Narrative Enquiry Research Papers - Academia.edu (original) (raw)

2024, Irish Journal of Sociology

The potential impact of cumulative inequality upon loneliness in later life is under-researched. This study applies Ferraro and Shippee’s axioms of cumulative inequality to the narratives of two Northern Irish older women, who completed semi-structured diary entries over a 16-week period, recording and reflecting on their social lives and their personal histories. The two women were subsequently interviewed on the basis of what they had recorded. These stories reveal how the life trajectories of these two individuals are influenced by the different experiential impact of bonding and bridging social capital. Despite similar life experiences, significant and substantial differences emerged in the women’s stories, relating to work life, social class, the restrictions of a caring role, and physical and mental health. These two narratives not only provide evidence of the impact of cumulative inequality on loneliness but also highlight the lifetime impact of socio-economic status and acce...

2024, AL LUGHAWIYAAT

communication used in ELT classroom which delimited on kinesics. The participant is one lecturer in
South Sulawesi (Indonesia). Data is collected through observation checklist and video recording. the
gathered data is analyzed by using Ekman's (1969) nonverbal communication theory. The result of the
research revealed that the teacher used all of kinds of nonverbal communication on kinesics in teaching
and learning process. The kinesics that used by the teacher include emblem, illustrators, effect display,
regulators, and adaptors. The nonverbal signals that most frequently used on kinesics by the teacher are
illustrators, regulators, emblems, and affect display especially on expression of happiness, smile, and
frown. This study implies that the teacher’s use of nonverbal communication is important which can give
specific contribution and influences to teaching and learning process in the classroom.
Keywords: teacher’s nonverbal communication, kinesics.

2024

 My sincere gratitude and appreciation for my supervisor, Prof Johann Wassermann, for his wisdom, expertise and guidance throughout the study thus helping me to see its completion.  I would also like to express my gratitude to Dr Marshall T. Maposa, my Co-Supervisor, for his expertise, patience and constructive criticism which helped me to bring the study to completion. Your patience with me did not go unnoticed.  I would like to express my gratitude to the Congregation of the Missionaries of Mariannhill (CMM) for their unceasing prayers, spiritual and moral support which helped me carry on with my study despite challenges.  My special thanks go to Angela Bryan, for editing the thesis thus making it a coherent and readable manuscript.  To my family for their moral support and encouragement they have shown since I undertook this study.  Last but not least, my gratitude and appreciation to the participants of the study, without them this study would not have materialised. iv DEDICATION _________________________________________________________ I dedicate this study to my family, particularly to my late parents: Paulo and Lucia for their unconditional support and encouragement towards education despite them not having had the opportunity to go to school. Through their commitment to my education both at primary and secondary levels, they instilled in me the love for schooling and for that I will be forever grateful.

2024, ERIC

Any research endeavour needs to conform with some endorsed research ethics, such as the BERA ethical guidelines for educational research (BERA, 2018). These ethical guidelines can be applied to many research stages and procedures, including dealing with human participants (e.g. getting consent and approvals), data collection and analysis, and using pseudonyms instead of real names in the research report itself. Drawing on British Educational Research Association (BERA, 2018) as an authoritative source in this regard, I will explore how these ethical guidelines apply to educational research in the Arab world, and how they might inform and shape research practices in the light of a chosen experimental research study in language learning (Al-Jarf, 2006) by discussing the key ethical issues and concerns evident in the study, and suggesting alternative ways when needed. This would develop a methodological understanding of the proper conduct of the research process, and hence contribute to the advancement of knowledge in the educational arena. To investigate ethical issues in this paper, focus will be on the following points considering to what extent the researcher considered them: the researcher's qualities and virtues (honesty, objectivity, clarity, etc.), her interaction with participants, tackling previous literature, and research procedures.

2024, Entramados

There is little information about learner beliefs concerning pronunciation (henceforth PR) in FL (foreign language) learning contexts (Toyama, 2015), even more so in specific environments such as teacher preparation programs. Ellis (2008) suggests the need for teachers to find out about learners´ beliefs, to become aware of and evaluate them, as beliefs influence the actions undertaken by students. In the present study, first-year students were asked to write personal narratives regarding their journey through the subject “English Phonetics & Phonology I”. Data were approached using the narrative methodology. Findings entail the novelty implied in PR-related matters (mainly phonetic transcription) and the shortness of the academic term as major learning obstacles. Rehabilitation of fossilized pronunciations, a recurrent topic in most stories, was viewed as a positive issue of PR learning by participants. The likely connection between these findings and the fact that PR teaching is overlooked in several EFL courses around the world (Gilbert, 2010) is discussed. Finally, a course of action is suggested to attempt to revert the marginalized situation of PR in the ELT field as a long-term goal. The aim of the paper is to find out about learners´ beliefs regarding PR learning by interpreting students´ personal narratives.

2024, Praxis Educativa 28 02

A través del reconocimiento de las cualidades de las plantas que propenden a la vida, el estudio propone estas características como necesarias para la generación de ambientes de vida en la educación y la investigación. Autopoiéticamente, identificamos relaciones de sensibilidad, colaboración, movimiento, viaje, comunicación, memoria y cuidado. Valoramos estas cualidades para los ambientes de aprendizaje, cambio y transformación necesarios en Educación, las que constituyen ambientes dinámicos, autoorganizados, cambiantes y complejos que son reconocidos como ambientes narrativos. Este trabajo contribuye a la comprensión de las investigaciones-vidas como experiencia indagativa y narrativa, que, desde los modelos de investigación bioinspirados, posibilitan la investigación como vivencia de la vida misma que acontece en su devenir. Palabras claves: investigaciones-vidas; vida de las plantas; ambientes de vida; ambientes investigativos; educación.

2023, Academia

The study investigated the use of non-verbal cues to express emotions and feelings in Xitsonga discourse in the Malamulele area in Limpopo province, South Africa. Twelve (12) people were sampled to participate in the study. Data analysis involved the generation of themes related to the collected data. The study found that Xitsonga speakers use non-verbal cues to express grief, sadness and happiness. The study recommends that Xitsonga elders should teach children the importance of non-verbal cues to convey messages.

2023, Journal on English Language Teaching

Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed th...

2023, Cultural Change in Post-Migrant Societies

When considering the impact of migrants’ creative practices within superdiverse urban environments and their ability to both represent and engender linguistic, cultural and social change, there is a tendency to rigidly demarcate and... more

2023

This article comprises a mixed-methods study of primary school teacher candidates' (henceforth participants) reflections associated with the categories that they find problematic when teaching English as a Foreign Language (EFL) at primary schools in Sweden. In this study, the participants are instructed to reflect on problematic areas of teaching EFL to young learners at Swedish primary schools and present their ideas in the form of reflective essays written in the English language. The reflective essays are written after the participants have completed their school practice sessions, having taught EFL to the Years 4-6 at primary schools in Sweden. The participants' reflective essays are analysed by means of the software program WordSmith (Scott, 2012) in order to generate a list of the most frequently used words. A qualitative component of the analysis involves the identification of a set of categories associated with the problematic areas of EFL teaching in the Years 4-6 at primary schools in Sweden. The results of the mixed-methods analysis reveal several problem areas, e.g. pronunciation, spelling, irregular verbs, adjectives, articles, vocabulary, prepositions, etc. These findings and their didactic implications for EFL teaching in the Years 4-6 at primary schools are further presented and discussed in the article.

2023, European Journal of English Language Teaching

Teachers and educators are responsible in promoting effective teaching and learning to ensure intellectual development of the students. For that reason, being able to communicate well is essential for the students’ academic and employability purpose. Hence, it is important for every learner to be equipped with good speaking skill. However, it is common for ESL speakers to experience speaking anxiety which hinders them to communicate well. This study, therefore, explores speaking anxiety that occurs during oral presentation through kinesics. Kinesics provides meaningful information to the listener/audience, in which messages are conveyed through the speakers’ gesture, body movement and facial expression. It was found that speaking anxiety was shown by the speaker through kinesics during an oral presentation. Videos of speakers’ presentation were recorded and narrated to obtain the findings. Results of this study provide useful implication towards ESL teaching and learning.

2023, The International Journal of Academic Research in Business and Social Sciences

Writing for English as a second language (ESL) is a challenging, yet demanding skill for ESL writers. This skill requires learners to excel in language use such as vocabulary, grammar, sentence structure, strategies and lexical. In other words, ESL writers should possess adequate language proficiency in order to produce a good written text. This demand causes ESL writers to experience writing anxiety. Hence, it is important for teachers and educators to acknowledge common signs of writing anxiety portrayed by the ESL writers during the writing process. Recognising early signs of writing anxiety could alleviate ESL writers from having much worries and anxious during the writing process. This qualitative study therefore aims to identify signs of writing anxiety shown by a female ESL writer during a writing process. Data is collected by reporting on narrative enquiry from an observation of a writer going through the process of writing using Think Aloud protocol. A semi-structured inter...

2023, Journal of Education for Teaching

2023, Praxis Educativa 26 3

Esta obra se publica bajo Licencia Creative Commons 4.0 Internacional CC BY-NC-SA Atribución, No Comercial, Compartir igual Reseña Crítica El rostro humano de las políticas educativas: narrativas del proyecto de formación docente "

2023, Praxis Educativa 27 1

La editorial valora el sentido de una formación integral, en territorio escolar y en comunidad de práctica.

2023

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that i have not previously in its entirety or in part submitted it for obtaining any qualification.

2023, European Journal of English Language Teaching

2023, The International Journal of Academic Research in Business and Social Sciences

2023, Journal of Education for Teaching

2023, European Journal of English Language Teaching

2023

The paper aimed to reveal the challenges that were encountered by EFL pre-service teachers. The study involved three EFL Pre-service teachers who conducted their teaching practice program in their eighth semester. The research method of this study was narrative inquiry, and the data were gained by using narrative frame, narrative empty box and interview. The findings showed that pre-service teachers faced some challenges during the teaching practice program. The challenges were the difficulties in finding the suitable teaching material and students’ motivation. Each pre-service teacher also had their own ways to overcome their challenges. They were as follows: had a discussion with the mentor, asked for their friends’ advice, prepared more interesting teaching materials, and had various teaching activities. For further research, it is recommended to find out what kinds of courses that are required to help EFL pre-service teachers in preparing them to face the real-life teaching expe...

2023, Indonesian EFL Journal

This paper specifically aims at knowing the types of nonverbal communications performed by the foreign English teacher based on Schmitz�s (2012) theory and finding out the students� responses toward the foreign English teacher�s nonverbal communication. Qualitative research design was applied in this research. The participants of this research were the foreign English teacher and the students of class VII A MTsN 2 Kuningan. The data were collected through observation, interview, and questionnaire. The data were analyzed both qualitative and quantitative. The results of the research revealed that the foreign English teacher performed 3 types of nonverbal communication: 1) kinesics (includes gesture: emblems and illustrators, head movements and posture, eye contact, and facial expression); 2) vocalics; and 3) proxemics. However, the foreign English teacher did not perform adaptors and haptics in the classroom. He confessed that he did not really do certain gestures while feeling nervo...

2022

This research focuses on the types and functions of students’ body language in the classroom. The method of this research is case study. The instruments used in this research are observation and interview. Participant in this research is the tenth grade student of SMA Islam Athirah Makassar which consists of 28 students. The obtained data from three non participant observations and a session of semi-structured interview with the students and are analyzed using a qualitative analysis model in relation to the concerns of this study. The findings show that spontaneous laughing, body lean, hands shrug, head clamp, hand clapping, arms behind, arms in front of body, arm raise, chin support, holding veil, hair clasp, neck scratch, face cover, mouth clasp, expression of happiness, expression of boredom, expression of smile, eyebrows flash, eyes close, eyes stare, eyes raise, boredom posture, standing while clenching hands in lower position, standing while hand is gripping the wrist, blowing...

2022

Nuestra realidad social esta atravesada por diversas politicas, como parte de una vida democratica en que nuestro Estado Nacion, puede gobernar y gobernarse y desarrollar su vida social, cultural, politica y economica desde propuestas que, a partir de las bases, es decir, la sociedad o el Estado, se viabilizan a traves de las diferentes esferas o estructuras politicas hasta concretarse en soluciones que buscan satisfacer esas propuestas y potenciar beneficios para toda la comunidad. Podemos observar esta realidad politica y social hacia el interior de todas las instituciones que, en democracia, forman parte de su reproduccion. A partir de esta vision y una observacion de lo que sucede actualmente, apreciamos que existen politicas educativas, que hay textos escritos y hay formas, para que las propuestas de lo que denominamos Bases, puedan expresar su realidad y lograr objetivos comunes.

2022

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

2022, Indonesian EFL Journal

2022

The article suggests that though narrative enquiry as a research methodology entails free conversations and personal stories, yet it should not be totally free and fictional as it has to conform to some recognised standards used for conducting educational research. Hence, a qualitative study conducted by Russ (1999) was explored as an exemplar study employing narrative enquiry as a main research methodology that included the techniques of conversation and story. Through a qualitative critical analysis of the study, the article focuses on improving narrative enquiry as a qualitative research method which is used when deeper understanding of a phenomenon in its natural setting is the target. Russ' (1999) study titled, "Professional conversations: New teachers explore teaching through conversation, story, and narrative" delves deeper into the teaching profession as practiced in reality by focussing on undergraduate students and recent graduates of an urban teacher education program who came together regularly to talk about becoming reflective and effective teachers. The researcher employed a qualitative data analysis of the conversations which resulted in a rich picture of the complex learning at the heart of

2022, Irish Journal of Sociology

2022

Thesis (MA)--Stellenbosch University, 2020.ENGLISH ABSTRACT: This study is interpretive, and it employs a hermeneutic method of inquiry that draws on the work of Gadamer’s theory of understanding and interpretation. It chronicles Physical Science teachers’ experiences on the implementation of the Revised Physical Science curriculum for grades eight and nine in both public and private schools in Namibia for the academic years 2017 and 2018. The study is guided by an interpretive theory, driven uniquely by a hermeneutic concept that advocates for the establishment of the understanding by interpreting written or interview texts, or otherwise from various literature, in order to obtain the meaning of the whole. I employed a conceptual analysis a research method. It is particularly important to explain concepts to obtain a better understanding, as this could result in an acceptable analysis and a meaningful conclusion on the basis of the data. Conceptual analysis is about showing the mea...

2022, Southern African Linguistics and Applied Language Studies

I would not have been able to complete this dissertation without the help and support of a number of people. I therefore extend my sincere thanks and appreciation to:  My promoter, Prof Eli Bitzer, for his unwavering support, guidance and dedication.  My co-promoter, Prof Christa van der Walt, for her insight and constructive criticism that led me to stretch myself even further.  The Dean and staff at the Faculty of Arts and Social Sciences, for facilitating my access to the faculty on a number of levels.  The 2006 Extended Degree Programme students and staff, for the frank and enthusiastic way in which they participated in the study.  Fran Ritchie, for editing the text, at times under great pressure, and particularly for the insightful suggestions she made.  All of my colleagues at the Centre for Teaching and Learning, for their kind words of encouragement and support, and for accepting additional responsibilities while I was on study leave.  My family, my children, Jennifer and Gerrit, and my husband, Tiny, for all the sacrifices they have made, for their love and for believing in me.

2022, Theory and Practice in Language Studies

This paper explains why it is necessary to employ two apparently disparate qualitative methodologies to address multidimensional research objectives of a complex phenomenon: non-native English-speaking teachers’ (NNESTs) professional identity. This paper proposes a combined methodology of narrative enquiry and hermeneutic phenomenological enquiry to construct understanding in terms of what NNESTs describe as their experiences of professional identity development and the researcher’s interpretations of their thickly layered data. This proposed methodology is the adopted version of the Methodology chapter of a confirmed Australian doctoral project. The purpose of this paper is to show how, by employing the two methodologies, the author intends to capture individual teachers’ meaning makings and their common phenomena of professional identity formation. With justification, the paper includes components of a qualitative research design: research paradigm, methodological approach, and th...

2022

Politiche linguistiche e pianificazione linguistica:
educazione e integrazione in contesti migratori

2022, Creative Education

This paper investigates how a teacher in a rural school in Namibia teaches science. Of interest to us is the nature of the classroom discourse in constructing scientific knowledge that is meaningful to students. We draw on the work of Vygotsky (1978) in order to understand teaching/learning as dialectically entailed and to understand the notion of scientific and spontaneous concepts as distinct from science concepts, and operationalise his pedagogical theory utilising Hedegaard's (1998) notion of the double-move in pedagogy as fundamental to meaningful engagement. Through a detailed analysis of one teacher's pedagogical discourse we show how the linking of scientific and spontaneous concepts can either facilitate or hinder learning. Our analysis points to the importance of co-constructing meaning in the class, between teacher and taught and illustrates how analogies and metaphors can fail to create meaning in a classroom if the teacher does not recruit the learners' own everyday concepts.

2022, Stellenbosch : Stellenbosch University

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third-party rights, and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

2022

2022, European Journal of English Language Teaching

2022, Language Teaching

Glossophobia, an individual’s anxiety of public speaking, has been observed to be a common phenomenon among students. The present study explores factors associated with glossophobia among ESL students of a tertiary institution in Upper-West Ghana, the Dr. Hilla Limann Technical University, Wa and makes recommendations for improvement in their public speaking skills. The study combined both quantitative and qualitative research approaches in an opinion poll involving 46 participants from the Level 300 class of the Secretaryship and Management Studies of the Business School. Participants acknowledged the importance of public speaking, but conceded that at some point in their student lives, when they had to speak in public, glossophobia prevented them from making a good impression on the audience. Speaking English before a crowd was identified as the most dreaded experience. Low self-confidence in speaking in public; lack of constant speaking experience and lack of knowledge in public ...

2022

Autor: Xavier Melgarejo

2022

H. Niemi, A.Toom y A. Kallioniemi (eds): Miracle of education: The principles and practices of teaching and learning in Finnish schools. Rotterdam, Sense Publishers. 2012, 288 pp. ISBN: 978-94-6091-811-7

2022, Language Policy

Intersections" constitutes the thematic thread to the essays in this volume, whose aim is to depict the multi-facetted yet cohesive nature of Australian scholarship and practice in Language Studies. Running discreetly through all chapters, featuring prominently in some, this thread connects them all to a lived reality: the field of languages and cultures, as it is practised and reflected upon in Australian universities today, is essentially an interdisciplinary and interconnecting space, one in which linguistic and disciplinary diversities meet and gather forces. Although language scholars are well equipped to navigate that space, the issue that currently confronts them is that their universities do not necessarily recognize or reward what is a positive contribution to their institutional mission. In this volume, they collectively make a compelling case for their inclusion.

2022

Reservados todos los derechos. Quedan rigurosamente prohibidas, sin la autorización escrita de los titulares del copyright, bajo las sanciones establecidas en las leyes, la reproducción total o parcial de esta obra por cualquier medio o procedimiento, comprendidos la reprografía y el tratamiento informático, y la distribución de ejemplares de ella mediante alquiler o préstamo públicos. Si necesita fotocopiar o reproducir algún fragmento de esta obra, diríjase al editor o a CEDRO (www.cedro.org).

2022

2022, Jurnal Pendidikan Bahasa dan Sastra

The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners.

2022

There are several factors-internal and external-that may cause apprehension in oral presentations. Past studies have shown that trait and state apprehension can influence oral presentation among students. The main objective of this study is to look into the factors that cause apprehension for oral presentation among ESL learners. Specifically, this study explores how trait and state apprehension influence oral presentation. In addition to that, this research also investigates whether there are any significant differences of trait and state apprehension for oral comprehension across genders and faculties. The two main constructs are trait and state apprehension; while the variables are gender and faculties. 129 students participated in this quantitative research. T-test and ANOVA were used to find relationships and significant differences across gender and faculties. Results of this study reveal that both trait and state apprehension have different influence on oral presentation among students.

2022, European Journal of Education Studies

Fear of writing can be caused my many reasons. Some reasons come from the learners, some from the teachers and some from the surrounding environment. A learner with negative feelings towards writing may present this fear into having writing anxiety when it comes to classrooms activities. This fear can become a never-ending cycle of fear towards writing. This pilot study is done on 108 respondents to find out the influence of perceived difficulties, reasons for writing and writing anxiety on ESL academic writing. The instrument used is a 56-items survey with 5 likert scales. Findings of the study displayed an interesting self-prophecy towards writing. The results of the study revealed that many learners' perception of writing difficulty started in semester one of their study. This fear can be aggravated by a non-supporting learning environment by the writing teachers. Next, cognitive anxiety such as low self-esteem added on to the negative feeling on writing. This negative feelin...

2021

The article suggests that though narrative enquiry as a research methodology entails free conversations and personal stories, yet it should not be totally free and fictional as it has to conform to some recognised standards used for conducting educational research. Hence, a qualitative study conducted by Russ (1999) was explored as an exemplar study employing narrative enquiry as a main research methodology that included the techniques of conversation and story. Through a qualitative critical analysis of the study, the article focuses on improving narrative enquiry as a qualitative research method which is used when deeper understanding of a phenomenon in its natural setting is the target. Russ’ (1999) study titled, “Professional conversations: New teachers explore teaching through conversation, story, and narrative” delves deeper into the teaching profession as practiced in reality by focussing on undergraduate students and recent graduates of an urban teacher education program who...

2021

2021, Language Teaching

Glossophobia, an individual's anxiety of public speaking, has been observed to be a common phenomenon among students. The present study explores factors associated with glossophobia among ESL students of a tertiary institution in Upper-West Ghana, the Dr. Hilla Limann Technical University, Wa and makes recommendations for improvement in their public speaking skills. The study combined both quantitative and qualitative research approaches in an opinion poll involving 46 participants from the Level 300 class of the Secretaryship and Management Studies of the Business School. Participants acknowledged the importance of public speaking, but conceded that at some point in their student lives, when they had to speak in public, glossophobia prevented them from making a good impression on the audience. Speaking English before a crowd was identified as the most dreaded experience. Low self-confidence in speaking in public; lack of constant speaking experience and lack of knowledge in pub...

2021, Journal of Learning and Development Studies

Despite being competent in the English language, pre-service teachers struggle a lot when it comes to public speaking. Their ability to deliver and speak competently is hindered by speaking anxiety. The purpose of this study is to determine the causes of speaking anxiety among pre-service teachers and identify how pre-service teachers cope up with speaking anxiety. This study was administered to 7 pre-service teachers using a convenience sampling technique from a reputable public state university in Southern Philippines. The findings showed that speaking anxiety among pre-service teachers is caused by the fear of committing mistakes, having high expectations from the audience, nervousness, and lack of preparation. Additionally, the techniques used by pre-service teachers to cope up with speaking anxiety include preparing an outline, practicing before the actual speech, and boosting one’s self-confidence. Research revealed that speaking anxiety can be eased by employing techniques su...