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Journal of World Englishes and Education Practices
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  This is an Open Access Journal Open Access journal
ISSN (Online) 2707-7586
Published by Al-Kindi Center for Research and Development Homepage  [14 journals]
  • Research Capability of Teachers: Its Correlates, Determinants and
           Implications for Continuing Professional Development

    • Authors: Manuel Caingcoy
      Abstract: Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development.
      PubDate: Fri, 30 Oct 2020 00:00:00 +000
  • COVID-19 Lockdown Impact on Libyan University Instructors' Scholarly
           Research Engagement

    • Authors: Muftah Hamed
      Abstract: The present study attempted to investigate if COVID-19 lockdown has an impact on scholarly research engagements among Omar Al-Mukhtar University instructors in Libya. Ninety-three university instructors responded to a two-item web-based survey designed via Google forms from 11 May to 12 June 2020. The findings revealed that the COVID-19 lockdown negatively affected the majority of participants' scholarly research engagements. It is concluded that these results could be attributed to three reasons 1) difficulty of collecting field-based data, and 2) stressful life events due to the COVID-19 lockdown, 3) engagement in professional development webinars and online courses.
      PubDate: Fri, 30 Oct 2020 00:00:00 +000
  • Complex Deictic Centers, Projections and Context Deictic Centers in
           Al-Araff Verse

    • Authors: Bushra W. Ali
      Abstract: The study examines the deixis in the Al-Araff verse selected from the Holy Quran, especially the complex as a new type of deixis. The content analysis of deixis is time, place, person deictic centers, context, and deictic projections. The results show that we can guess a new type of deixis which is the complex deictic center of person because so many words in Arabic language are able to hold two references for two words, this is in complex word that can be named as complex deixis. Moreover, time and person deictic centers become a deictic projection at some places, and we have place and time deictic centers which are context deixis that can be predicted by the general atmosphere. The deictic centers of place are divided into high and low deictic centers. Also, the deictic centers of time are divided into beginning and end deictic centers. The person deictic center is divided into good and bad deictic centers. Using Levinson’s ideas and divisions about deictic center can be presented in this sense.       
      PubDate: Fri, 30 Oct 2020 00:00:00 +000
  • Presuppositions and Assertions: A Case Study on Acquisition of Most Common
           Presupposition Triggers in Early Childhood

    • Authors: Sumaira Idrees
      Abstract: This research aims to find out the acquisition of lexical presupposition triggers in early childhood. Children acquire semantic knowledge later than acquiring phonemes and uttering words. At what age the acquisition of lexical presupposition triggers is acquired is the question answered through this research. I also identify the incorrect and sensible usage along with the acquisitional challenge. In order to do so, Brown corpus is utilised. Out of three children Adam, Sara and Eve, Adam’s speech is analysed for the presence of lexical presupposition triggers. Again, a lexical presupposition trigger occurred 189 times in Adam’s speech. The methodology involved two phases. In the first phase, I sifted each utterance carrying again according to age, context, and the status of the utterance. The findings are presented in the form of a table. The next phase involves analysis of the instances collected. Examples are analysed in terms of mere repetitions, frequent use and acquiring a sensible usage of the lexical trigger again. I used comparison tool to analyse the examples further making clear distinction between the phenomenon of assertion and presupposition. The results show that the phenomenon of presupposition is acquired by the age of three and half years. By year four, Adam starts acquiring different syntactic structures involving the usage of the lexical trigger again and shows sensible usage by age five. The acquisitional challenge is the age and lack of interaction with the outer environment. The implications of this research would be that it will prompt to make further research on other children and other lexical triggers in future.
      PubDate: Fri, 30 Oct 2020 00:00:00 +000
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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