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Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability

Course materials play a vital role in the foreign language classroom. Relatively little attention has been paid, however, to analyzing the activities that foster oral interactional ability in EFL course materials. For the purpose of this study, a coding scheme was designed that focuses specifically on the development of interactional ability. This was used to analyse the three most commonly used EFL course books for pre-vocational learners in The Netherlands. The analysis revealed that course books focus more on developing language knowledge than on developing the ability to use this knowledge in interaction, that interactional strategies practice is missing, and that interactional practice is limited to the personal and public context. We conclude that EFL course books lag behind current SLA theories in the practical application of activities focused on developing interactional ability. Recommendations to strengthen the link between theory and practice are made.

Promoting explicit instruction of strategies for self-regulated learning

The origins of SWOT analysis

The origins of SWOT analysis have been enigmatic, until now. With archival research, interviews with experts and a review of the available literature, this paper reconstructs the original SOFT/SWOT approach, and draws potential implications. During a firm's planning process, all managers are asked to write down 8 to 10 key planning issues faced by their units. Each manager grades, with evidence, these issues as either safeguarding the Satisfactory; opening Opportunities; fixing Faults; or thwarting Threats: hence SOFT (which is later merely relabeled to Strengths, Weaknesses, Opportunities and Threats, or SWOT). Subgroups of managers have several dialogues about these issues with the instruction to include the needs and expectations of all the firm's stakeholders. Their developed resolutions or proposals become input for the executive planning committee to articulate corporate purpose(s) and strategies. SWOT's originator, Robert Franklin Stewart, emphasized the crucial role that creativity plays in the planning process. The SOFT/SWOT approach curbs mere top-down strategy making to the benefit of strategy alignment and implementation; Introducing digital means to parts of SWOT's original participative, long-range planning process, as suggested herein, could boost the effectiveness of organizational strategizing, communication and learning. Archival research into the deployment of SOFT/SWOT in practice is needed.

How do runners experience personalization of their training scheme

Among runners, there is a high drop-out rate due to injuries and loss of motivation. These runners often lack personalized guidance and support. While there is much potential for sports apps to act as (e-)coaches to help these runners to avoid injuries, set goals, and maintain good intentions, most available running apps primarily focus on persuasive design features like monitoring, they offer few or no features that support personalized guidance (e.g., personalized training schemes). Therefore, we give a detailed description of the working mechanism of Inspirun e-Coach app and on how this app uses a personalized coaching approach with automatic adaptation of training schemes based on biofeedback and GPS-data. We also share insights into how end-users experience this working mechanism. The primary conclusion of this study is that the working mechanism (if provided with accurate data) automatically adapts training sessions to the runners’ physical workload and stimulates runners’ goal perception, motivation, and experienced personalization. With this mechanism, we attempted to make optimal use of the potential of wearable technology to support the large group of novice or less experienced runners and that by providing insight in our working mechanisms, it can be applied in other technologies, wearables, and types of sports.

Communication for participation

This dissertation describes a research project about the communication between communication vulnerable people and health care professionals in long-term care settings. Communication vulnerable people experience functional communication difficulties in particular situations, due to medical conditions. They experience difficulties expressing themselves or understanding professionals, and/or professionals experience difficulties understanding these clients. Dialogue conversations between clients and professionals in healthcare, which for example concern health-related goals, activity and participation choices, diagnostics, treatment options, and treatment evaluation, are, however, crucial for successful client-centred care and shared decision making. Dialogue conversations facilitate essential exchanges between clients and healthcare professionals, and both clients and professionals should play a significant role in the conversation. It is unknown how communication vulnerable people and their healthcare professionals experience dialogue conversations and what can be done to support successful communication in these conversations. The aim of this research is to explore how communication vulnerable clients and professionals experience their communication in dialogue conversations in long-term care and how they can best be supported in improving their communication in these conversations.

Three complementary frameworks to capture student peer discussion in problem solving

Peer discussions play a major role in students’ collaborative problem-solving activity. These discussions provide researchers and teachers with a wealth of information about the students' reasoning. To analyse such discussions, different theoretical lenses are available, such as Schoenfeld’s problem solving model, the Florida Taxonomy of Cognitive Behaviour, and the Scheme for Educational Dialogue Analysis. The question is, however, how these three perspectives can complement each other. To investigate this, the discussion between four students was analysed through the three lenses. Results indicate that these frameworks are both complementary and connected. This connection allows an in-depth analysis of the discussion and reveals possibilities and limitations for an integration of the three models, which will guide future discussions’ analyses in our study.