This research examines students’ beliefs about language learning by evaluating the measurement equivalence of the beliefs about Language Learning Inventory (BALLI). The graded response model (GRM) was used to examine differential item functioning (DIF) in the BALLI across four different countries, namely: Iran, Malaysia, Indonesia, and Bangladesh. The sample was drawn from 1613, including 500 males and 1113 females who completed the online version of the BALLI, comprising five subscales of beliefs about foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivations and expectations. Most BALLI items showed non-uniform DIF. This finding implies that students in different countries had different perceptions of the BALLI items. Therefore, researchers should be very cautious about using the BALLI in different countries. This cross-cultural comparison may generate new insights into revising the BALLI items or developing another scale to compare students’ beliefs about language learning in different countries.

A cross-cultural study of differential item functioning analysis of beliefs about Language Learning Inventory (BALLI)

/pdf/accounting-and-analysis-of-environmental-costs-as-a-basis-55icicyd.pdf

Accounting and analysis of environmental costs as a basis for increasing the significance of integrated reporting in machine-building companies of the rk

Research background: Spiritual Intelligence (SI), often quoted as Spiritual Quotient (SQ) by some, means becoming aware of (realising) and expressing one’s innate spiritual qualities (love, peace, bliss, and purity) through cognitive thinking, attitude, and behaviour. Once we are aware of the true purpose of our being in the universe, our spiritual qualities help us in drawing spiritual strength to remain stable in all situations (Emotional Intelligence), be neutral towards negativity, truly understand others, and be at peace with not just one’s own self but with others and the world at large. When Spiritual Intelligence is applied in the workplace setting, it helps in aligning personal values with a clear sense of purpose, enhancing our power to accept change and adapt to newer perspectives in life. Purpose: The purpose of this study was to examine the relationship between spiritual intelligence, happiness and academic achievement among the students of University of Delhi. In this paper, an attempt has been made to understand the predominant factors strengthening spiritual intelligence and to critically evaluate the relationship between students’ spiritual intelligence, happiness, and academic achievement. Research methodology: Responses of 240 students at the undergraduate level from different colleges under the University of Delhi were studied to find out their level of spiritual intelligence, happiness and academic intelligence. Oxford Happiness Questionnaire, SISRI-24 Spiritual Intelligence Measurement Scale of D. King, and a self-designed Questionnaire known as Academic Achievement Assessment Tool for assessing the Academic Intelligence of the students were used by the authors as the data gathering tools. Findings/results: The results indicate that the Spiritual Intelligence and Happiness of the students are positively and significantly related to one another on both an overall basis and also in the case of males and females specifically at 1% significance level. However, this association was found to be more prominent for female students. Originality/value/novelty: The study offers future directions and implications for higher education practitioners. It also suggests that Spiritual Intelligence would be beneficial for the students as it increases their psychological well-being and for the betterment of the global society as a whole.

Spiritual Intelligence, happiness and success of students in select higher education institutions of University of Delhi

This article presents a methodology for intelligence development based on the premise of emotive units at the lexical-phraseological level and the emotive content of professional-oriented texts. The methodology of emotional intelligence development for future English language teachers is based on the provisions of the emotional-conceptual approach which includes three stages of teaching: nomination, description and expression of emotions by means of a foreign language. Each stage involves four levels of teaching: presentation, practice, production and assessment. The content of emotional intelligence in ELT includes: subject, procedure and outcome components. Our significant achievements are qualitative and quantitative indicators of the general communicative and professional-communicative aspects of students’ emotional intelligence development. The purpose of the article is to create a scientifically-based methodology for the emotional intelligence development of future foreign language teachers in the process of professionally-oriented education. The objectives of the article are to: substantiate the structural-content and functional characteristics of emotional intelligence; create a methodology for   emotional intelligence development in foreign language teachers    and define qualitative and quantitative indicators of emotional intelligence development.

The emotional intelligence development of future English language teachers

/pdf/the-role-of-the-development-of-the-emotional-component-in-3099yty7.pdf

The role of the development of the emotional component in the preparation of the future specialist in the university

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The emotional intelligence development of future English language teachers

The role of the development of the emotional component in the preparation of the future specialist in the university