Published: Jul 1, 2018
Converted to Gold OA:
DOI: 10.4018/IJVPLE.20180701.pre
Volume 8
Beena Anil
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DOI: 10.4018/IJVPLE.2018070101
Volume 8
Shizhou Yang
Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conference on College Composition and Communication (CCCC), the largest international organization that...
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Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conference on College Composition and Communication (CCCC), the largest international organization that specializes in the teaching and studies of composition. This recognition seems to signal a turn to transliteracy education, i.e., English writing education should embrace a vision and actual pedagogical practices of cultivating citizens of the world who use English ethically. The purposes of this article are threefold: to define transliteracy, to provide illustrative studies, and to propose its application in foreign language contexts. The author suggests that in designing innovative programs sensitive to various English styles teachers need to strike a balance between traditional literacy and transliteracy. New ways of implementing such literacies in some alternate space, as mediated by modern communication technologies, especially the Internet, are provided.
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MLA
Yang, Shizhou. "Left Foot on Traditional Literacy, and Right, on Transliteracy." IJVPLE vol.8, no.2 2018: pp.1-9. http://doi.org/10.4018/IJVPLE.2018070101
APA
Yang, S. (2018). Left Foot on Traditional Literacy, and Right, on Transliteracy. International Journal of Virtual and Personal Learning Environments (IJVPLE), 8(2), 1-9. http://doi.org/10.4018/IJVPLE.2018070101
Chicago
Yang, Shizhou. "Left Foot on Traditional Literacy, and Right, on Transliteracy," International Journal of Virtual and Personal Learning Environments (IJVPLE) 8, no.2: 1-9. http://doi.org/10.4018/IJVPLE.2018070101
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Published: Jul 1, 2018
Converted to Gold OA:
DOI: 10.4018/IJVPLE.2018070102
Volume 8
Elena Alcalde Peñalver, Alexandra Santamaría Urbieta
Nowadays, social networks (SN) are increasingly extended at a professional and personal level, and their use has also been included in educational contexts. In the field of translation and...
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Nowadays, social networks (SN) are increasingly extended at a professional and personal level, and their use has also been included in educational contexts. In the field of translation and interpretation, in which this proposal is framed, the use of SN seems even more relevant, since working as a freelancer is one of the main professional opportunities of translators and interpreters. This article analyses the impact of Twitter on the learning process of an English class for students of the degree in translation and modern languages in terms of enhancing their communicative competence in English while at the same time increasing their motivation with an approach to professional reality. This analysis was part of a pilot study to examine to what extent the use of this social network could be useful and positive for our students.
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Peñalver, Elena Alcalde, and Alexandra Santamaría Urbieta. "Tweets of a Feather Flock Together: An Analysis of the Impact of Twitter in a Class of Translation." IJVPLE vol.8, no.2 2018: pp.10-23. http://doi.org/10.4018/IJVPLE.2018070102
APA
Peñalver, E. A. & Urbieta, A. S. (2018). Tweets of a Feather Flock Together: An Analysis of the Impact of Twitter in a Class of Translation. International Journal of Virtual and Personal Learning Environments (IJVPLE), 8(2), 10-23. http://doi.org/10.4018/IJVPLE.2018070102
Chicago
Peñalver, Elena Alcalde, and Alexandra Santamaría Urbieta. "Tweets of a Feather Flock Together: An Analysis of the Impact of Twitter in a Class of Translation," International Journal of Virtual and Personal Learning Environments (IJVPLE) 8, no.2: 10-23. http://doi.org/10.4018/IJVPLE.2018070102
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Published: Jul 1, 2018
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DOI: 10.4018/IJVPLE.2018070103
Volume 8
Dara Tafazoli, Sajad Sadeghi
The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers' perceptions of professional identity and current...
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The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers' perceptions of professional identity and current teachers' self-perceptions. To meet the end, the researchers applied the Teachers' Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers' perceptions of professional identity and the current teacher's self-perceptions.
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Tafazoli, Dara, and Sajad Sadeghi. "A Comparative Study on the Professional Identity of Current and Prospective Teachers: Iranian English Language Teachers' Perspectives." IJVPLE vol.8, no.2 2018: pp.24-45. http://doi.org/10.4018/IJVPLE.2018070103
APA
Tafazoli, D. & Sadeghi, S. (2018). A Comparative Study on the Professional Identity of Current and Prospective Teachers: Iranian English Language Teachers' Perspectives. International Journal of Virtual and Personal Learning Environments (IJVPLE), 8(2), 24-45. http://doi.org/10.4018/IJVPLE.2018070103
Chicago
Tafazoli, Dara, and Sajad Sadeghi. "A Comparative Study on the Professional Identity of Current and Prospective Teachers: Iranian English Language Teachers' Perspectives," International Journal of Virtual and Personal Learning Environments (IJVPLE) 8, no.2: 24-45. http://doi.org/10.4018/IJVPLE.2018070103
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Published: Jul 1, 2018
Converted to Gold OA:
DOI: 10.4018/IJVPLE.2018070104
Volume 8
Lenny Marzulina, Akhmad Habibi, Amirul Mukminin, Deta Desvitasari, Mohd Faiz Mohd Yaakob, Doni Ropawandi
Social networking services (SNSs) have been popular and essential media to increase lecturer-student interaction, collaboration, and communication as well as lecturers' supervision in Indonesian...
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Social networking services (SNSs) have been popular and essential media to increase lecturer-student interaction, collaboration, and communication as well as lecturers' supervision in Indonesian universities including in teaching English as a foreign language (EFL). This mixed method study utilized a survey and interview as the techniques of data collection which specifically explored the lecturers' perspectives on the use SNSs for personal and educational purposes as well as demographic information related to the experience and frequency using SNSs, ownership (possession) of SNSs, and SNSs popularity. The findings revealed that the participants had much knowledge and experiences with SNSs. Even though most participants found some benefits of SNSs in EFL classes including easing communication, supervision and evaluation, time flexibility, and creativity. There were two barriers that have emerged, including lack of skill and cost to use. Implications and future research are offered to improve technology integration in higher education.
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MLA
Marzulina, Lenny, et al. "The Integration of Social Networking Services in Higher Education: Benefits and Barriers in Teaching English." IJVPLE vol.8, no.2 2018: pp.46-62. http://doi.org/10.4018/IJVPLE.2018070104
APA
Marzulina, L., Habibi, A., Mukminin, A., Desvitasari, D., Yaakob, M. F., & Ropawandi, D. (2018). The Integration of Social Networking Services in Higher Education: Benefits and Barriers in Teaching English. International Journal of Virtual and Personal Learning Environments (IJVPLE), 8(2), 46-62. http://doi.org/10.4018/IJVPLE.2018070104
Chicago
Marzulina, Lenny, et al. "The Integration of Social Networking Services in Higher Education: Benefits and Barriers in Teaching English," International Journal of Virtual and Personal Learning Environments (IJVPLE) 8, no.2: 46-62. http://doi.org/10.4018/IJVPLE.2018070104
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