The nature of approaches and methods in language teaching

The nature of approaches and methods in language teaching 

In the chapter the author described three different degrees of conceptualisation and organization. An approach is a series of correlated assumptions concerning the nature of language acquisition. The method is an overarching strategy for the orderly display of linguistic material which does not contradict the approach chosen and is all based on. A technology that takes place in a classroom is implementation. Techniques should be method-compatible and therefore in line with an approach. From the 1970s through the 1980s, language learning changed significantly. The search for new techniques and methodologies based on grammar led to numerous distinct routes. The rising interest in communication approaches to language education was adopted by mainstream language teaching. 

 Approaches and methods in language teaching 

The communication movement attempted to shift the focus from grammar as the key component of language to a different perspective of language, language acquisition, teacher and student, focusing on linguistic transmission and turning the classroom into a real communication setting. Part III discusses this "communicative movement" and associated techniques. However, at this era there were also various directions for language instruction. Whereas audio language and instruction were mainstream teaching techniques that were designed by linguists and applied linguists, the approaches and approaches mentioned in this section were established outside the field of mainstream language education. In the former scenario, the revolutionary approaches from the 1970s, such as Total Physical Reply, Silent Way, Consulting Learning, , Neurological Programming and Multiple Intelligences are used. These approaches are developed rather than based on the philosophy of language and the research and theory in applied linguistics. 

Timeline

Another approach, known as the Audiolingual Method, provided a proposition substantially distinct from those previously in force (MA). as an alternative rapid learning option for troops, and aimed at teaching the foreign language through conversation and repetition activities, with little or no instructor explanation, aiming at a skill close to that of a native. This approach was founded on Skinner's theory of behaviour, in which learning is the acquisition of new behaviour and these behavioural stimuli are strengthened by strengthening the desired behaviour’s techniques are created around distinct conceptions of learners, sometimes theory of a single theorist or educator rather than starting from the theory of language or depending on research and theory in applied linguistics. Consequently, these approaches are relatively undeveloped in the realm of language theory, which typically distinguishes them from theory found in second-language learning literature. Therefore, linguistic practice at the time concentrated nearly solely on second language acquisition (ASL), interpreted like any other foreign and second language. From then on, instructional techniques are applied and approaches are more detailed. Consequently, we offer an overview of some techniques below, which will then assess if a multiliteracy discipline practice is viable or not.

The Benefits of Employee Training for Business Growth

 The Benefits of Employee Training for Business Growth

Jiro Dreams of Sushi illustrate both Confucian and Daoist models of knowledge and self-cultivation?

Name

Supervisor Name

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Due Date

How does Jiro Dreams of Sushi illustrate both Confucian and Daoist models of knowledge and self-cultivation?

Directed by David Gelb, Jiro Dreams of Sushi tells the story of sushi expert Jiro Ono, 85, as he takes over a three-star restaurant. As Jiro explains, he's been on a quest to perfect the art of sushi for practically all of his life. His two kids, who are both sushi chefs, also appear in the film. In this essay which Confucian and Daoist knowledge and self-cultivation paradigms does Jiro Dreams of Sushi illustrate will be analyzed.  

Both Confucianism and Daoism, commonly known as Daoism, remain China's two most popular faiths. Daoism and Confucianism are difficult to differentiate because to various overlaps in ideas and thinking, as well as the obscurity of their roots and eastern history. There are still a few systemic distinctions that stand out. Dao is the most important element of Daoism. A final reality is described as the universe's and human life's form. Philosophical Daoism and Religious Daoism are the two main schools of Daoism. They believe in preserving wisdom rather than squandering it. Acupuncture, holistic medicine, and meditation are all based on the Daoist concept of chi, or energy. In addition, these practices improve the individual's chi (qi). Daoist’s, in general, allow reality to unfold without interfering or changing it. In ancient China, Confucianism and Daoism were two of the most important religious movements. They are typically viewed as being on opposite ends of the spectrum. Confucianism and Daoism have similar aims and ideas, however their perspectives on religion and politics are very different from one another. The primary focus of Confucianism is on social virtue, ethics, and their influence on the connection between a man and his society, whereas the primary focus of Daoism is on the individual's relationship to the "Dao" As a result, both are seen as a way of life. But in eastern philosophy, the two opposing mental inclinations were always viewed as poles of the same human essence, and were thus complimentary. Children were taught Confucianism to learn the norms and customs of society, whereas older people were taught Daoism to recover and develop their natural spontaneity that had been damaged by societal conventions. An entrepreneur who happens to be an artist, Jiro is both. His business is based on his goods and his skills. Jiro and his restaurant taught me the following things while watching the movie.

Japanese traditional arts are influenced by Zen aesthetics (Dobbins and Cay), as shown in this film. This includes ideas such as less may be better, what is missing is essential than what is on display, living completely in the now is better than waiting for the future, and refining a discipline through practice. Bushido, or "the way of the warrior," is the code of the samurai. It was a time of austerity, discipline, and mental preparation for the samurais. Even though the samurai are long gone, these principles remain true in Japan. So, even though the samurai are long gone, these ideals still hold power in Japan. The idea of Confucius has been important for influencing the culture of the Chinese people throughout the previous two millennia. It is, therefore, not strange that he is so well-known. Throughout the previous two millennia, China's culture has been shaped by Confucius' thinking, which has been a dominant force in nearly every stratum of society. (Lin et al.) 

Contrary to popular belief, Confucius did not believe that knowledge or ethics had to be different for each person, regardless of whether they were rich or poor, strong or defenseless or mature. Because we all need structure to operate in life, know what good and evil are, comprehend the principles that govern our actions, and know what qualities we must nurture, he attempted to create a practical and unified vision for everyone. Confucianism revolves around ethics, as it was the subject to which Confucius devoted the greatest time and attention. Few decades after Confucius' death, the figure of Confucius becomes a cult. "Great Perfection" and "Supreme Master" were among his titles by the first century. Even now, for most of Asia, he remains the epitome of wisdom and understanding. His philosophy aims to develop a universal idea that is valid for everybody (Lin et al.). Conscious of the distinctions between social classes, Confucius did not believe that knowledge or ethics had to be different for each person, regardless of their status (Little et al.). As a result, he was less interested in the divine nature or metaphysics, which he thought were less relevant in the context of daily life and the functioning of communities. Despite this, he nevertheless placed a high value on rites and customs, largely because of their impact on a community. 

Confucianism revolves around ethics (Phong, Nguyen Xuan, and Van), as it was the subject that Confucius placed the most emphasis on. As a result, he was less interested in the divine nature or metaphysics, which he thought were less relevant in the context of daily life and the functioning of communities (Suzuki, Daisetz T). It did not stop him from attaching great significance to the ceremonies and traditions of his culture. Despite this, he nevertheless placed a high value on rites and customs, mostly because of the social impact. To create social and political order, Confucius teaches moral standards that must be adhered to by mankind in order for it to occur. A virtue-based ethic was therefore created, emphasizing benevolence (love of neighbour), reciprocity (giving back what one receives), wisdom, honesty, and justice (understanding good and evil), order, respect for others, and personal work. These values, according to him, were important not just for personal satisfaction but also for peace. 

If everyone tried to be better, the world would be better, too. He battled throughout much of his life to encourage excellence and continual progress in the world around him. Jiro is not a simple celebration of sushi (Suzuki, Daisetz T). It is not just a series of beautiful culinary images - it is a film about obsession, perfection, and the discipline and nearly OCD behavior it takes to become the world's greatest. Japanese chef Jiro Ono is often regarded as the world's greatest. One may follow the flow and spontaneity if One has wisdom. One forgets disjunctions when pursuing what is spontaneous. Every time a person adopts an opinion and chooses one of the extremes, they cut themselves off from "being like this" and the spontaneity of their journey (WeiMing). As a result of the evidence, a certain insight into a thing is gained, which was not gained discursively but can be gained intuitively. However, for cognition, the subject must also be receptive, which entails the capacity to come at the evidence through the sense of the item, internal comparison with previous impressions, and the connections that arise from these comparisons with others. Dao arises as an unconscious process. The route is in front of us. A person may best "grasp" the road if it is not sought but just followed. Daily, he confronts the hidden. Many contents of Daoist theory "still keep the philosophical form"; without this, Daoism will not obtain a footing in China (WeiMing). A very essential and challenging issue in defining Daoist philosophy and its research objects is the link and difference between Daoism and Daoist philosophy and the similarities and contrasts between Daoism and Daoist philosophy. 

The philosophy of life is the mainstay, and the ontology of the universe is the supplement. Take the individual as the basis and pursue the eternity of individual life. Based on this idea, Daoism tries to show the universe's ontology. Nothing more than opening the door to ultimate life and finding a location where life may settle down is what the Daoist picture of the universe entails (Phong, Nguyen Xuan, and Van). Cosmology and epistemology are the embellishments and demonstrative instruments of the theory of life in Daoist philosophy, and immortality is at its center. Chinese philosophy has a tradition of stressing the philosophy of life, and this characterizes it. Daoism is a similar concept. Daoism is the same.

The difference is that the ultimate pursuit of life is unique. Since pure knowledge is not considered important in Chinese philosophy, its major focus is on political ethics. Conscious of people and human interactions, Confucianism does not pay much attention to the environment. Like the ancient Greeks, it does not build philosophy via the in-depth investigation of nature's secrets. In Daoist philosophy, this weakness is partially rectified. For cognition, Daoism places life, society, and nature in a vast framework called "Dao." Ancient Chinese natural philosophy and science have been incorporated into the idea of immortality (Tceluiko). There is a close connection between Daoist views of nature and life. It is like a large university but in nature. A permanent form of human existence is not possible since human life is part of the nature of all things. Daoism tries to manage nature from the everlasting life perspective to overcome nature and discover a means to govern one's own life, which is the ultimate goal. There is a strong connection between Daoist philosophy and nature and life. In nature, there is a lot to learn.  Daoism originates with the immortal life view of immortals to understand nature.

However, even at 82, Sukiyabashi Jiro is constantly thinking of new ways to make food tasty. A person who imagines that they are in charge of their instruction will always be successful when they become autonomous. This is how the ancient Daoism and Confucianism embodied through the life style of Ziro.   

Works Cited

• Arthur, Peter IF. Research Essay: Religious Development in China and Japan in the Post1500 Period and the Near/Middle East and Europe in the 20th Century (with Particular Reference to Judaism). 2020.
• Dobbins, James C., and Suzanne Cay. “41. Shinto in the History of Japanese Religion: An Essay by Kuroda Toshio.” Religions of Japan in Practice, Princeton University Press, 2021, pp. 451–67.
• Lin, YiYing, et al. "The Three Teachings of East Asia (TEA) Inventory: Developing and Validating a Measure of the Interrelated Ideologies of Confucianism, Buddhism, and Daoism." Frontiers in Psychology, vol. 12, Frontiers, 2021, p. 472.
• Little, Stephen, et al. Daoism and the Arts of China. Univ of California Press, 2000.
• Phong, Nguyen Xuan, and Vu Hong Van. “Daoism in Vietnam during the Northern Colonial Period and Some Notes When Studying Daoism in Vietnam.” Journal of Natural Remedies, vol. 21, no. 8 (1), 2020, pp. 342–52.
• Suzuki, Daisetz T. “III. Zen and the Study of Confucianism.” Zen and Japanese Culture, Princeton University Press, 2019, pp. 39–58.
• Tceluiko, DS. “Influence of Shamanism, Daoism, Buddhism and Confucianism on Development of Traditional Chinese Gardens.” IOP Conference Series: Materials Science and Engineering, vol. 687, no. 5, IOP Publishing, 2019, p. 055041.
• Vuong, Quan Hoang, et al. "Cultural Additivity: Behavioural Insights from the Interaction of Confucianism, Buddhism and Daoism in Folktales." Palgrave Communications, vol. 4, no. 1, Palgrave, 2018, pp. 1–15.
• Wang, Xia. Study on Localization of Zitong Wenchang Culture in Japan. 2020.
• Wyoming, Tu. NeoConfucian Thought in Action. University of California Press, 2020.

PMP Research Methods Final Examination

PMP Research Methods Final Examination September 2021

SECTION A

Please answer ALL questions

Q1 List 4 synonyms for the positivistic approach to research:

quantitative method 

social surveys

structured questionnaires

official statistics

4 MARKS

Q2 Lost 4 synonyms for the phenomenological approach to research: 

experimentation

scrutiny

exploration

probe

4 MARKS

Q3 List two disadvantages of the positivistic approach to research 

Firstly, that the search for ideal and perfect standards of scientific methodology and analysis are too unrealistic if it is set in conjunction with the extreme complexity of social phenomena. Secondly, positivism is not empathic and takes the subjective, individual and hermeneutic aspects of social sciences into consideration. The second weakness is the absence of empathy

2 MARKS

Q4 List two disadvantages of the phenomenological approach to research

Its drawbacks include analytical and interpretative problems, typically less validity and reliability than positivism and more data collecting time and resources.

2 MARKS

Q5 List four 4 types of questions found in questionnaires

1.e.g. Specific information request

Multiple choice questions.

Rating scale questions.

Likert scale questions.

Matrix questions.

4 MARKS

Q6.Analytical Research often extends the descriptive approach to suggest or explain why or

how something happening

True/False [underline the correct answer]

1 MARK

Q7. Deductive research moves from general ideas/theories to a specific, particular situation. True/False [underline the correct answer]

1 MARK

Q8.The validity of a questionnaire means that the data accurately measures what it was intended to measure

True /False

1 MARK

Q9.Give one example of an open question: Tell me about your relationship with your friends. 

1 MARK

Sub Total 20 MARKS

SECTION B

Answer any four [4] questions only

Q1 Write a brief essay on the positivistic and phenomenological approaches to research.

Positivism argues that the only route to real knowing is via scientific understanding. All other types of human knowledge that cannot be scientifically proved are therefore not taken into account. The positivist search guy thinks that the world is much simpler than it actually is, in order to isolate and independently analyze and shut down relationships among observable variables of the environment in which it is present. In this sort of study, the methodological approach par excellence became a paradigm from 1970 on, positivist or empirical research.

Phenomenological study is phenomenologically grounded and relates to issues relating to people's everyday life. Phenomenological research. Phenomenology is not just a description, but also an Interpretation Process in which the researcher interprets the varied meanings of the experiences. In the fields of social and health sciences, phenomenology is popular, in particular in sociology, psychology, infants and the health sciences.

10 marks

Indicate clearly the advantages and disadvantages of the positivistic and phenomenological approaches

Advantages

Disadvantages

Positivism

Wide variety of situation coverage

Flexible and artificial methods tend to be

Can be quick and cost effective

Not very good in comprehending processes or the importance of actions

May be important when data in big samples are overstated to policy choices

Not extremely useful in theory generation

Wide variety of situation coverage

Since it concentrates on what is or what was lately, it makes it difficult for policymakers to determine how much time and resources should be used in future data collection.

Phenomenology

Can view processes of change throughout time

It might be challenging to analyze and understand data

Help individuals understand their significance

Help to adapt to new problems and ideas

It might be tougher to regulate speed, progress and end objectives than positivist approach

Contribute to new theory development

Collect data that is considered natural and not artificial

Politicians can give a phenomenological study little credence

10 marks

Q2 Write brief notes on the following:

Participant Observation

The study incorporates the use of social interactions between the investigator and informants in an environment for which data is carefully gathered and not invasive (social scenarios, ambientes or contexts). The observation technique of the participants is study including the social interaction between the scientist and the individuals being observed; all affect one another. It systemically and non-intrusively collects data. The participant observation enables us to better understand what happens during training, as a qualitative observation. The individual observing the data collection in the natural environment is characterized by his contact with the subjects seen. The participant observation is one of the strategies used in ethnography to gather information from the public through observations to learn what the user wants, how complaints or claims are needed, as asked.

1:1 interviewing

The interview is an extremely effective strategy for data collection in qualitative research. It is described as a chat that proposes a certain aim other than simply talking. It is a technological tool that assumes the shape of a conversational discussion. Interpersonal communication between the investigator and the subject of the study is created to get verbal replies to the questions asked regarding the problem proposed. The use of other kinds, e.g., visually, to provide relevant information in order to answer the primary issue of study, complements it. The interview is believed to be more efficient as it is more complete than the questionnaire. 

10 marks

Explain the advantages that participant observation and the qualitative 1:1 interview present to the researcher

Interview advantages

• A wide range of applications, as unnoticeable facts such as: significance, reasons, views, insinuations, judgements, emotions, etc. may be found.

• It does not have to be subject to space-time restrictions: as you may question about previous occurrences and future scenarios.

• Possibility to focus the subject, that is, on a certain purpose or on a specific subject.

• observing one's own and others, since it offers the ability to find both knowledge of one's own (opinions, intentions, motives for conduct, etc.) and observations made concerning an event.

Participant observation advantages 

Facilitate the perception of the subject

Study the problem in situ

Facilitates access to restricted data

10 marks

20 MARKS

Q3 Write a brief essay on the use of secondary data used by researchers today.

Secondary data is acquired in market research by means of literature or desk research. In reality, this implies that books, papers, reports, research and reports may be consulted to get the data. It is vital to ensure that the credibility of individuals who conducted this study is taken into account. It is important thus that you examine secondary sources with a reputation in the industry, as this will enable you to build on genuine and reputable information in your study. The State of marketing report, which HubSpot produces, is a good example of a commonly utilized secondary data research in marketing. The research gives statistics on marketing development through the provision of pertinent information. The research gives data on marketing developments by offering important information on strategic trends and professional profile. The World Marketing Trends Report produced by Deloitte is another extremely fascinating research for the marketing sector. The current study verifies the considerable increase in data output and the increase in mobile device usage among other highly essential statistics.

10 marks

Explain the advantages and disadvantages of using secondary data

It's cost-effective. It saves both work and cost. It's time to save. It contributes to the specification of primary data gathering as we are able, by using secondary data, to identify the shortcomings and shortcomings and the extra information required. One major downside of using secondary data is that it cannot address the unique study questions of the researcher or contain information the researcher wants. Often this might restrict the analysis or modify the researchers' initial questions.

10 marks

20 MARKS

Q4 Write a brief essay on the different sampling strategies and methods used in modern research.

20 MARKS

Q5 Write a brief essay comparing traditional research and E-research

20 MARKS

Q6 Write a brief essay explaining the differences between multi-method and mixed-methods research.

10 marks

Explain the major reasons why a researcher would use mixed-methods research

10 marks

20 MARKS

Q7 Write a brief essay on ethical considerations in research.

The risks and advantages for patients, researchers and institutions from the study should be stated in ethical considerations. The contingency procedures required to ensure the safety of participants should be envisaged in the case of risk occurrence. The essential ethical feature of this item is the fact that in the selection of persons, there is no discrimination or exposure of people to needless dangers. The necessary techniques, processes, equipment and materials should be explained in relation to the method.

10 marks

Explain the significance and the consequences of the Milgram [1963] and Zimbardo [1971] studies

The disputed experimental results of Milgram [1963] and Zimbardo [1971] studiesare startling. Indeed, in front of growing specialist knowledge in all fields of its existence, the confidence modality in expert systems inaugurated by Modernity displays a manifest subordination of the common and lay person. However this stance demands the permission of an expert knowledge as the only acceptable option to cope with the prevailing precariousness of life, maybe due to a shortage of more attractive alternative ways. The new order also presents a form of logic based on the continual self-confrontation of knowledge, not on certainties. The new order also promotes a form of logic focused more on a continual clash of knowledge than on certainties. Still, there is no assurance that the world will be able to manage its own problems rationally, as this route itself generates new uncertainties and fears. Despite this, it is still chosen to provide the most trustworthy information on the planet. It's a modern paradox: a high degree of knowing confidence paired with a great awareness of its hazards and uncertainties. This viewpoint might cost mankind a great deal. This can't yet evaluate the evaluative effects. But it's certain to carry us someplace, we don't know where it will bring us. Unfortunately, Milgram's experiment may have anticipated one of them in its limited manifestation.

10 marks

20 MARKS

Q8 Write a brief essay on the design of a questionnaire. Refer to the academic works of Saunders, Lewis and Thornhill AND Collis and Hussey

20 MARKS

Exploring the Challenges of Cultural Shock Experienced by Foreign Students in the UK

Methodology 

For some non-Western foreign students, a new cultural context might also entail a new educational environment. Some of them adapt to an interactive teaching and critical thinking learning method based upon learning memorisation and retention of knowledge. Working overload is one of the circumstances in which worried foreign students suffer the greatest loss of emotional control. There is a considerable rise in anxiousness (Ecochard & Fotheringham, 2017). Similarly, failure in some overseas students leads to severe negative emotional reactions accompanied with a considerable rise in worry. More relations of horizontal authority. 

More horizontal connection of power, frequent cooperation, more equality between men and women, and expectations for effort and punctuality might also troublesome overseas students without an academic knowledge. The aim of the research is to recognize the challenges of foreign students who previously have lived or live in Great Britain, finding the causes, finding certain remedies to prepare future students in the United Kingdom better for cultural shock. This survey is therefore composed of a questionnaire about the problems, the sentiments and the solution used by students to overcome religion. We have followed the methodological procedures precisely to conduct this survey. We have worked closely to establish the survey goal, to create the hypotheses for the survey, to determine their dimension and the sample.

 We have also reviewed the pre-test, final questionnaire drawing and selection of the mode of delivery. We have selected the Internet to be our method of administration, exactly because of the geographical distance, the financial situation, by means of an online survey and by mail, through the social network to international students in the United Kingdom. We determined his sample once we had agreed to conduct a survey for statistics(James, 2018).  Our sample of study included 60 students who live in the UK or in the UK. The 60 participants include language levels, educational levels, duration of residence in the United Kingdom, fields studied, places resided, and language levels of the respondents. Some of them started studying English at the age of 6, through the bilingual educational program. They therefore gain a strong understanding of the English culture and a great level of language. On the contrary, immediately before their travel there are also novices who study English. That's why their level of language is quite unfortunate. Their academic level is likewise varied, either they are graduates or study for a Master or PhD. 

They also have different subjects of study, such as economy, literature, medicine, etc. Moreover, their longevity in the UK has a difference. For 5 or 6 years, some have been in the UK. They went to college and obtained a career, and others still study in a Master’s degree. However, people have also spent a year or for several years living in the United Kingdom. This is the possible audience for our poll, as they have just gone through the cultural shock period. That is also why we are not targeting those who just arrived in the United Kingdom. Since they have no expertise, they cannot give reliable cultural shock information. Finally, we have a large enough sample of our investigation. The responders' information and features are different(Nurlina et al., 2020). 

Thus, the numbers are authentic and trustworthy. 23 The questionnaire is always the most essential component of the survey. The latter allows us to accurately understand the periods of the shock, the estimations and assumptions of the students' culture. Our survey has 5 questions of various kinds: multi-choice questions, open questions, single response closed questions and combination questions between the closed question with a single answer and the question with multiple choices (MCQ). All these five issues concerned. Six aspects connect to all of these five issues. These include preliminary preparatory visit (question no. 1,2); sentiments prior to, during the phase of cultural shock (question no 3, 4), the general feeling of staying in the UK among pupils (question no 5); the length of the feelings before this phenomenon (question no. 4), the length and adaptation phase of a culturally shocking process (question no. 4); (question 1). Therefore, we have questions of several choices, open matters, closed questions.

Then we have questions of various choices, open questions, closed questions and a joint question. We have opted for a variety of reasons to utilize these sorts of questions (single answers, multiple choices, open questions). We can collect information for a particular purpose using closed questions. On the other hand, the personal views of the responders can be broadened through the open questions. In addition, our numerical, analytical and synthetic work is facilitated by both sorts of questions. With a single response for each closed question. We always have a margin of flexibility for either or many choices. The latter attempts to ensure that responders do not have a reply. The latter attempts to ensure that interrogations do not cover all the facts of the responses offered in the survey. Also, let us have nuanced replies to this choice. 

These questions provide data and an understanding of international students' position of cultural shock (O’Neill & Cullingford, 2017). Each issue has a distinct function and is classified as alignment with the cultural shock by the order of phases. The first two questions should assess preparedness and sentiments of the subjects before the journey. Two more issues help to reveal the challenges among students from outside in the UK. The two inquiries about the causes of cultural shock assist us. Both inquiries on the causes of cultural shock assist us to grasp their position better. Furthermore, before and throughout the crisis period, we included three questions on general feelings and those of individuals. It comprises three questions for each time of stay. The rest of the question is to identify your applicable culture shock approach. Based on the findings of the survey covered in the next part, we may check or affirm or disprove our initial beliefs. 



References

• Ecochard, S., & Fotheringham, J. (2017). International students’ unique challenges–Why understanding international transitions to higher education matters. Journal of Perspectives in Applied Academic Practice, 5(2), 100–108.
• James, G. (2018). A narrative inquiry perspective into coping mechanisms of international postgraduate students’ transition experiences. American Journal of Qualitative Research.
• Nurlina, L., Andayani, A., Winarni, R., & St Y, Slamet. (2020). The Ways to Develop Indonesian Learning Material Enriched by Local Culture for Foreign Students. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1045–1055.
• O’Neill, D., & Cullingford, C. (2017). Cultural shock or cultural acquisition? The experiences of overseas students. In Globalisation, education and culture shock (pp. 107–123). Routledge.