A Case of the Computing Element in Oman
The General Foundation Program (GFP) is a pre-requisite program for nearly all undergraduate students in Oman in both private and government higher education institutions. The GFP elements include English Language, Computing, Mathematics, and General Study Skills. The present study aimed at evaluating the effectiveness of the GFP with special reference to its Computing element. To do so, 106 (72 females and 34 males) post-GFP students’ perceptions of their competencies in the Computing element were evaluated. Data were collected through a 5-point Likert Scale author-designed questionnaire created based on the Learning Outcomes (LOs) of the component. The chi-square results revealed statistically significant differences among the frequencies of the students’ responses in rating their competencies in Computing LOs. Based on the findings, the participants were mostly competent in all the 6 main LOs of the Computing element. In addition, a few criteria with positive effects on achieving the LOs of educational programs were discussed.
https://bctjournal.com/article_8_e5d07a00b6503d22edb5cbc950e1c84b.pdf
2022-12-01
24
33
10.56632/bct.2022.1203
Computing
Educational program evaluation
General foundation program
Learning outcomes
Oman
Peyman
Nouraey
peyman@gulfcollege.edu.om
1
Gulf College, Oman
LEAD_AUTHOR
ORIGINAL_ARTICLE
Tapping into Software for Oral Communication: A Comparative Study of Adobe Connect and Skype
Despite the theoretical importance of online learning, there is a lack of research on oral communication skills. The present study, adopting a mixed-methods design, aimed at 1) examining whether Adobe Connect and Skype could improve listening skills for pre-intermediate EFL learners and 2) exploring the students’ reactions to the role of online learning in enhancing their listening skills. In doing so, a pool of 30 homogeneous Iranian pre-intermediate students participated in the study. The one-way ANCOVA results confirmed a statistically significant difference at the p<.05 level in students’ scores for the two sets of scores. Adobe Connect group outperformed the Skype group concerning listening skills. Moreover, taking the coding reliability and agreement into account, 14 common codes emerged from the students’ responses to the semi-structured interview questions regarding the role of online learning in listening development. Finally, practical implications are offered for EFL students, teachers, and syllabus designers.
https://bctjournal.com/article_7_ff6da3bbf1ba1d5cef98eb19d1ddd864.pdf
2022-12-01
34
43
10.56632/bct.2022.1204
Listening skills
Computerized materials
Online learning
Technology
Oral communication
Mohammad
Abbasian
mohammad.abbasian2022@gmail.com
1
Quchan Branch, Islamic Azad University, Quchan, Iran
AUTHOR
Ghasem
Modarresi
qasem.modarresi@gmail.com
2
Quchan Branch, Islamic Azad University, Quchan, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
Key Demand Factors in Professional Business Courses: A Mixed-Methods Study
Most businesses recognize that education and advancement opportunities are essential components of human resource development. Transfer of training is considered to be a significant problem in the process of transferring knowledge, skills, and attitudes from training to a job, even though training and development strive to alter the knowledge, skills, and attitudes of a trainee to bring about a positive change in the behavior of the trainee as a result. Comparatively, little attention has been paid to the vital demand factors for professional business courses (such as Computing, Accounting, Human Resources, and Marketing) and whether there are distinct segments in this marketplace. In this paper, the key variables in determining the demand for professional business courses were assessed through interviews with senior managers of professional bodies and the application of an electronic scale. Furthermore, based on the marketing theory of segmentation analysis, the key segments were tested using both summary statistics and chi-square tests. Finally, managerial and research implications of these results were discussed.
https://bctjournal.com/article_5_08f6ed3834466d100b8af0acf4cb7fa1.pdf
2022-12-01
44
53
10.56632/bct.2022.1205
Segmentation
Professional business courses
Accounting
Marketing
Computing
Haitham
Adarbah
sirhaytham@gmail.com
1
Gulf College, Oman
LEAD_AUTHOR
Mark.
Goode
goodem4@cardiff.ac.uk
2
Cardiff University, UK
AUTHOR
ORIGINAL_ARTICLE
Emo-Sensory Communication, Emo-Sensory Intelligence and Gender
The evolutionary definition of intelligence has made it a multifaceted concept. Emo-sensory intelligence (ESQ), as integration of emotional intelligence (EQ) and sensory intelligence (SQ) is the sensitivity to the emotions evoked by sensory inputs. It puts emphasis on individuals’ ability to recognize, label, monitor, and manage sense-induced emotions to guide one’s behavior and establish emo-sensory communication. Among the studies done on different types of intelligence and effective communication, gender differences have been a recurring theme. The purpose of this study was to investigate the role of gender in emo-sensory intelligence and emo-sensory communication. To this aim, the emo-sensory intelligence scale (ESIS) was distributed to 1500 participants. The results revealed significant differences between the two genders in ESQ for visual, olfactory, and tactile senses, demonstrating the superiority of females over males. Moreover, a significant difference was found between the two genders in their ability to identify the basic emotions triggered by their senses, and use them in their communications, with females being better than males.
https://bctjournal.com/article_9_0358be23170bc252eb160beca27eed8c.pdf
2022-12-01
54
66
10.56632/bct.2022.1206
Emo-sensory intelligence
ESQ
Emo-sensory communication
Gender
Senses
Elham
Naji Meidani
elhanaji@um.ac.ir
1
Ferdowsi University of Mashhad, Iran
LEAD_AUTHOR
Hossein
Makiabadi
hossein.makiabadi@mail.um.ac.ir
2
Ferdowsi University of Mashhad, Iran
AUTHOR
Mohammad
Zabetipour
m.zabetipour@gmail.com
3
Ferdowsi University of Mashhad, Iran
AUTHOR
Hannaneh
Abbasnejad
h.abbasnejad@modares.ac.ir
4
Tarbiat Modares University, Iran
AUTHOR
Aida
Firoozian Pooresfehani
a.firoozian@yahoo.com
5
Imam Reza International University, Iran
AUTHOR
Shaghayegh
Shayesteh
shayesteh@um.ac.ir
6
Ferdowsi University of Mashhad, Iran
AUTHOR
ORIGINAL_ARTICLE
Gendered Voices and Ideological Communications: A Case from the Film Industry
Gender is a social construct that finds expression in cultural and ideological communicative practices. This research focuses on gendered voices and ideological communications, drawing insights from the film industry in Nigeria. The study adopts the triangulation of critical discourse analysis, polyphony, and construction grammar to appraise the instances of gendered voices in Tunde Kelani’s Narrow Path, in order to tease out the underlying ideologies in the emotioncy-driven communicative contexts. Two opposing ideologies, namely, the patriarchalist and womanist dominate the interactions of the characters. While the former was characterized by the macho, parental, institutional, and communal voices, the latter was orchestrated by the solidaristic and institutional voices. The patriachalist ideals were both concretized through the same-gender and other-gender personae, the womanist ideology was basically enacted through same-gender persona. These were established through gendered constructions propelled by: presupposition, assertion, topic, and focus. High context society like the Yoruba should provide equal space for both genders to express their thoughts and partake in building a gender-unbiased society.
https://bctjournal.com/article_11_e95e7dc32b2ceda58e10e32dcab31c17.pdf
2022-12-01
67
81
10.56632/bct.2022.1207
Ideological triggered expressions
Patriarchalist and womanist
Same-gender and other-gender
Information packaging constructions
Nigerian film industry
Folakemi
Oladoja
f.shakirah@yahoo.com
1
University of Ibadan, Nigeria
LEAD_AUTHOR
Dubamo
Tomere
dubamotomereo@gmail.com
2
University of Ibadan, Nigeria
AUTHOR