Vellore Institute of Technology (VIT) is a private university located in&nbsp;Tamil Nadu, India. Founded in 1984, as Vellore Engineering College, the institution offers 20 undergraduate, 34 postgraduate, four integrated and four research programs. It has campuses in Vellore, Amravati, Bhopal and Chennai.

VIT is one of the top ranked private universities in India according to NIRF, THE and QS Rankings.&nbsp;Govt. of India has recognized&nbsp;VIT, Vellore as an&nbsp;Institution of Eminence. This has allowed VIT to take independent quality initiatives and move up in world ranking.

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VIT University

Department of English

Abstract Styles are those general characteristics within a person that make him/her prefer something and has tendency toward doing it. Such characteristics are cognitive styles and when used in educational situations are referred to as learning styles. Impulsivity (I) and Reflectivity (R) are two characteristics of human beings in cognitive domain. Impulsivity is a sudden action undertaken without careful thought by “quick guessers” who while uttering their guesses, commit a greater number of errors whereas reflective people, referred to as “thoughtful”, are slow and accurate, weigh all the possibilities, take longer to respond and consequently make fewer errors . This study was after finding I/R effects on {\{}EFL{\}} success, the relationship between gender differences and I/R, as well as the interaction between gender differences and I/R. Hence, 105 Iranian pre-university female and male students in Shiraz, were randomly selected to take part in this study, divided into two groups of I/R based on the results of Yando and Kagan's (1968) adult/adolescent version of Matching Familiar Figures Test (MFFT), an individually administrated visual discrimination matching-to-sample task, based on their response latency and response accuracy. Oxford Placement Test measured the participants' degree of proficiency whose {\{}EFL{\}} success was assessed by the nation-wide pre-university English Achievement Test. Data analysis showed that I/R tendencies do not facilitate {\{}EFL{\}} success, since there was not a statistically significant relationship between the variables of the present study; therefore, teachers should not ignore impulsivity, though they should be taught to postpone their obviously incorrect answers

World University root node

School of Social Sciences & Languages

Vellore Campus

Fulltext

Procedia - Social and Behavioral Sciences

The Role of Gender Differences in the Cognitive Style of Impulsivity/Reflectivity and EFL Success

Department of Commerce

REHAB 2014 - Proceedings of the International Conference on Preservation, Maintenance and Rehabilitation of Historical Buildings and Structures

Getting the message across

This paper examines the degrees to which college students can engage independently in digital learning using their dead times and aims to explore the optimal pedagogical intervention and/or support to be provided for boosting their autonomy and self-efficacy, based on qualitative data. The software instrument used for this study is Testing-Learning-Training (TLT) developed for Japanese learners and the participants are college students majoring nursing, with their motivation for learning English reasonably high. However, findings revealed their limited time engagement in digital learning; which may require a structural intervention. Taken into account the socio-psychological studies on autonomy in the framework of self-determination theory and self-efficacy leading to self-regulated learning, the optimal intervention and/or support for engaging students in independent digital learning are discussed.

Inted2014: 8Th International Technology, Education and Development Conference

Autonomy and Self-Efficacy of College Students for Independent Digital Learning in Their Dead Time

The multidisciplinary analysis of relationship between language and law has been in the spotlight for many linguists in the last two decades. Forensic Linguistics attempts to describe and, where possible, explain the features that distinguish the language used in legal settings from the everyday language. Furthermore, discourse analysis is capable of application in a wide variety of settings and contexts. The purpose of this paper is to outline the theory and practice of forensic discourse analysis as a tool for interpretation and analysis of legal context with a particular focus on legal pragmatics in Persian legal events to enable both researchers in legal system and forensic linguists to pass the level of theory and barge into the practice of discourse analysis in Persian legal system. In this regard, we focused on the Legal Speech Acts based on the theory of Searle J. (1969). A collection of 20 files issued in legal context were analyzed and the results and applications will be discussed.

Language Related Research

Forensic discourse analysis: Legal speech acts in legal language

This article was launched to investigate if learning from an English for General Academic Purposes (EGAP) writing course transfers to other writing contexts. The study focused on the issue of transfer across disciplines, tasks and two languages (English and Persian). The data were collected through interviews and writing samples from the participants' own EGAP class and their other courses in the university (non-EGAP). The interviews were transcribed and coded for the self-reports of learning transfer and the writing samples were analyzed for the 10 learning outcomes already instructed in the class. The results demonstrated that transfer of learning was variably achieved within interview-based transcriptions and writing samples, though to a varying degree. Showing high degree of conformity and a roughly similar general regularity, both series of data indicate that learning transfer does occur, though inconsistently, across disciplines, tasks and the two languages.

SAGE Open

Learning transfer in english for general academic purposes writing

Literary Vibes: A Refereed National Journal in English Studies 3 (II)

“Mobile Phone: An Effective Tool in Teaching and Learning English Language in 21st Century”

Demotivation is an issue, which has been recently the focus of attention in the field of second language (L2) learning and teaching [8] (Muhonen, 2004). Since the present researchers failed to find any studies conducted in this area in Iran, this study was carried out to investigate Iranian high school teachers' and students' ideas about demotivating factors with regard to practicing the speaking skill. To achieve this goal, 312 high school students and 92 high school teachers of English were interviewed. Then the interviews were thematically analysed. The findings along with the researchers' reviews of the related literature were used to develop a questionnaire to explore Iranian L2 students' and teachers' perceptions of the factors which decrease students' motivation to improve their L2 speaking ability. This questionnaire was administered to 150 Iranian male and 150 female EFL learners and 40 male and 40 female teachers. To analyse the data, the researchers employed principal components analysis with varimax rotation. The factors which emerged were negative attitude toward learning L2, teacher's inadequate competence and performance, lack of technological facilities in classroom, lack of adequate teaching materials, unfavourable classroom environment and insufficient opportunities for speaking practice. The interpretable factor structure, the high loadings of items on the abovementioned factors and the relatively high amount of variance accounted for by this factor structure show that the questionnaire is a valid instrument to be used in similar studies. Also, the internal consistency estimates of the factors show that they enjoy high reliability.

Foreign Language Learning Demotivation: A Construct Validation Study

In recent years, teachers' self-efficacy has demonstrated a profound influence on the daily lives of teachers and their students. However, little is known in pertinent to the relationship between teachers' personality traits and their self-efficacy. To gain more insight into this area, this study sought to explore the interface between 100 male and female EFL instructors' personality and their self-efficacy at 11 English language institutes in Bandar Abbas, Iran. In order to glean data, two instruments were applied: the NEO Five Factor Inventory (NEO-FFI-R) and Second Language Teaching Efficacy Scale (SLTES). Moreover, to see whether there was a significant relationship between the variables under study, Spearman Rank Order Correlation was applied to analyze the data. At the end, the results revealed that there is no significant relationship between EFL instructors' personality and their self-efficacy.

On the Effect of Personality and Efficacy on Second Language Instructors' Performance

This study aims to provide a linguistic taxonomy of frequent syntactic-morphological errors in Iranian EFL writings in synchronous and asynchronous modes of communication. It also provides the most frequent and the least frequent errors among EFL students' writings in these two modes. Error Analysis is a procedure used by both researchers and teachers for diagnostic prognostic purposes. It involves collecting samples of learner language, identifying the errors in the sample, describing these errors, classifying them according to their nature and causes and evaluating their gravity (Keshavarz, 1999). The researchers conducted a research study on 63 EFL undergraduate university students' writings. Students had to write their ideas on their daily issues. Afterwards, the researchers tried to rank and categorize their erroneous structures. As we had hypothesized, more errors were found in the synchronous mode of communication than in the asynchronous one; however, when investigating the exact types of errors, we noticed that some categories were different in these two modes of communication. Data analysis revealed that the frequency of error types varied with each mode of communication, this same analysis also showed that highly relevant associations could be established for the participants' errors and writing settings.

Error Analysis in Technology-mediated Communication: Focus on EFL Writing in Synchronous and Asynchronous Modes of Communication

The purpose of this study was to introduce issues and limitations regarding VE implementation in real Iranian classroom context. VE surveyed in three levels of personal, technological and pedagogical issues. A five-point Likert scale questionnaire was used to collect data from 36 male and female EFL teachers at different universities and language institutes in Iran. In the qualitative phase, a semi-structured interview was carried out to explore the EFL teachers' perceptions toward using VE tools in their classes. The analysis of the data highlighted that Iranian teachers were enthusiastic about VE as an instruction tool in their classrooms and also had a positive attitude toward it, they also felt an obvious fear in dealing with the new technologies, especially VE tools.