Cette recherche vise à analyser le rôle des référentiels de compétences sur le pilotage de la formation à l’université et sur les pratiques d’enseignement et d’évaluation des enseignants. Cette analyse cherche également à explorer les liens entre le rôle joué par un référentiel (son usage, ses effets) et les conditions qui ont présidé à sa réalisation :motivation de départ, méthode d’élaboration et de diffusion. La méthodologie utilisée est double. D’une part, nous avons mené une étude croisée reprenant 10 cas, soit 10 équipes d’enseignants ayant élaboré un référentiel en Belgique, en France, aux Pays-Bas et au Canada. D’autre part, nous avons suivi, durant trois années, l’élaboration du référentiel de formation de l’Ecole polytechnique de l’ULB. Entretiens semi-dirigés et observation participante ont été les deux outils respectifs de cette double méthodologie. Nous avons pu montrer que dans la plupart des cas, les référentiels ont joué un rôle dans le pilotage de la formation et dans les pratiques d’enseignement et d’évaluation mais nous avons également identifié d’autres rôles joués par les référentiels tels un rôle de gestion des ressources humaines (outil d’engagement et d’intégration de nouveaux engagés, outil de construction d’une identité collective, outil de communication interne) ou encore de communication à caractère promotionnel. Nous pouvons également formuler des hypothèses quant aux conditions susceptibles de favoriser l’usage du référentiel dans le pilotage et dans les pratiques d’enseignement et d’évaluation. Par contre, nous n’avons pas identifié l’impact de la forme du référentiel (concept de référence ou modèle théorique) sur son usage, l’usage du référentiel étant davantage lié à une politique qui l’englobe et dont il est sans doute l’un des rouages.<p>Enfin, en regard de nos résultats et de notre échantillon, le référentiel ne semble pas constituer un levier pour accroître la professionnalisation de la formation mais se trouve au contraire en équilibre entre professionnalisation et académisation, en ce qui concerne les formations initiales de deux cycles dans un contexte universitaire ou assimilé.<p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

The focus of this research is to understand the relevance of the Human Resource Development Strategy for the functioning of South African Public Service and its implications for the Emerging Management Development Programme (EMDP). One of the main challenges of the Human Resource Development Strategy (HRDS) is its translation into well designed training programmes that are aligned with the goals and objectives of the strategy. The Emerging Management Development Programme (EMDP) is meant to be the translation and interpretation of the HRDS for public sector training and development on emerging management level. The intention of this study is to evaluate, analyse and understand the alignment of the EMDP with the Human Resource Development Strategy for the South African pubic service and subsequently suggest proposals for the possible improvement of emerging middle management development. The objectives of the research will be stated in the form of two critical questions:  What are the main directives in the Human Resource Development Strategy for the Public Service regarding management development in general, and the gaps in the design and development of the Emerging Management Development Programme (EMDP) in particular?  How does the design and development of the current EMDP meet the strategic vision for management development as envisioned in the Human Resource Development Strategy for the Public Service? The research methodology applied in this study, is a qualitative research approach. This approach focuses on phenomena that occur in natural settings, i.e. in the real world and involve studying those phenomena in all of their complexity which is used to gather data. This data is preserved in descriptive narratives. A qualitative research approach also uses mainly the constructivist-interpretive perspective. The key finding is that as much as the EMDP is comprehensive, it is however not yet aligned with the Human Resource Development Strategy of the South African Public Service. The recommendation is that the conversion of the objectives of HRDS-SA into the learning outcomes of the EMDP in order to provide a framework for a comprehensive base of competencies that inform the curriculation of the EMDP is important. This will ensure that the learners are able to benefit from a multitude of skills development activities in the programme and, in so doing, render them more purposeful to improve their impact on the skills challenges of the country. / Public Administration and Management / M. Tech. (Public management)

This essay is about vocabulary learning strategies in German as a foreign language among students in two primary schools and one upper secondary school in the south of Sweden. The students in the primary schools were in the 9 th grade (15-year-olds) and the other ones in a more advanced language course (17-year-olds). Based on a digital questionnaire (Google Forms) the students were asked to answer questions about how they learn new words in German. Important aspects in this context were for example speaking, reading, writing and listening to new words. Some strategies werde I translate the words into Swedish, I compare German, Swedish and English words with the same meaning, I read the words out loud, I read the words quietly, I write my own sentences with the words. The students were also asked to give suggestions about the best way to learn new vocabulary. Answers were then categorized and analyzed. The results show that most of the students in the 9th grade sometimes used strategies like Translating the words, Reading and writing the words several times. The majority of the students in upper secondary school always used these strategies. Most of the students in the 9th grade never used the strategy Writing my own sentences. The majority in all three schools never used the strategy Sorting the words by word class. There were also differences between boys and girls concerning the choice of strategies.

No description available.

No description available.

<p>While pronunciation has previously been described as a neglected skill in the second language classroom, a growing body of literature has demonstrated that pronunciation training improves students’ productions (Derwing & Munro, 2005). Mispronunciations have been shown to impact comprehensibility, intelligibility, and accentedness (Derwing & Munro, 2009). As pronunciation instruction methods have begun to be the subject of empirical research, Visual Feedback (VF) has begun to emerge as a novel method for teaching pronunciation. This method has been shown to be particularly effective for teaching voice onset time (VOT), a characteristic of voiceless stop consonants (e.g., /p, t, k/). Worth noting, English and Spanish differ concerning VOT, with English employing long VOTs (30-100ms) and Spanish short VOTs (0-30ms) (Lisker & Abramson’s, 1964). Previous research has focused exclusively on employing VF for shortening VOT, although there are some compelling reasons to question whether the size and nature of the effect would be similar for lengthening VOT. The present study examines the potential effectiveness of VF as a means of lengthening the VOT of Spanish learners of English.</p> <p>The participants of the study were twenty-six students from a large Colombian university. The experiment design consisted of a pretest, three VF interventions, a posttest, and a delayed posttest. The tests were composed of two tasks, differing in their complexity: recording words in isolation and words in utterances. Stimuli consisted of English words (n= 4266) with word-initial voiceless stops (/p, t, k/). Stimuli were controlled for stress, following vowel, and word familiarity  and were measured for VOT using Praat (Boersma & Weenink, 2022).</p> <p>Results from statistical analysis coupled with a visual inspection of the data indicated that the experimental group performed similarly in the three stages of the study and that the visual feedback paradigm did not result in changes in VOT. However, some degree of variation was found among the participants concerning their average VOTs. While some participants showed an overall increase (i.e., improvement) in English VOTs for the three phonemes /p/, /t/, and /k/ over time, other participants did not. In general, most of the participants produced English-like VOTs in the pretest, constituting a degree of ceiling effects. The rate of exposure to the target language and the saliency of English are factors that could have played a role in the development of the VOT scores of the participants before the study. Therefore, the discussion focuses on both the nature of the individual variability and the theoretical implications of ceiling effects found in the current study versus the lack of ceiling effects in other studies with similar populations.</p>

The paper discusses the process of teaching listening and speaking to Iraqi students in English classes. The relevance is determined by the expanding international contacts of the Republic of Iraq, on the one hand, and the insufficient development of effective teaching methods for listening and speaking, on the other hand. Based on the analysis of extensive theoretical material from works both Russian and foreign researchers considering various types of listening (intensive and extensive) cognitive and metacognitive processes, stages of information reception and processing and the interrelation of listening and speaking, it is concluded that they need to be integrated. In the practical part of the research, questionnaire data are presented to identify the problems and needs of Iraqi students; authentic tasks for developing listening and speaking skills, taking into account national characteristics, are offered. The approach contributes to the successful cooperation of actors in the educational process (a lecturer and students). In conclusion, factors influencing the teaching process of listening and speaking are generalized and some recommendations are given. / В работе рассматривается процесс обучения аудированию и говорению иракских студентов на занятиях по английскому языку. Актуальность определяется расширяющимися международными контактами Республики Ирак, с одной стороны, и недостаточной разработкой эффективных методик обучения аудированию и говорению, с другой стороны. На основе анализа обширного теоретического материала как российских, так и зарубежных исследователей, рассматривающих различные виды аудирования (интенсивное и экстенсивное) когнитивные и метакогнитивные процессы, этапы принятия и обработки информации и взаимосвязь аудирования с говорением, делается вывод о необходимости их интеграции. В практической части исследования приводятся данные анкетирования, позводяющего определить проблемы и потребности иракских студентов, предлагаются аутентичные задания на развитие навыков аудирования и говорения с учетом национальных особенностей. Данный подход способствует успешному взаимодействию акторов процесса обучения (преподаваетеля и студентов). В заключение обощаются факторы, влиющие на процесс обучения аудированию и говорению, даются некоторые рекомендации.

<p dir="ltr">This dissertation investigates the dynamics of co-regulated learning within the context of teamwork in higher education with a focus on software development courses. Co-regulated learning, where team members collaboratively manage, adapt, and synchronize their learning processes, is essential for effective teamwork and improved learning outcomes. The study comprises three interrelated investigations: a systematic literature review of co-regulation in higher education, an empirical evaluation of co-regulated learning strategies in a software development course, and a longitudinal study on the evolution of these strategies over time.</p><p dir="ltr">The systematic literature review synthesizes findings from 25 empirical studies on co-regulation in teamwork, highlighting the theoretical foundations, methodological approaches, and gaps in existing research on co-regulation. The first study examines how co-regulated learning strategies influence team interactions, performance, and learning outcomes in a semester-long software development course, identifying common challenges and effective practices such as adaptive planning, proactive monitoring, and reflective practices. The second study provides a dynamic view of how co-regulation strategies evolve over multiple project milestones, demonstrating how teams transition from initial role exploration to more defined responsibilities and improved collaboration over time and offering deeper insights into the factors influencing team dynamics and effectiveness.</p><p dir="ltr">Key findings highlight the importance of structured planning, continuous monitoring, reflective evaluation in fostering effective teamwork and co-regulation, and the dynamic evolution of teamwork strategies. The research contributes to understanding co-regulated learning in software development education and offers practical insights for fostering effective teamwork skills such as integration of co-regulation strategies into educational curricula and the development of instructional interventions to support collaborative learning. This research contributes to the theoretical understanding of co-regulated learning and offers practical recommendations for educators, policymakers, and researchers to enhance teamwork and co-regulation skills in higher education, ultimately preparing students for the collaborative demands of the software industry.</p>

This project provides a model for incorporating creativity in teaching English as a foreign language (EFL). It includes an instructional unit comprised of six lessons followed by accompanying assessments. Culture and language cannot be separated as students learn a foreign language.

This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained. / Educational Studies / D. Ed. (Philosophy of Education)