The Asia-Pacific Education Researcher

Ko, Mei-yun; Wang, Tzu-Fu

doi: 10.1007/s40299-012-0013-5pmid: N/A

This qualitative case study explored four English-as-a-foreign-language (EFL) learners’ critical literacy practices by analyzing their reflective essays on a gender-related article and their perceptions of critical literacy. Four participants with varying English proficiency were purposefully selected from a critical literacy-oriented reading class at a university in Taiwan. Drawing on the concept of the dialectical relationship between discourse and society from critical discourse analysis, the analyses of students’ reflective essays focused on how discourses presented in students’ essays are shaped by and shaping their social contexts. Findings show that all four students demonstrated a certain degree of critical literacy despite their different English proficiency. However, they adopted different strategies to read critically. The two higher-level students tended to focus on careful analysis of the text itself, without much reference to social or cultural dimensions of gender differences when responding to this gender-related news story. In contrast, the other two lower-level students focused on the social and cultural contexts of the text, instead of carefully analyzing the text. In conclusion, this study suggests that EFL learners, no matter at what English proficiency level, should be provided with opportunities to enhance their critical literacy when developing their discrete language skills.

Guilloteaux, Marie

doi: 10.1007/s40299-012-0015-3pmid: N/A

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles as a preliminary procedure to evaluation for selection. The aim is to provide a tool that allows comparison of the potential of textbooks for supporting students’ language learning. To this end, ten general principles representing a spectrum of SLA theories were drawn from the literature. Then five EFL textbooks produced in South Korea were analyzed using a minimally modified version of Littlejohn’s (Materials development in language tea, 1998, 2011) task analysis schedule. The low-to-medium inference instrument enabled the analysis of all the activities contained in the sampled units, yielding frequency tallies. Final rankings indicated that the procedure did discriminate between the sampled textbooks, revealing a clear cluster of three books that reflected SLA principles more closely. Although only in-use evaluation can determine the extent to which these textbooks actually support language acquisition, the evidence suggests that they are potentially more supportive than the lower scoring books. The procedure outlined in this paper could be of use to language educators, those involved in language materials publishing, and government officials involved in the approval of language materials.

Lee, Hyeon; Lim, Kyu

doi: 10.1007/s40299-012-0016-2pmid: N/A

Recently, projected electronic slides have been the most common tool used in classrooms. However, electronic projection slides, such as PowerPoint slides, do not provide sufficient flexibility to augment the displayed materials; therefore, instructors are not able to adjust their instruction instantly in response to the audience reaction and needs. Accordingly, many studies have suggested the use of tablet PC-based presentation tools in order to enable real-time handwritten annotations on predeveloped materials. Based on this rationale, the present study was designed in order to examine the effects of a tablet device (iPad in this study)-based instructors’ digital handwriting on students’ learning. Participants were 36 undergraduate students: half of the students were instructed using the typical PowerPoint-based presentation without the digital handwriting of the instructor, whereas the other half of the students were instructed using a tablet-based presentation with the instructor’s digital handwriting. Results from a MANCOVA revealed a significant main effect for the presentation mode. Two follow-up ANCOVAs revealed that students in the tablet-based instructor’s digital handwriting condition significantly outperformed the students in the animated PowerPoint-based presentation lecture for conceptual knowledge acquisition, despite the fact that there was no statistical difference in factual knowledge acquisition.

Cerit, Yusuf

doi: 10.1007/s40299-012-0018-0pmid: N/A

This study aims to examine the relationship between trust and extra effort implementing reform, and relationship between trust and extra effort are mediated by collaboration. The study was carried out in elementary schools in Turkey. Faculty trust in schools was measured using the Omnibus T-Scale, collaboration was measured using collaboration scale, and extra effort to implement reform was measured using extra effort inventory. In this study, it was found that the trust in principal had indirectly effect on extra effort implementing reform through collaboration with principal, whereas trust in colleague had both directly and indirectly effect on extra effort via collaboration with colleague.

AL-Omari, Aieman

doi: 10.1007/s40299-012-0033-1pmid: N/A

This study aimed to determine what types of ethical climates are perceived by 256 faculty members who worked in Hashemite University-Jordan, using the Ethical Climate Questionnaire. The results revealed that perceived organizational ethical climate in order were egoistic (M = 4.29, SD = .48), utilitarian (M = 3.45, SD = .51), and deontological (M = 3.04, SD = .53). There were no significant differences among faculty members regarding their gender and academic rank. The researcher recommended that future research should be conducted on the types of ethical climates in different universities and different variables.