Students' Gender and Ability Levels Impact on the Acquisition of Two French Verb Tenses

Nikolova, Ofelia R.

doi:10.1080/02783193.2011.554159

Cited by 2 publications

(1 citation statement)

References 34 publications

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“…The study failed to achieve statistical significance. However, analysis of attitude questions revealed a significant association of gender with the way participants comprehend texts (Nikolova, 2011).…”

Section: Introductionmentioning

confidence: 87%

Gender and its role in critical thinking and critical thinking strategies used by EFL learners

Azizi

Fallah-Zivlaee

Králik³

et al. 2022

Rev. Invest. Univ. Quindío

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Among many aspects of reading that were under investigation rightfully and thoroughly, the effect of gender on critical thinking in general and critical thinking strategy use, in particular, seemed to be neglected. The aim of this study is to investigate the possible role of gender in the critical thinking and critical thinking strategy use of EFL learners. To do so, a qualitative case study consisting of four participants was conducted. Two of them were male and the other two were female students at the University of Mazandaran. Analysis of participants' recorded think-aloud protocols reveals that first, gender had no role to play in the critical thinking and critical thinking strategy use; Second, both male and female participants of the study used the same variety of strategies. In this way, there was no difference in male and female strategy use and nothing particular emerged as feminine strategies.

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Section: Introductionmentioning

confidence: 87%

Gender and its role in critical thinking and critical thinking strategies used by EFL learners

Azizi

Fallah-Zivlaee

Králik³

et al. 2022

Rev. Invest. Univ. Quindío

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Factors Influencing Teaching Quality in Universities: Analyzing Causal Relationships Based on Neutrosophic DEMATEL

Mamites

Almerino

Sitoy

et al. 2022

Education Research International

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While teaching quality has been widely studied, this work advances the domain literature by evaluating the factors influencing teaching quality in order to determine their causal relationships and eventually identify those crucial factors. With ten factors obtained from a comprehensive review of literature, the neutrosophic decision-making trial and evaluation laboratory (DEMATEL) method is used to model these factors in the case of public universities in the Philippines. The DEMATEL handles the causal relationships among factors of teaching quality, while the vagueness associated with domain experts eliciting judgments within the DEMATEL is modeled in single-valued neutrosophic numbers. Findings reveal that individual characteristics, psychological characteristics, and institutional culture are key factors of teaching quality, while institutional resources and student composition are minor key factors. Higher education institutions (HEIs) must pay more attention to these factors in designing different initiatives, as they are crucial in shaping teaching quality. These findings offer important insights for HEIs in their recruitment and hiring decisions, strategic road mapping for building an institutional culture that values teaching quality, establishing student composition schemes, and resource allocation decisions for promoting institutional resources that drive teaching quality initiatives. Some policy takeaways and avenues for future works are also discussed.

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Students' Gender and Ability Levels Impact on the Acquisition of Two French Verb Tenses

Cited by 2 publications

References 34 publications

Gender and its role in critical thinking and critical thinking strategies used by EFL learners

Gender and its role in critical thinking and critical thinking strategies used by EFL learners

Factors Influencing Teaching Quality in Universities: Analyzing Causal Relationships Based on Neutrosophic DEMATEL

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