Browsing by Author "Orlando, Honnor"

Now showing 1 - 3 of 3
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    An ESP Reading Course: Methods and Materials
    (2008-10-13T19:29:42Z) Kiefer, Marvin R.; Connor, Ulla, 1948-; Duerksen, Aye Nu E.; Orlando, Honnor
    This research project evaluated four reading projects and their authentic materials. The projects were used in a U.S. university ESP program for post-bachelor Afghan students. By utilizing field-related American biographies, online academic articles, various news articles, field-specific article databases, and short fiction for in-depth reading and writing projects, the Afghan students’ reading performances proved and disproved the relevance and importance of these authentic materials as ways to improve their IBT TOEFL reading scores and academic reading proficiencies related to their future work at a U.S. graduate school. Data were collected and evaluated from three TOEFL scores and an in-depth, post program survey.
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    The impact of health beliefs and culture on health literacy and treatment of diabetes among French speaking West African immigrants
    (2010-02-01T16:03:35Z) Ndiaye, Malick; Connor, Ulla, 1948-; Smith, Frank M.; Orlando, Honnor
    Talks about health literacy, beliefs about health of immigrants from the French speaking countries of West Africa in the USA. How they handle diabetes, navigate the health care system and how they get their information.
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    International Students and Autonomy in Service-Learning English for Academic Purposes Courses
    (2022-11-08) Ene, Estela; Orlando, Honnor
    Learner autonomy, defined most frequently as the “ability to take charge of one’s own learning” (Holec, 1981, p. 3), plays an important role in learning generally speaking and language acquisition in particular (Thomas & Rose, 2019). Enabling learners to function independently is an important, if not the ultimate, goal of teaching. In Service Learning (SL), learners can operate autonomously, and likely become more autonomous as a result of practicing autonomy. Thus, autonomy can be a means as well as a goal. Studies, however, have not paid sufficient attention to the role that learner autonomy may play, especially when it comes to SL performed by international students. An important theoretical and practical question is whether increasing learners’ autonomy leads to better learning outcomes than other-/teacher-directed SL. If students learned as much or more when given more autonomy, teachers could better use the time they invest in the logistical overload that comes with coordinating every aspect of SL (as also noted by Kwenani & Yu, 2018); for example, teachers could focus on designing tasks that would benefit students and community partners alike and preparing their students for operating autonomously without losing focus or doing harm (Tryon et al., 2008). Thus, it is important to finetune our understanding of whether learner autonomy supports learning, and which aspects of learning it can support most productively.