Education

University of Calcutta (informally known as Calcutta University or CU) is a collegiate public state university located in Kolkata, West Bengal, India.&nbsp;Within India it is recognized as a &quot;Five-Star University&quot; and accredited &quot;A&quot; Grade by National Assessment and Accreditation Council.

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The University of Calcutta has secured the Fifth position among the Universities of India in the prestigious &quot;Indian University Ranking 2019&quot; list, released by the NIRF of the Ministry of Human Resource Development, Government of India.

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It was established on 24 January 1857, and was one of the first institutions in Asia to be established as a multidisciplinary and Western-style university. Its alumni and faculty include several heads of state, heads of government, social reformers, prominent artists, only academy award winner and Dirac medal winner in India, many Fellows of the Royal Society and five Nobel laureates as of 2019 which is highest in South Asia.

University Of Calcutta

The place of grammar within the teaching of writing has long been contested, and a vast body of research has found no correlation between grammar teaching and writing attainment. However, recent studies of contextualized grammar teaching have argued that if grammar input is intrinsically linked to the demands of the writing being taught, a significant positive impact on writing results. This review aims to analyze existing studies of contextualized grammar teaching in the L1 setting. Finally, the review suggests the need to replicate existing studies and explore peer influence in contextualized grammar teaching classes. © The Author(s) 2022.

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Journal of Education

Teaching Grammar in the Context of Writing: A Critical Review

Based on self-determination theory the study seeks to examine influence of teacher autonomy support, structure and relatedness support on amotivation of middle school students. This correlational study based in Indian sub-continent establishes that all three dimensions of teacher support (i.e., teacher autonomy, teacher structure and teacher relatedness support) reduces amotivation however teacher structure have the strongest influence. No gender and age differences were reported for the study. Study highlights the importance of reverse side of motivation (amotivation) and predicates that teacher support is essential not only in increasing motivation but also in reducing amotivation. Training teachers is necessary to increase their ability of providing autonomy support, structure and relatedness support. © 2021

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Heliyon

Amotivation and influence of teacher support dimensions: A self-determination theory approach

The study was an attempt to assess how the trainee teachers belonging to the vernacular background, from West Bengal (Eastern part of India), India, improved their oral fluency in a Task-Based Language Teaching approach. Trainee teachers from a university were taught with a task-based approach for 2 months with task conditions like pre-task planning time, pair and group work, and feedback. The learners’ performance in the intervention tasks and pre-post-test were audio recorded. The findings indicated that the learners could produce fluent sentences with grammatical accuracy and elaborate utterances with reduced pauses. Furthermore, learners’ opinion on the task-based teaching and learning approach was sought with some questions, where they appreciated the TBLT approach as it allowed them to improve their speaking skills to an extent. The implications of the findings are discussed in light of the suitability of a task-based approach in the Indian context. © 2021 Taylor & Francis Group, LLC.

World Futures

Task-Based Language Teaching Approach for Improving Speaking Fluency: Case Study of Trainee Teachers in West Bengal

Based on SDT this correlational study investigated unique and additive effects of teacher and parent autonomy support on academic motivation of middle school students. Results revealed significant individual and additive effects of parent and teacher autonomy support exists. Age and gender related differences in academic motivation was found. Negative effects of teacher control on motivation was reported. Study highlights necessity of intervention programs, for teachers especially experienced teachers unwilling to conform to the idea of autonomy support, and for parents so they can be aware about providing threshold support when school situations fail to provide autonomy support. © 2021 Taylor & Francis Group, LLC.

Effect of Teacher and Parent Autonomy Support on Academic Motivation: A Central Focus of Self-Determination Theory

Based on self-determination theory framework, this study examined (a) individual effects of teacher relatedness support and parent relatedness support and (b) the additive and interaction effect of these supports on academic motivation of middle school students. Using linear, stepwise, and hierarchical regression, results exhibited presence of significant individual, additive, and interaction effects between the variables. The results may be helpful in creating awareness among parents and teachers regarding the importance of relatedness support in satisfying emotional needs of children and enhancing motivation. © 2021 Taylor & Francis Group, LLC.

Effect of Parent and Teacher Relatedness Support on Academic Motivation of Middle School Children

Objectives: Despite suggestions of strengths and abilities of autistic people, it has been an underexplored area in autism research, the primary focus of which has been on examining differences and atypicalities as deficits rather than strengths. Understanding the self-reported impediments via first-person accounts of autistic adults for facilitating the strengths is an important prerequisite for an in-depth comprehension of the unique diversities and potentialities of autistic people, and roadmap development. Methods: The study is based on qualitative phenomenological inductive thematic analysis through in-depth interviews with 10 verbally- and cognitively-able autistic adults, following purposive and snowball sampling. Results: The impediments at home, school, and communities are presented through the five inductively extracted themes. Additionally, the study proposes future pathways for fostering an effective environment to nurture the innate potentialities of autistic people via a strength-focused lens. Conclusion: The study endorses the paradox of strength and atypicalities and advocates a shift from a deficit-focused approach to a strength-focused approach of support, and promotes the neurodiverse model of acceptance and embrace. © The British Society of Developmental Disabilities 2021.

International Journal of Developmental Disabilities

Self-reported impediments at home, school, and community: autistic adults’ first-person accounts of their life trajectories and derived pathways

There has been ample research establishing the effectiveness of the task-based language teaching approach on improving learners’ language skills. Some studies have also taken account of teachers’ experience and their views of working in task-based classrooms, as experimentation with an approach is different from implementing it in real classroom situations. Studying teachers’ perceptions can help us understand the practicality of the task-based approach. The present study investigates teachers’ reluctance to implement TBLT and scrutinises teachers’ positive and negative perceptions towards the approach. A review methodology was utilised, whereby 16 empirical studies on teachers’ perception towards TBLT were selected from the years 2004 to 2019. The review revealed that the challenges faced by teachers or apprehended by them in TBLT classrooms were typically similar. Most of the teachers were aware of the task-based approach, but they lacked thorough knowledge and practical experience. Many of them expressed the idea that task-based methods were appropriate for college and university students rather than school children. The review concludes with suggestions to improve the implementation of the task-based approach, emphasising stakeholders’ roles and the importance of appropriate training for teachers in TBLT. © 2021 Association for Language Learning.

Language Learning Journal

Exploring the impediments for successful implementation of the task-based language teaching approach: a review of studies on teachers’ perceptions

Resilience is of utmost importance for first-year undergraduate students to persist and flourish throughout the course of their studies. The researchers explored the comparative and simultaneous effect of two factors, i.e., emotional intelligence (EI) and critical thinking (CT) disposition in predicting the resilience of first-year undergraduate students. A total of 490 participants from the state of West Bengal (eastern part of India) filled out a self-report questionnaire comprising the Connor–Davidson Resilience Scale, a profile for emotional competency, and CT disposition assessment (EMI). Pearson correlation and multiple regression analysis reported that resilience was positively correlated with EI and CT disposition. Further, both EI and CT disposition had unique as well as shared contributions in explaining resilience and the outcome was in favor of EI being the stronger predictor. The study suggests that college authorities and counselors should undertake efficacious support initiatives to foster resilience in students. © The Author(s) 2021.

Journal of College Student Retention: Research, Theory and Practice

Effect of Emotional Intelligence and Critical Thinking Disposition on Resilience of the Student in Transition to Higher Education Phase

Undergraduate student, especially first-year students face challenges in the new found academic environment. Critical thinking (CT) has been found to be effective in managing negative experiences. Earlier literature found Emotional intelligence (EI) is accounted for variance in critical thinking (CT) skill irrespective of the gender. However, there is scarcity of research on the relationship between EI and CT disposition with respect to gender. The present research intended to study the effect of EI on CT disposition of students in the transition phase with gender as a moderator. 500 first-year undergraduate students from West Bengal (eastern part of India) were selected to fill up assessment tools; the Profile of Emotional Competence (Brasseur et al., 2013) and Critical Thinking Disposition Assessment (Ricketts & Rudd, 2005). Structural Equation Model (SEM) was followed using AMOS adopting maximum likelihood approach. Path analysis revealed an accepted model fit establishing EI to have significant effect on CT disposition. However, this effect was not moderated by gender. The present research might be helpful in generating awareness regarding the importance of EI and training for developing disposition of CT among college fresher's well-being and emotional health. The study has highlighted the non-significant moderating role of gender in relation to EI and CT disposition that was missing in the existing literature. © 2020 Critical thinking disposition, Emotional intelligence, Transition to higher education, Clinical psychology; Education; Psychology; Sociology; Philosophy © 2020

Critical thinking disposition of undergraduate students in relation to emotional intelligence: Gender as a moderator

There is a shortage of research on the participation of children with intellectual disabilities from middle-income countries. Also, most child assessments measure either the child’s or the caregiver’s perceptions of participation. Participation, however, is an amalgamation of both perspectives, as caregivers play a significant role in both accessing and facilitating opportunities for children’s participation. This paper reports on both perceptions—those of children with intellectual disabilities and those of their caregiver, in India and South Africa. A quantitative group comparison was conducted using the Children’s Assessment of Participation and Enjoyment (CAPE) that was translated into Bengali and four South African languages. One hundred child–caregiver dyads from India and 123 pairs from South Africa participated in the study. The results revealed interesting similarities and differences in participation patterns, both between countries and between children and their caregivers. Differences between countries were mostly related to the intensity of participation, with whom, and where participation occurred. Caregiver and child reports differed significantly regarding participation and the enjoyment of activities. This study emphasises the need for consideration of cultural differences when examining participation and suggests that a combined caregiver-and-child-reported approach may provide the broadest perspective on children’s participation. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.