Gulf College, Muscat, Oman
Journal of Business, Communication & Technology
2791-3775
1
2
2022
12
01
Enhancing the Communicative Skills of Normal and Mentally-Challenged Learners through Emo-Sensory Textbooks
1
12
EN
Shima
Ebrahimi
Ferdowsi University of Mashhad, Iran
shimaebrahimi@um.ac.ir
Maryam Sadat
Tabatabaeian
Allameh Tabataba'i University, Iran
maryam.tabatabaeian@yahoo.com
Taqi
Al Abdwani
0000-0003-2506-2139
Gulf College, Oman
proftaki@gulfcollege.edu.om
10.56632/bct.2022.1201
Struggling with basic restrictions in mental operations, information processing, and social and communicative skills, mentally-challenged children learn with delay. Numerous methods have been proposed to enhance learning among the mentally challenged. One is emo-sensory education which highlights the interplay of senses and emotions and raises teachers’ awareness of practical sense and emotion utilization in class. This study analyzed emo-sensory text on Persian literature, basic sciences, and theology books of mentally-challenged fourth-graders in terms of senses and emotions. These books were compared to those utilized for normal fourth graders. The emo-sensory text analysis revealed no significant differences between these two sets of books regarding applying emo-sensory words. Material developers merely paid attention to the visual sense, while mentally-challenged and normal children are considerably different. Various senses have to be integrated into the textbooks to enhance learning and communicative skills, which seems to have been overlooked. As a result, authors should include more emo-sensory stimuli to boost information processing and benefit the mentally challenged.
Communicative skills,Course book evaluation,Emo-sensory education,Mentally-challenged learners
https://bctjournal.com/article_6.html
https://bctjournal.com/article_6_a1c962904bbb7489fd1e46c0fd7e2b8d.pdf
Gulf College, Muscat, Oman
Journal of Business, Communication & Technology
2791-3775
1
2
2022
12
01
Second Language Communication and Interference from L1
13
23
EN
Ahmad Fawad
Kakar
Herat University, Afghanistan
fawadkakar65@gmail.com
Kawita
Sarwari
Herat University, Afghanistan
kawita.sarwari65@gmail.com
10.56632/bct.2022.1202
A vast body of available literature presents controversial perspectives on the role of L1 in learning and communicating an L2. The current exploratory qualitative study attempted to investigate the reported experiences of ten Afghan EFL learners regarding their L1 (Farsi Dari) role in communicating an L2 (English). The data collected through Skype interviews with ten participants were analyzed thematically. The findings indicated that both positive and negative transfers of L1 occur at different levels in L2. The emerging themes revealed that L2 is scaffolded with L1 proficiency; further, it helps generate ideas, improve self-esteem, and reduce anxiety. The findings also indicated some L1 interferences in L2 communication particularly pronunciation, grammar, and vocabulary. The current study's findings suggest that the language instructors should be aware of the language transfers, both positive and negative, to provide quality teaching to EFL learners. Further research studies can be conducted through a different research design such as quantitative or mixed-method exploring the EFL perspectives.
Positive transfer,Negative transfer,Interference,Grammar,Vocabulary
https://bctjournal.com/article_10.html
https://bctjournal.com/article_10_3625b2ad187b0b27a5fd987f4fcdfafe.pdf
Gulf College, Muscat, Oman
Journal of Business, Communication & Technology
2791-3775
1
2
2022
12
01
National Learning Outcome Standards: A Case of the Computing Element in Oman
24
33
EN
Peyman
Nouraey
Gulf College, Oman
peyman@gulfcollege.edu.om
10.56632/bct.2022.1203
The General Foundation Program (GFP) is a pre-requisite program for nearly all undergraduate students in Oman in both private and government higher education institutions. The GFP elements include English Language, Computing, Mathematics, and General Study Skills. The present study aimed at evaluating the effectiveness of the GFP with special reference to its Computing element. To do so, 106 (72 females and 34 males) post-GFP students’ perceptions of their competencies in the Computing element were evaluated. Data were collected through a 5-point Likert Scale author-designed questionnaire created based on the Learning Outcomes (LOs) of the component. The chi-square results revealed statistically significant differences among the frequencies of the students’ responses in rating their competencies in Computing LOs. Based on the findings, the participants were mostly competent in all the 6 main LOs of the Computing element. In addition, a few criteria with positive effects on achieving the LOs of educational programs were discussed.
Computing,Educational program evaluation,General foundation program,Learning outcomes,Oman
https://bctjournal.com/article_8.html
https://bctjournal.com/article_8_e5d07a00b6503d22edb5cbc950e1c84b.pdf
Gulf College, Muscat, Oman
Journal of Business, Communication & Technology
2791-3775
1
2
2022
12
01
Tapping into Software for Oral Communication: A Comparative Study of Adobe Connect and Skype
34
43
EN
Mohammad
Abbasian
Quchan Branch, Islamic Azad University, Quchan, Iran
mohammad.abbasian2022@gmail.com
Ghasem
Modarresi
Quchan Branch, Islamic Azad University, Quchan, Iran
qasem.modarresi@gmail.com
10.56632/bct.2022.1204
Despite the theoretical importance of online learning, there is a lack of research on oral communication skills. The present study, adopting a mixed-methods design, aimed at 1) examining whether Adobe Connect and Skype could improve listening skills for pre-intermediate EFL learners and 2) exploring the students’ reactions to the role of online learning in enhancing their listening skills. In doing so, a pool of 30 homogeneous Iranian pre-intermediate students participated in the study. The one-way ANCOVA results confirmed a statistically significant difference at the p<.05 level in students’ scores for the two sets of scores. Adobe Connect group outperformed the Skype group concerning listening skills. Moreover, taking the coding reliability and agreement into account, 14 common codes emerged from the students’ responses to the semi-structured interview questions regarding the role of online learning in listening development. Finally, practical implications are offered for EFL students, teachers, and syllabus designers.
Listening skills,Computerized materials,Online learning,Technology,Oral communication
https://bctjournal.com/article_7.html
https://bctjournal.com/article_7_ff6da3bbf1ba1d5cef98eb19d1ddd864.pdf
Gulf College, Muscat, Oman
Journal of Business, Communication & Technology
2791-3775
1
2
2022
12
01
Key Demand Factors in Professional Business Courses: A Mixed-Methods Study
44
53
EN
Haitham
Y.
Adarbah
Gulf College, Oman
sirhaytham@gmail.com
Mark.
M. H.
Goode
Cardiff University, UK
goodem4@cardiff.ac.uk
10.56632/bct.2022.1205
Most businesses recognize that education and advancement opportunities are essential components of human resource development. Transfer of training is considered to be a significant problem in the process of transferring knowledge, skills, and attitudes from training to a job, even though training and development strive to alter the knowledge, skills, and attitudes of a trainee to bring about a positive change in the behavior of the trainee as a result. Comparatively, little attention has been paid to the vital demand factors for professional business courses (such as Computing, Accounting, Human Resources, and Marketing) and whether there are distinct segments in this marketplace. In this paper, the key variables in determining the demand for professional business courses were assessed through interviews with senior managers of professional bodies and the application of an electronic scale. Furthermore, based on the marketing theory of segmentation analysis, the key segments were tested using both summary statistics and chi-square tests. Finally, managerial and research implications of these results were discussed.
Segmentation,Professional business courses,Accounting,Marketing,Computing
https://bctjournal.com/article_5.html
https://bctjournal.com/article_5_08f6ed3834466d100b8af0acf4cb7fa1.pdf
Gulf College, Muscat, Oman
Journal of Business, Communication & Technology
2791-3775
1
2
2022
12
01
Emo-Sensory Communication, Emo-Sensory Intelligence and Gender
54
66
EN
Elham
Naji Meidani
Ferdowsi University of Mashhad, Iran
elhanaji@um.ac.ir
Hossein
Makiabadi
Ferdowsi University of Mashhad, Iran
hossein.makiabadi@mail.um.ac.ir
Mohammad
Zabetipour
Ferdowsi University of Mashhad, Iran
m.zabetipour@gmail.com
Hannaneh
Abbasnejad
Tarbiat Modares University, Iran
h.abbasnejad@modares.ac.ir
Aida
Firoozian Pooresfehani
Imam Reza International University, Iran
a.firoozian@yahoo.com
Shaghayegh
Shayesteh
Ferdowsi University of Mashhad, Iran
shayesteh@um.ac.ir
10.56632/bct.2022.1206
The evolutionary definition of intelligence has made it a multifaceted concept. Emo-sensory intelligence (ESQ), as integration of emotional intelligence (EQ) and sensory intelligence (SQ) is the sensitivity to the emotions evoked by sensory inputs. It puts emphasis on individuals’ ability to recognize, label, monitor, and manage sense-induced emotions to guide one’s behavior and establish emo-sensory communication. Among the studies done on different types of intelligence and effective communication, gender differences have been a recurring theme. The purpose of this study was to investigate the role of gender in emo-sensory intelligence and emo-sensory communication. To this aim, the emo-sensory intelligence scale (ESIS) was distributed to 1500 participants. The results revealed significant differences between the two genders in ESQ for visual, olfactory, and tactile senses, demonstrating the superiority of females over males. Moreover, a significant difference was found between the two genders in their ability to identify the basic emotions triggered by their senses, and use them in their communications, with females being better than males.
Emo-sensory intelligence,ESQ,Emo-sensory communication,Gender,Senses
https://bctjournal.com/article_9.html
https://bctjournal.com/article_9_0358be23170bc252eb160beca27eed8c.pdf
Gulf College, Muscat, Oman
Journal of Business, Communication & Technology
2791-3775
1
2
2022
12
01
Gendered Voices and Ideological Communications: A Case from the Film Industry
67
81
EN
Folakemi
Oladoja
0000-0003-3035-008
University of Ibadan, Nigeria
f.shakirah@yahoo.com
Dubamo
Tomere
University of Ibadan, Nigeria
dubamotomereo@gmail.com
10.56632/bct.2022.1207
Gender is a social construct that finds expression in cultural and ideological communicative practices. This research focuses on gendered voices and ideological communications, drawing insights from the film industry in Nigeria. The study adopts the triangulation of critical discourse analysis, polyphony, and construction grammar to appraise the instances of gendered voices in Tunde Kelani’s <em>Narrow Path</em>, in order to tease out the underlying ideologies in the emotioncy-driven communicative contexts. Two opposing ideologies, namely, the patriarchalist and womanist dominate the interactions of the characters. While the former was characterized by the macho, parental, institutional, and communal voices, the latter was orchestrated by the solidaristic and institutional voices. The patriachalist ideals were both concretized through the same-gender and other-gender personae, the womanist ideology was basically enacted through same-gender persona. These were established through gendered constructions propelled by: presupposition, assertion, topic, and focus. High context society like the Yoruba should provide equal space for both genders to express their thoughts and partake in building a gender-unbiased society.
Ideological triggered expressions,Patriarchalist and womanist,Same-gender and other-gender,Information packaging constructions,Nigerian film industry
https://bctjournal.com/article_11.html
https://bctjournal.com/article_11_e95e7dc32b2ceda58e10e32dcab31c17.pdf