http://hdl.handle.net/20.500.12323/4200 2026-04-04T03:29:50Z 2026-04-04T03:29:50Z Tajgozari, Mostafa Alimorad, Zahra http://hdl.handle.net/20.500.12323/4208 2020-02-10T08:36:11Z 2019-01-01T00:00:00Z

Title: Examining the Possible Effects of (mis)matches between EFL Teachers’ and Students’ Perceptions of L2 Writing Assessment on Students’ Writing Achievement Scores Authors: Tajgozari, Mostafa; Alimorad, Zahra Abstract: The present mixed-methods study intended to explore Iranian EFL teachers’ and students’ perceptions of assessment of students’ written performance and the effect of any possible (mis)matches on students' achievement. To these aims, a convenient sample of teachers (N=5) and students (N=30) from different classes and institutes in Iran was recruited to participate in the study. In the first phase of the study, all of the participants, both teachers and students, were interviewed to determine their perceptions of writing assessment. In the next phase, students were asked to write about a topic and in the last phase, the writings were assessed and scored by both teachers and students. During this phase, teachers and students were asked to think aloud while assessing the writings. Results indicated that a) based on teachers’ perceptions, language, punctuation, content, organization, and communicative achievement are important factors in assessing a piece of writing, respectively. Also, teachers believed composition writing is the best activity to assess students' writing and the teachers should stick to their own perceptions while assessing writing and not use available rubrics. Moreover, all of them believed that scoring writing is always inaccurate and subjective; b) based on students’ perceptions, grammar and spelling are important factors in the assessment of a piece of writing, respectively. They also mentioned that the ability to write can be assessed through composition writing and their teachers should utilize their own perceptions rather than utilizing a standard rubric. In addition, most of them considered scoring writing to be always inaccurate and subjective; c) students' perceptions of writing assessment affected their writing scores. That is, based on their own perceptions of criteria for writing assessment, the students expected to receive higher scores than the ones given by their teachers.

2019-01-01T00:00:00Z Ali Bin-Hady, Wagdi Rashad http://hdl.handle.net/20.500.12323/4207 2020-02-10T08:34:21Z 2019-01-01T00:00:00Z

Title: A Suggested Technique for Cooperative Learning Implication in EFL Classroom: Mixed Methods Research Authors: Ali Bin-Hady, Wagdi Rashad Abstract: This paper aims to suggest a strategy for employing cooperative learning in situations where traditional methods are of great domination. It also explores tertiary students' attitudes toward cooperative learning. Furthermore, it checks the relationship between the total group achievement and its individual members'. Students' creativity is also another concern of this study. The sample of this study is third year students at college of education Al-Mahra, Hadhramout University for the academic year 2017-2018. The study uses a mixed- methods research design (qualitative and quantitative) by observing the students' performances on the use of the teaching method principles applied by them and their creativity in selecting the materials for applying the chosen teaching method. Questionnaire is also used at the end of the semester to find out students' attitudes about using cooperative learning. The study found that cooperative learning plays good roles in reflecting what the students have studied to their mates. Moreover, the study revealed that there is strong relationship between group degree of success and its members' achievement in the final term scores in the course. Depending on the findings, the researcher concludes that whenever students are given the chance to select their learning habits, creativity appears.

2019-01-01T00:00:00Z Zatonatska, Tetiana H. Rozhko, Oleksandr D. Lyutyy, Igor O. Tkachenko, Nataliia V. Anisimova, Olga Y. http://hdl.handle.net/20.500.12323/4206 2020-02-10T08:31:10Z 2019-01-01T00:00:00Z

Title: Global Practices of Higher Education Financing: Approaches and Models Authors: Zatonatska, Tetiana H.; Rozhko, Oleksandr D.; Lyutyy, Igor O.; Tkachenko, Nataliia V.; Anisimova, Olga Y. Abstract: The primary purpose of this paper is to determine the model of higher education financing that is the most effective, flexible and easiest to adapt to the market demands. The most successful HEIs of the world have the best practices for attracting and managing additional funds to finance the educational and research activities of the HEIs. The objective of the article is to summarize the existing progressive practices of attracting and managing additional funds to finance HEIs’ activities. The object of the study is the framework for the formation of endowment funds to support the activities of HEIs. Using comparative and system analysis methods, we looked at the most common models of funding for higher education and the mechanisms for attracting additional funds. It was discovered that most countries use three main models of financing higher education – bureaucratic, collegial and market models. Based on the experience of the OECD countries we determined that at the moment the share of private funds varies but tends to increase. The most successful HEIs use the market model to manage their finances and use additional sources of funds to supplement government support. The most wide-spread instruments of attraction additional funding are issuance of bonds, private equity and donations. The most effective ways to manage additional financing are asset management, securitization and endowment funds. Based on the best practices of the HEIs we proposed a general model of managing the endowment funds that uses such principles and provisions that can be applied in the activities of the HEIs, which will allow them to use fundamentally new source of financing.

2019-01-01T00:00:00Z Drid, Touria http://hdl.handle.net/20.500.12323/4205 2020-02-10T08:26:53Z 2019-01-01T00:00:00Z

Title: Thematic Progression in Online Algerian Newspaper Articles: Insights to Producing Coherent Texts Authors: Drid, Touria Abstract: This paper presents an analysis of the preferred thematic progression patterns used in a sample of online English versions of Algerian news articles written by Algerian journalists and appearing originally in Arabic. The purpose is to detect the recurrent patterns in this media genre. Departing from the more clause-centered models for the analysis of thematic development, the present study uses a categorization of thematic progression patterns derived from McCabe’s (1999) and Daneš’s (1974) models as a framework for the analysis. The corpus of the study comprises 30 online English articles that appeared in two Algerian newspapers Echorouk and Ennahar. The analysis proceeded by a T-unit segmentation of the collected articles in terms of themes and rhemes. Subsequently, determining intersentential connections as to the reiteration, alteration, or splitting of these two central constituents followed. Ultimately, patterns of sequencing were defined in the entirety of texts in the corpus. The results point toward a more frequent use of Simple Linear Progression and Constant Theme Progression. Derived Theme and Split Theme patterns are rarely used, while Split Rheme Progression does not feature in the data. Significant rates of ruptured themes are also recorded. The paper concludes by deriving useful insights as to finding ways of upgrading the writing of more coherent newspaper articles based on careful consideration of thematic progression.

2019-01-01T00:00:00Z