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\"The ways in which commercial organizations and service providers 'style' themselves - creating the image they wish to portray to their potential consumers - is a long-established area of research in the fields of sociology and business studies. However language also plays an important role in organizational styling, something which until now has been largely overlooked in the literature. This is the first book-length study of the linguistics of organizational styling, looking at the language and semiotic resources used by holiday resorts, pharmaceutical companies, restaurants and insurance companies in order to project their identities, and style themselves. It discusses in detail a number of case studies and presents an innovative take on the notion of style, as well as bringing together work from linguistics, business studies and sociology. This interdisciplinary book will be of interest to scholars and advanced students in sociolinguistics, and scholars of sociology and business studies\"-- Provided by publisher.

From the end of Reconstruction through World War II, a network of public colleges for white women flourished throughout the South. Founded primarily as vocational colleges to educate women of modest economic means for life in the emerging “new” South, these schools soon transformed themselves into comprehensive liberal arts–industrial institutions, proving so popular that they became among the largest women’s colleges in the nation. In this illuminating volume, David Gold and Catherine L. Hobbs examine rhetorical education at all eight of these colleges, providing a better understanding of not only how women learned to read, write, and speak in American colleges but also how they used their education in their lives beyond college. With a collective enrollment and impact rivaling that of the Seven Sisters, the schools examined in this study—Mississippi State College for Women (1884), Georgia State College for Women (1889), North Carolina College for Women (1891), Winthrop College in South Carolina (1891), Alabama College for Women (1896), Texas State College for Women (1901), Florida State College for Women (1905), and Oklahoma College for Women (1908)—served as important centers of women’s education in their states, together educating over a hundred thousand students before World War II and contributing to an emerging professional class of women in the South. After tracing the establishment and evolution of these institutions, Gold and Hobbs explore education in speech arts and public speaking at the colleges and discuss writing instruction, setting faculty and departmental goals and methods against larger institutional, professional, and cultural contexts. In addition to covering the various ways the public women’s colleges prepared women to succeed in available occupations, the authors also consider how women’s education in rhetoric and writing affected their career choices, the role of race at these schools, and the legacy of public women’s colleges in relation to the history of women’s education and contemporary challenges in the teaching of rhetoric and writing. The experiences of students and educators at these institutions speak to important conversations among scholars in rhetoric, education, women’s studies, and history. By examining these previously unexplored but important institutional sites, Educating the New Southern Woman provides a richer and more complex history of women’s rhetorical education and experiences.

This collection of first-person essays by established authors provides a wealth of support and insights for new and experienced academic writers in language education and multicultural studies. Although writing for publication is becoming increasingly important as these fields become both more professional and more competitive, few scholars talk candidly about their experiences negotiating a piece of writing into print. These essays will help researchers, practitioners, and graduate students expand their understanding of what it means--professionally and personally--to write for publication. Carefully crafted, focused, and provocative, the chapters in this volume document authors' experiences with a range of practical, political, and personal issues in writing for publication. Many portray the hardship and struggle that are not obvious in a finished piece of writing. Readers are encouraged to resonate with the events and issues portrayed, and to connect the narratives to their own lives. Practical information, such as contact information for journal and book publishers, manuscript guidelines, and useful books are included in appendices. Although organized thematically, the essays in Writing for Scholarly Publication: Behind the Scenes in Language Education overlap in many ways as each author considers multiple issues: *In the Introduction, the editors discuss key aspects of writing for scholarly publication, such as writing as situated practice, issues faced by newcomers, the construction of personal identity through writing, writing and transparency, facets of the interactive nature of scholarly writing, and intertwined political issues. *Part I focuses on issues and concerns faced by \"Newcomers.\" *In Part II, \"Negotiating and Interacting,\" the essays closely examine the interactions among authors, editors, manuscript reviewers, and collaborators; these interactions tend to be the least often discussed and these essays therefore offer readers fascinating insights into the sensitive social, political, and personal relationships among the many players in the scholarly writing game. *\"Identity Construction\" is addressed in Part III, where authors share their experiences with and reflections on the ways that professional writing helps them construct their identities as writers and scholars. *The essays in Part IV, \"From the Periphery,\" help redefine what the notion of \"periphery\" might mean, from a concept with a negative connotation of \"outsider\" to a positive connotation of active and unconventional participant.

Corpora have been suggested as valuable sources for teaching English for academic purposes (EAP). Since previous studies have mainly focused on corpus use in classroom settings, more research is needed to reveal how students react to using corpora on their own and what should be provided to help them become autonomous corpus users, considering that their ultimate goal is to be independent scholars and writers. In the present study, conducted in an engineering lab at a Korean university over 22 weeks, data on students’ experiences and evaluations of consulting general and specialized corpora for academic writing were collected and analyzed. The findings show that, while both corpora served the participants well as reference sources, the specialized corpus was particularly valued for its direct help in academic writing because, as non-native English-speaking graduate engineering students, the participants wanted to follow the writing conventions of their discourse community. The participants also showed disparate attitudes toward the time taken for corpus consultation due to differences in factors such as academic experience, search purposes, and writing tasks. The article concludes with several suggestions for better corpus use with EAP students regarding the compilation of a corpus, corpus training, corpus competence, and academic writing.

This study aims to test the effectiveness of the Job-Related English Learning Material (JRELM) for Mobile Learning Implementation for teaching English at Bali State Polytechnic, Indonesia. Regarding English language aspects and skills, JRELM includes grammar, vocabulary, reading, speaking, listening, and writing materials. This study was conducted by following the pre-test and post-test control group design. This study involved 48 students; 24 were in the experimental group, and the other 24 were in the control group. They were the 2nd-semester students of the electrical engineering study program at the Bali State Polytechnic. To collect the study data, the researchers used pre-test and post-tests to measure the students’ English mastery. Validity and reliability tests were conducted to ensure the pre-test and post-test were valid and reliable before being used to collect the study data. The researchers used the results of the pre-test and post-test of the experimental group and control group to get the N-gain scores. Then, the N-gained scores were further analyzed quantitatively using descriptive statistics and an independent sample t-test to identify the effectiveness of JRELM on students’ English mastery. The data results show that the JRELM for mobile learning significantly affects students’ English mastery. It is because the JRELM can be accessed at any time, it is provided with exciting learning materials, and it helps students focus on learning with relevant material according to the professional field. Thus, this study concluded that JRELM effectively improves students' mastery of English.

Teaching styles play critical roles in students’ English-as-a-second/foreign-language (ESL/EFL) learning. Yet, the relationship between teaching styles and students’ English language abilities is still under-explored. The present study endeavored to explore the predictive power of teaching styles on Chinese university students’ English language abilities. A total of 1,318 English learners from a university in China were recruited. Perceived teaching styles of English teachers were assessed using the Students’ Perceived Teaching Styles Inventory (SPTSI), while English language abilities were measured based on the English Language Ability Self-Assessment Scale (ELASS). Findings indicated that teaching styles positively predicted English language abilities, and the predictive powers of Type I teaching styles on English language abilities were basically greater than that of Type II teaching styles. Pedagogical implications for university English teaching are discussed.

Background The objective of this study is to construct a model that can predict classroom engagement by Chinese EFL learners. Grounded in self-determination theory, this study specifically investigates how university teachers’ specific teaching styles (humorous, caring, logical, creative) influence EFL learners’ classroom engagement through the mediating role of self-efficacy. Methods Through convenience sampling, this study was administered on 1,064 EFL learners across seven Chinese universities and colleges representing different tiers using validated questionnaires. And structural equation modeling was employed to test the mediating role. The hypothesized model was subsequently evaluated using structural equation modeling (SEM) to assess the path coefficients and overall predictive capability of the model. Results This research found that the cognitive-oriented teaching styles (the logical teaching style and creative teaching style), but not affective-oriented styles (the humorous teaching style and caring teaching style), could significantly predict EFL learners’ classroom engagement. Besides, students’ self-efficacy could directly predict classroom engagement and mediated the link between teaching style (the logical teaching style and creative teaching style) and classroom engagement. Conclusions This study contributes to the understanding of the differential mechanisms through which cognitive-oriented teaching styles and affective-oriented styles influence EFL learners’ classroom engagement, revealing self-efficacy as the critical mediator. These findings provide concrete references for teacher training programs to prioritize logic-based instructional scaffolding and creative thinking stimulation techniques when designing pedagogical interventions aimed at enhancing learners’ self-efficacy beliefs and engagement outcomes.

Tertiary education uses a variety of teaching methods to cater for different learning styles, encourage critical thinking, and prepare students for real-world challenges. Common methods include lectures, seminars, independent study, and collaborative learning. This diversity reflects the complexity of higher education and helps to create a dynamic learning environment that fosters lifelong learning and critical thinking skills. Problem-based learning, a prominent teaching method, focuses students on an inquiry-based approach, presenting them with real-life problems that require the application of knowledge, critical thinking, creative approach, and collaboration. Problem-based learning is very effective in teaching English for specific purposes at tertiary level because it involves students in projects that require the use of the target language, thus enhancing language acquisition and fostering communicative skills. This method benefits students by promoting active learning, improving communication, encouraging creativity, and developing problem-solving skills. A study at Vilnius Gediminas Technical University, Lithuania, involving students from creative and technical fields, found that most students found problem-based learning beneficial, although creativity students were more enthusiastic. The results suggest that while problem-based learning improves understanding of both theoretical and practical aspects of study programmes, technical students are more sceptical about the effectiveness of problem-based learning. Despite some negative attitudes on the part of some students, problem-based learning remains a valuable tool in English for specific purposes education, supporting the development of language and professional skills.

The purpose of this research is to examine how first-year undergraduates at Al-Balqa Applied University feel about taking English classes online. The study collects data on 215 students' views on online learning's efficacy, technical tools, difficulties, learning modes, and general satisfaction using a standardized questionnaire. The data was analyzed using statistical tools such as t-tests, ANOVA, chi-square tests, and regression analysis. The results show that people are usually happy with online education, which is great because of all the benefits it offers, such ease and adaptability. Problems with internet access and being motivated were, however, major obstacles. There are notable gender disparities in the study's findings on preferred learning styles and a preference for mixed learning modalities. A high level of happiness with online learning was predicted by factors such as having access to the internet, the ability to choose when and how to study, and the opportunity to collaborate with classmates. According to the study's conclusions, online education programs should have a strong technical foundation, interactive learning resources, and individualized assistance. Despite its useful insights, the study notes its small sample size and lack of generalizability, pointing the way toward potential future studies.

Adolescents often use root word and affix knowledge to figure out unknown words. Anglin (1993) found that younger readers favor the Part-to-Whole strategy, and Tyler and Nagy (1989) confirmed the importance of root-word knowledge for middle school students. This study seeks to understand the different strategies middle school readers use so that teachers can leverage these approaches in future morphological instruction. The authors interviewed 20 seventh- and eighth-grade students from two middle schools in the Southeastern United States. Males and females were represented evenly across sites. They chose these two schools because each served populations of either proficient or struggling readers and could showcase the problem-solving strategies used by these different groups of readers. Study data were collected through 20-minute interviews led by the authors of this article. Students were asked to problem solve 12 morphologically complex words, with follow-up questions about their problem-solving processes. Because they focused on how students might use morphology beyond orthography and phonology, when students mispronounced a word, the interviewer gave them the correct pronunciation. Based on their findings, the authors discuss strategies and make instructional recommendations to support students in determining word meanings. The article concludes that although only part of comprehensive vocabulary instruction, morphological problem-solving strategies can be powerful tools in a student's literacy tool belt. Their analysis suggests students use sophisticated strategies when trying to figure out the meanings of morphologically complex words. (Contains 6 figures and 3 tables.)