ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service English Teachers&apos; Strategies in Incorporating Character Education during the Teaching Practice Program at UIN Antasari Banjarmasin
Author: Ashfihana, Raida
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Instruction,Values Education,Islam,Lesson Plans,Microteaching,Class Activities,Material Development,Curriculum Implementation,Active Learning,Student Projects,Practicums,Foreign Countries

This research explores the strategies performed by pre-service English teachers in incorporating traits or character in writing their lesson plans during their teaching practicum. Twelve students of the English Department at Universitas Islam Negeri Antasari Banjarmasin were recruited to join the study. This course explored the experience of undertaking an authentic teaching and learning activity of these pre-service English teachers, starting from creating a syllabus, writing lesson plans to execute a micro-teaching action. A classroom-based study is conducted to generate data. Primary data was obtained in the micro-teaching class through a participatory observation technique, in-depth interviews, and analysis of the lesson plan documents. The data were analyzed qualitatively using thematic analysis. The findings indicate that they mainly used instructional methods for group discussion and small group presentation. Honesty, trustworthiness, respect, and responsibility are the traits that are expressed in their lesson plans. Next, this study's outcome is expected to increase teacher understanding of various possibilities in developing the lesson plans and instructional materials that facilitate the character-building incorporation.
Using Forms Quizzes to Enhance Students&apos; Motivation in Language Learning at a Japanese University
Author: Kita, Yoko
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Motivation,Telecommunications,Standardized Tests,Language Tests,Feedback (Response),Handheld Devices,Test Preparation,Online Courses,Student Attitudes,Language Attitudes,Attitude Change,Teaching Methods,Undergraduate Students,Foreign Countries,Computer Software

This study explores the effective utilization of the online program Forms via smartphones to enrich the classroom experience for both students and teachers in two prep classes for the standardized English Test, Eiken. The instructor used Forms to create, distribute, collect, and analyze surveys and quizzes. Students' attitudes toward English and their motivation to learn the language using these tools were examined. Via smartphones, they were given review quizzes that had game-like elements and that gave feedback in real time. Surveys investigating the degree of confidence in learning, the review quizzes, and smartphone usage were also distributed to their smartphones. The results indicate improvement in attitude towards English in general and enhanced confidence.
Preservice English Language Teacher Education in the Anthropocene
Author: Yastibas, Ahmet Erdost
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,English (Second Language),Second Language Instruction,Course Content,Environmental Education,Sustainable Development,World Problems,Climate,Conservation (Environment),Ecological Factors,Social Responsibility,Service Learning,Knowledge Level,Consciousness Raising,Program Effectiveness,Foreign Countries

The new geological epoch, the Anthropocene reveals the negative impacts of human activities on the environment, which makes environmental education significant to deal with the negative effects of people on the environment and sustain the environment for the future of the world. As a branch of education, English language teaching (ELT) can contribute to environmental education in schools. For an effective environmental education in ELT, English language teachers should have enough knowledge on environmental issues and environmental awareness. One way for them to achieve this is preservice English language teacher education. The literature review indicated that any English language teacher education program (ELTEP) was not evaluated with an anthropocentric perspective. Therefore, the present study aimed to evaluate the new ELTEP of Turkey with an anthropocentric perspective. It was designed as a qualitative study. The data was collected from the new ELTEP of Turkey and was content analyzed. The findings of the study have shown that environmental education is integrated with the new ELTEP through community services and sustainable development and education courses. The findings of the study were discussed and suggestions for further studies were made.
Students&apos; Views on the Use of WhatsApp during COVID-19 Pandemic: A Study at IAIN Batusangkar
Author: Munir, Sirajul
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Mediated Communication,Handheld Devices,COVID-19,Pandemics,Foreign Countries,English (Second Language),Second Language Learning,Electronic Learning,Technology Uses in Education

This study aims to describe students' views on the use of WhatsApp in English Teaching Department classes during the COVID-19 pandemic. The impact of the Coronavirus disease 2019 (COVID-19) pandemic is now beginning to spread to the world of education. This condition makes the students and the lecturers used online media or online learning much longer than expected. In the online learning process, WhatsApp is one of the most used applications. This study used qualitative research. The research population was all 270 students of the English Teaching Department of IAIN Batusangkar. The sample involved 168 students by using stratified random sampling technique. Slovin's formula was used to measure the sample. The research instrument was questionnaires. It was designed in the type of closed-ended and open-ended forms. The questionnaire consisted of 21 statements. Then, to analyze the data from a closed-ended questionnaire, the researchers used Guttman Scale. Meanwhile, to analyze the open-ended questionnaire, the researchers classified students' responses and then described the results. The finding of the study indicated that students' views on the use of WhatsApp (WA) in English Teaching Department classes during the COVID-19 pandemic mostly positive (73.2%) and the negative responses only (26.8%). Furthermore, students' views on the use of WA includes WA as media in doing online learning process; WA as an educational media; WA as an evaluation and assessment benchmarks; WA as an application of sharing information; WA as the application to do group discussion; and WA as media to increase literation and to share learning materials. This research implies that WA could be used to do the online learning process because it empirically helps the students to get enthusiastically involved in learning activities.
The Indigenous Poetry of Resistance by the Colombian Poet Fredy Chikangana: A Transitivity Systemic Analysis
Author: Linares, Sthephanny Moncada
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Indigenous Populations,Indigenous Knowledge,Resistance (Psychology),Language Usage,Semantics,Cultural Influences

The emergence of Indigenous poetry to the public domain has represented a milestone in their struggle to voice their communities' past and present experiences despite the ongoing ostracizing discourses from societies as the ones residing in Indo-America. In this sense, the present paper will offer an analysis of selected poetry by the Colombian indigenous poet Fredy Chikangana in the light of the transitivity system informed by the Systemic Functional Linguistics theory to unveil their experiential meaning construal. To attain this goal, a descriptive quantitative and qualitative research method approach was applied through which the different process types, participants, and circumstances arising from the corpus were systematically identified, calculated, and analyzed. Findings indicated that among the six transitivity process types, the material processes (47%) dominated his poems, followed by the relational realizations (27%) whereas the verbal, behavioral, existential, and mental processes were relatively low altogether, representing an overall occurrence of 26%. This reveals that the author's primary goal was to employ poetry as an agentive act of resistance that originated from the context of the situation in which his Yanakuna community has been and is immersed.
Teacher&apos;s and Students&apos; Opinions on the Use of Drama Method in Distance Education and Drama Activity Proposals
Author: Gürbüz, Nurten
Date: 2021-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Drama,Distance Education,Teaching Methods,COVID-19,Pandemics,School Closing,Grade 1,Elementary School Science,Biology,Science Instruction,Foreign Countries,Instructional Effectiveness

The need for distance education due to the Covid-19 pandemic has led researchers to seek to increase the quality of distance education. It is obvious that the usage levels of different teaching methods in education should be changed. With the use of drama in education, it is aimed that children who participate in the learning process by having fun become self-actualized, creative, honest, open to communication and independent individuals. In this study, it was investigated whether the drama method, which is one of the effective teaching methods, can be applied in distance education, and drama activity proposals were created. In the study, three different drama activities were presented, which were prepared in accordance with the outcomes for the primary school 1st grade Life Science lesson and suitable for distance education, after the teaching with these activities, the opinions of the classroom teacher and students about the process were collected with a semistructured interview form. According to the opinions received, it was concluded that technological problems can be a major obstacle to the application of the drama method in distance education, some students may have motivation problems. Better results can be obtained by increasing the frequency of using the drama method, this method can be used in almost every unit of the Life Science lesson, if the curriculum was revised according to distance education, appropriate drama activities should be included, the drama activities presented in this study were sufficient in terms of unit gains and implementation, and students found the lesson taught with this method enjoyable. The results obtained were evaluated in the light of the literature.
Specialized, Systematic and Powerful Knowledge
Author: Hordern, Jim
Date: 2021-00-00
Type: Journal Articles
Subjects: Specialization,Systems Approach,Power Structure,Learning

This article starts with a comment on John White's article published in 2019 in the &quot;London Review of Education,&quot; 17 (3), entitled 'The end of powerful knowledge?', and particularly on the point made about specialized knowledge and its relation to powerful knowledge. It is argued here that it is important to clarify the distinction between specialized knowledge, systematic knowledge, and what Young and Muller mean by powerful knowledge, as, while these are related, they are not equivalent. Not all specialized knowledge is codified and systematized, and not all systematic specialized knowledge is necessarily powerful. It is suggested that some of the characteristics attributed to powerful knowledge by Young and Muller, in particular 'systematic revisability' and its enactment in specialized communities, are crucial for understanding what they mean by powerful knowledge.
Global Issues in ESP Classroom: Challenges and Opportunities in Higher Education
Author: Diachkova, Yana
Date: 2021-03-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Instruction,Second Language Learning,Global Approach,Cultural Awareness,Competency Based Education,Skill Development,Job Skills,Soft Skills,World Problems,Textbook Content,Instructional Effectiveness,Barriers,Social Action,Student Attitudes,College Students,Foreign Countries

In English for Specific Purposes, one of the challenges is to transform teaching and learning into a process, which focuses on the development of professional skills, enables students to become successful learners of the target language, and makes them more aware of the local and global environments. This paper aims to analyse key challenges that teachers and learners face in the classrooms and suggest a way of integrating global issues into the process of development of professional soft and hard skills. The paper studies the existing ESP literature in terms of presence of global issues, explores the perceptions of global issues among university students in Ukraine, outlines the correlation between professional skills and global competence. The findings suggest that there are numerous advantages of introducing materials based on global issues into the teaching process as it has synergetic effect of fusing professional skills, soft skills and global competence. The paper concludes that this fusion improves the skill set of a future professional and has a positive impact on the quality of higher education in general.
Rise of the Machines? The Evolving Role of AI Technologies in High-Stakes Assessment
Author: Richardson, Mary
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,High Stakes Tests,Computer Assisted Testing,Educational Change,National Competency Tests,Foreign Countries,Language Tests,Scoring,Automation

Our world has been transformed by technologies incorporating artificial intelligence (AI) within mass communication, employment, entertainment and many other aspects of our daily lives. However, within the domain of education, it seems that our ways of working and, particularly, assessing have hardly changed at all. We continue to prize examinations and summative testing as the most reliable way to assess educational achievements, and we continue to rely on paper-based test delivery as our modus operandi. Inertia, tradition and aversion to perceived risk have resulted in a lack of innovation (James, 2006), particularly so in the area of high-stakes assessment. The summer of 2020 brought this deficit into very sharp focus with the A-level debacle in England, where grades were awarded, challenged, rescinded and reset. These events are potentially catastrophic in terms of how we trust national examinations, and the problems arise from using just one way to define academic success and one way to operationalize that approach to assessment. While sophisticated digital learning platforms, multimedia technologies and wireless communication are transforming what, when and how learning can take place, transformation in national and international assessment thinking and practice trails behind. In this article, we present some of the current research and advances in AI and how these can be applied to the context of high-stakes assessment. Our discussion focuses not on the question of whether we should be using technologies, but on how we can use them effectively to better support practice. An example from one testing agency in England using a globally popular test of English that assesses oral, aural, reading and written skills is described to explain and propose just how well new technologies can augment assessment theory and practice.
Fixed and Dynamic Predictors of Willingness to Communicate in L2: A Review on New Paradigms of Individual Differences
Author: Akdemir, Ahmet Selçuk
Date: 2021-05-00
Type: Journal Articles
Subjects: Interpersonal Communication,Second Language Learning,Language Skills,Attitudes,Emotional Intelligence,Predictor Variables,Individual Differences

Willingness to communicate (WTC), a recent affective construct of SLA research, has experienced a paradigm shift regarding its nature. Current WTC research tends to define it as a dynamic and context-bound structure rather being in a linear and static disposition. New conceptualization is based on Complex Dynamic System (CDS) theory. This theory has been applied to SLA research to explain dynamic, non-linear and complex nature of SLA process. The convenience of CDS theory's basic principles has led existing WTC structure to be re-shaped and revised to define it as a dynamic structure in contrast to its former definition which would recall WTC as a static and trait-like variable.
Mentoring Style, Self-Description, and Academic Achievement in English Class
Author: Simanungkalit, Ate Gueen
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Academic Achievement,English (Second Language),Second Language Learning,Foreign Countries,Self Concept,Self Esteem

The study intended to examine student mentoring, self-description, and academic achievement in a selected private university in Jakarta, Indonesia. There were 150 respondents in the study. The 2 instruments used for collecting data were adopted from Cohen (1995) for identifying the mentoring style of the mentors of the students, and from Marsh (1999) for identifying self-description of the students. The analysis of data employed descriptive statistics (independent t-test) as well as &quot;Chi&quot;-square, One-way ANOVA, and two-way ANOVA. The research inquiries focused on the following issues: (1) identifying the mentoring style, self-description, and academic achievement of the students; (2) the relationship of mentoring style, self-description, academic achievement, and demographic profiles; and (3) the interactive effects--individual and joint--of mentoring style, self-description, and student academic achievement. The findings of the study showed that 2 mentoring styles were predominant among their mentors: relationship emphasis and mentor model; students perceived themselves with a self-description focused on spiritual values, and students had high academic performance. Both male and female students perceived similar mentoring styles among their mentors, while, 1st year and 2nd-year students perceived mentoring style to be different among their mentors. In self-description, differences were found between genders while there was no difference found between 1st and 2nd-year students. There was no difference found between gender and year of study in the academic achievement, the students showed high performance. Mentoring style and self-description did not have a significant individual or joint difference in academic achievement. Since the students, as a whole had high academic achievement, this study seemed to suggest that the different mentoring styles did not have a difference in their academic achievement. However, that did not mean that mentoring did not work. On the contrary, it seemed that mentoring, regardless of style--based on the high academic achievement scores--did work. However, there was also the possibility that high achieving students might not need mentoring for improving their academic achievement. [Note: The page range (1-10) on the PDF is incorrect. The correct page range is p1-11.]
The Effect of Reading Comprehension Strategies Instruction on EFL Learners&apos; Reading Anxiety Level
Author: Valizadeh, Mohammadreza
Date: 2021-05-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Comprehension,Reading Instruction,Instructional Effectiveness,English (Second Language),Second Language Learning,Language Proficiency,Young Adults,Reading Attitudes,Difficulty Level,Anxiety,Foreign Countries

This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, decreases their English reading anxiety. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were collected via Saito, Garza, and Horwitz's (1999) Foreign Language Reading Anxiety Scale (FLRAS). The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author's purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises). The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of reducing their English reading anxiety.
The Role of Technological Pedagogical Content Knowledge (TPACK) of English Teachers on High School Learners&apos; Acceptance of Mobile Learning Tools
Author: Bostan, Derya
Date: 2021-05-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,English (Second Language),Second Language Learning,Language Teachers,High School Students,Student Attitudes,Adolescents,Electronic Learning,Educational Technology,Technology Integration,Adoption (Ideas),Handheld Devices,Usability,Foreign Countries

Educational technology is benefitted in diverse areas of education and mobile learning tools are one of the components of educational technology. Therefore, using technology in accordance with content and pedagogy has become more important. It is also important for teachers to know how to integrate technology into the learning and teaching process using appropriate methods and techniques. The aim of this study is to understand how students perceive technological pedagogical content knowledge (TPACK) of teachers and adaptation of mobile learning tools by students. This research was designed as a quantitative study and survey methodology was used to collect data from 352 high school students during the spring term in 2018. Participants were identified using convenience sampling method and only one state school with all students was included in the study. Two scales were used to collect the data: TPACK scale developed by Tseng (314-315) and Mobile Learning Tools Acceptance Scale (MLTAS) developed by Özer and Kiliç (586). The results showed that high school students perceived the TPACK of EFL teachers positively with all subcategories. They were also found to have positive perceptions of mobile learning tools. The study concluded that the more knowledge students perceived, the more they accept mobile learning tools.