E-learning

A Sociolinguistic Analysis of Newspaper Coverage and Reader Response to Covid-19 Reports

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Ibiere Cookey1 Michael O. Ukonu2 Emeka S. Orekye3 Olanrewaju Mgboji4

1Department of Mass Communication, University of Nigeria, Nsukka. Email: ibiere.cookey@unn.edu.ng

2 Department of Mass Communication, University of Nigeria, Nsukka. Email: michael.ukonu@unn.edu.ng

 3Department of Mass Communication, University of Nigeria, Nsukka.

4 (Corresponding Author) Department of Mass Communication, University of Nigeria, Nsukka. Email: olanrewaju.mgboji@unn.edu.ng

Rupkatha Journal, Vol. 15, Issue 1, April-May, 2023. https://doi.org/10.21659/rupkatha.v15n1.08
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Abstract

Studies attest to the importance of official languages in health communication in multilingual societies. However, the challenge lies in using an official language in ways that enable both majority and minority language speakers to identify with their sociocultural orientations when using a lingua franca. With the emergence of Covid-19, this challenge has come to the forefront following surveys on citizen responses to health messages. The study examines the themes, narrative viewpoints, language modes of newspaper reports on Covid-19, and reader responses to these reports. We aim to determine the implications of reader response on the credibility, severity, and transmissibility of Covid-19. The contents of three Nigerian newspapers (The Guardian, Punch, and Premium Times) were analyzed using quantitative and discourse analysis. The results showed that the themes of newspaper reports focused on challenges, progress made, preparedness, and containment measures. The language mode was predominantly negative, using fear appeals. Audience responses followed the same themes as the newspapers but demonstrated a remarkable shift in narrative viewpoint and language mode, which in Nigerian style English indicated low source credibility, ethnic divisions, and the denial of the severity and transmissibility of Covid-19. Readers’ responses to newspaper coverage of Covid-19 reinforce the view among scholars that trust in information sources is linked to attitudes toward health risks.

Keywords: Covid-19, language, newspapers, reader response, health

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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub

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Hebah Asaad Hamza Sheerah1 & Meenakshi Sharma Yadav2
1English Department, Applied College for Girls, King Khalid University, Saudi Arabia. ORCID: 0000-0002-7775-4615
2English Department, Applied College for Girls, King Khalid University, Saudi Arabia. ORCID: 0000-0001-7962-3267. Corresponding author Email: m-@kku.edu.sa

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.21
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Abstract  

Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students’ level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub’s learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners’ autonomy could be achieved practically. The writing exercises practiced at writing classes; ‘Writing hub’ proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students’ role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners’ autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners.

Keywords: autonomy, EFL, writing hub, process approach, autonomous learner

Preparing Students for Post Covid-19 Transnational Study with Unassisted Repeated Reading and Extensive Reading Materials

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Ngô, T. T. Vân1 & John R. Baker2
1Binh Duong University, Thu Dau Mot City, Vietnam. Email: nttvan@bdu.edu.vn
2Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam. ORCID: 0000-0003-3379-4751. Email: drjohnrbaker@tdtu.edu.vn

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.20
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Abstract

As Covid-19 restrictions promise to loosen and international borders begin to open, transnational students are again preparing for language education abroad. However, due to students’ low reading rates (RRs), target institutions’ courses’ large reading demands pose potential challenges to students’ success. To address this, this study explored the potential of employing an unassisted repeated reading procedure (rate build-up, RBU) to increase prospective transnational students’ RRs. The study investigated the RBU procedure’s potential with this population by comparing the procedure’s effects on traditional degree-seeking learners’ RRs in a Taiwanese university setting and those of potential transnationals targeted for studies in a similar setting. Assessing each group’s pre and post-reading gains using inferential statistics, significant reading gains and large Cohen d effect sizes were found for both groups, indicating the generalizability of this procedure. It was further found that students with higher starting RRs demonstrated greater gains. Limitations and suggestions for further research are also addressed.

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An Investigation into Teacher Preparedness for Emergency Remote Teaching in the Context of Vietnam

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Dao Nguyen Anh Duc
Ho Chi Minh City University of Banking, Vietnam. ORCID ID: 0000-0001-6349-8190. Email id: ducdna@hub.edu.vn

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.17 
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Abstract

This study examined the preparation English teachers in Vietnam had for Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Specifically, it investigated the levels of confidence teachers had about their pedagogical and technological knowledge. It also looked at their attitudinal readiness and the institutional support offered to them. Ninety-seven teachers of English in the southern areas of the country, which were severely hit by the fourth wave of the pandemic from May to September 2021, were invited to complete an online survey. The responses were analyzed descriptively, and item-level means were calculated to identify teachers’ greatest challenges and the instructional aspects they found most confident about during ERT. Cross tabulations were also employed to compare different groups of teachers’ readiness to teach online. The results showed that English teachers in the affected areas perceived themselves to be relatively prepared for the swift transition to online teaching and substantially positive about their pedagogical approach to lesson delivery in the virtual environment. Regarding technological know-how, they exploited various ready-made resources but were unknowledgeable about authoring software and uncertain of how to use technological tools effectively. They also reported receiving little support from their superiors and authorities.

Keywords: teacher preparedness, teacher readiness, ERT, pedagogical knowledge, technological knowledge