Literary Genres in the Digital Age | Chapter 1 | Digital Crossroads: Integrating Humanities, Science and Technology Edition 1

 Language is significant for education, cognitive development, creative expression and social interaction. Any language which caters to a large section of people is the preferred one. English serves the purpose.  English is the global language and window into the world etc. Therefore, the acquisition of the English language as L2 (Second Language) should begin at the primary level. Literature is used as the medium to teach language. There are different literary genres such as poetry, drama, essays, novels, fables, autobiographies etc. in the English language which are adopted to enhance language skills. In this digital age, it is easy to introduce these genres to the students. For example, dramas and novels can be shown on the screen and the learners may be asked to enact the same or to write the reviews which give direct experience to the students. There is a wide scope to improve vocabulary, pronunciation, usage, and fluency by using these literary genres with the help of gadgets like computers, LCD projectors, laptops, iPods, Kindles etc.  The exposure to these gadgets and technologies would create interest among the learners and get hands-on experience. This would result in enhancing language proficiency. Thus, the study of ‘Literary Genres in the Digital Age’ has significance in language acquisition. The action research is carried out to find out the relevance of literary genres in the digital age in English language teaching-learning. The research is carried out by observation and informal interviews.

 

Author (s) Details

R. Sai Krishna
Jayaprakash Narayan College of Engineering, Mahabubnagar, Telangana, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48859-10-5/CH1

Attitude of University Students towards Web-based Counselling | Chapter 2 | Research Aspects in Arts and Social Studies Vol. 8

 While the practise of advocating has traditionally complicated face-to-face interaction 'tween the counsellor and customer, current practitioners are providing charging services accompanying the use of internet-based science, as technology has changed the appearance and movements of numerous professions, containing that of the counsellor. However, web-located counselling, a current form of counselling, is a somewhat recent phenomenon in Ghana. This unit aims to measure the perspectives of undergraduates at the University of Cape Coast on the use of web-located counselling. The study was completed activity using a sample of 600 undergraduates from the University of Cape Coast in Ghana, a descriptive survey was administered. The data was assembled using a inquiry with a four-point Likert scale.  Means and standard changes provided answers to the two study research questions that directed the survey. Furthermore, the two theories were tested utilizing the independent samples t-test.  Findings from the study indicated that accused had either positive and negative stances or opinions concerning the use of web-located counselling. In addition, both men and females revealed affinity to netting-based directing. Nevertheless, the males were somewhat mean towards web-located counselling than women. It was recommended that counsellors increase their use of cyber analysis in their work with teenagers, as they have learned the abilities and knowledge to utilise the WWW and are comfortable with netting-based confabing. In addition, university administrators were pressed to obtain new supplies to facilitate web-located counselling.

Author(s) Details:

Joseph Asamoah-Gyawu,
Counselling Centre, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.

Mathew Amoako,
Ghana University Staff Superannuation Scheme, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.

Grace Yeboah,
Department of Guidance and Counselling, University of Cape Coast, Cape Coast, Ghana and Department of Interdisciplinary Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana.

Afua Ntoaduro,
Department of Interdisciplinary Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana.

Augustina Atkinson Dadebo,
Department of Guidance and Counselling, University of Cape Coast, Cape Coast, Ghana and Counselling Unit, University of Professional Studies, Accra, Ghana.

Frank Lamadoku Attila,
Department of Guidance and Counselling, University of Cape Coast, Cape Coast, Ghana.

Please see the link here: https://stm.bookpi.org/RAASS-V8/article/view/9904