Realizing Learner Autonomy in Pakistan: EFL Teachers’ Beliefs about Their Practices

Yasmin, Musarat; Sohail, Ayesha

doi:10.5539/ijel.v8n2p153

Cited by 23 publications

(15 citation statements)

References 33 publications

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“…The negative attitudes of SADA students at UOG might be related to their lack of awareness about the importance of English in their professional lives and their complete focus on practical work. Another reason may be they do not have any external motivation such as lack of instructor's encouragement [18], instructions given in native language and less use of English language in their classrooms.…”

Section: Learner Attitude and Gendermentioning

confidence: 99%

Learner Attitude towards EFL Learning: A Response from Art and Design

Asghar¹,

Jamil²,

Iqbal³

et al. 2018

JSS

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The study is conducted to evaluate the attitudes of the students of University of Gujrat towards ESL about emotional, behavioral and cognitive factors. It is also investigated what attitudes students show towards ESL regarding their gender. There were 158 (95 females and 63 males) students from three different departments including Fine Arts, Design, and Architecture. The questionnaire is used as an instrument that contains 30 items to meet our goal. Findings reveal that the students of the University of Gujrat have a negative attitude to learn English as a second language. Moreover, gender has no such effect on attitude because there is no significant difference between male and female attitude towards ESL.

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Section: Learner Attitude and Gendermentioning

confidence: 99%

Learner Attitude towards EFL Learning: A Response from Art and Design

Asghar¹,

Jamil²,

Iqbal³

et al. 2018

JSS

Self Cite

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“…The learning process remains largely learner-centered, in which the learner is autonomous in many respects, for example, not being in a traditional classroom he/she can decide about the suitability of his/her availability to attempt the course tasks. However, interaction with the facilitators creates a bond between the participants and the facilitators as previous research also revealed [22][23][24]. The literature reviewed for this study lacked in focusing on this thematic finding in facilitated MOOC.…”

Section: Sense Of Belongingnessmentioning

confidence: 83%

English for specific purpose through facilitated and nonfacilitated MOOCs: An analysis of the learners' perspectives

Safdar

Yasmin

Anwar

2020

Comp Applic In Engineering

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Massive Open Online Courses (MOOCs) have gained attention from learners and teachers across the globe, but high dropout rate is a matter of concern, which makes it imperative to understand the reasons. From the theoretical perspective that learners learn more effectively through collaborative and socially cohesive communities, this qualitative study is focused to understand how learners experience facilitated and nonfacilitated MOOCs. It attempts to explore learners' perspectives from two different groups of learners learning the same MOOC of English for journalism. One of the groups is facilitated for the first week of the course by instructors through face-to-face interactions, whereas the other is not. The perspectives of the learners from both groups regarding their experiences are analyzed through comparative and contrastive thematic analysis of the data collected through participant observation and semistructured interviews of focus groups selected through purposive sampling technique. Though learning the same ESP MOOC, the learners (18-35 in age; all of them university students), register partly similar and largely contrastive learning experiences across the facilitated and nonfacilitated MOOC environments. It is found that the learners, when facilitated, develop a stronger sense of belongingness, accountability, responsibility, peer competition, networking, and solution of issues, which results in retention of the learners. This study foregrounds the effectiveness of hybrid MOOCs, in terms of retention and satisfaction of learners.

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“…It is also necessary that renewable energy culture should be promoted that can never succeed without creating awareness in youth through their education . This is a feasible situation to start three new dams with reversible turbines on them.…”

Section: Status and Development Of Energy Storage And Transportation mentioning

confidence: 99%

Review of energy storage and transportation of energy

et al. 2019

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Energy storage and transportation are essential keys to make sure the continuity of energy to the customer. Electric power generation is changing dramatically across the world due to the environmental effects of Greenhouse gases (GHG) produced by fossil fuels. The unpredictable daily and seasonal variations in demand for electrical energy can be tackled by introducing the energy storage systems (ESSs) and hence mitigating the extra GHG emission in the atmosphere. Energy storage techniques can be mechanical, electro‐chemical, chemical, or thermal, and so on. The most popular form of energy storage is hydraulic power plants by using pumped storage and in the form of stored fuel for thermal power plants. The classification of ESSs, their current status, flaws and present trends, are presented in this article. The present state of fossil fuel reserves, their production, consumption, and as a consequence of these the CO2 emissions are also discussed. The primary energy carriers coal, oil and gas are not evenly distributed along the globe. Long distances are involved in transporting these energy carriers and transportation and delivery of these key resources to the prime customers is always necessary. The different methods to transport the energy from the source end to demand end is also discussed in this article. The assessment of various energy storage methods on the basis of several factors and present status and development of storage and transportation of energy in Pakistan is discussed.

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Realizing Learner Autonomy in Pakistan: EFL Teachers’ Beliefs about Their Practices

Cited by 23 publications

References 33 publications

Learner Attitude towards EFL Learning: A Response from Art and Design

Learner Attitude towards EFL Learning: A Response from Art and Design

English for specific purpose through facilitated and nonfacilitated MOOCs: An analysis of the learners' perspectives

Review of energy storage and transportation of energy

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