ethanporcaro/eric-fulltext-meta huggingface dataset:
Pragmatic Analyses of Martin Luther King (Jr)'s Speech: &quot;I Have a Dream&quot;--An Introspective Prognosis
Author: Josiah, Ubong E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Speeches,Pragmatics,Speech Acts,Sentences,African Americans,Civil Rights,Ideology

This paper investigates the speech of Martin Luther King (Jr.) titled: &quot;I Have a Dream&quot;, presented in 1963 at the Lincoln Memorial. This speech is selected for use because it involves a speaker and an audience who belong to a particular speech community. The speech is about the failed promises by the Americans whose dream advocate equality for all. The pragmatic analysis adopted in this paper anchors on the illocutionary force of the speech acts theory, following the five classifications by Seale (1975), with the aim of identifying the speech acts and the sentence structures found in the speech. The authors attempt an introspective probe into the far-reaching outcome of the speech made some six decades ago. Adopting a pragmastatistic approach, the authors reveal the speaker's use of the five illocutionary acts and five major structural sentence sub-types, all of which point to the future state of the American people, including African-Americans. There are excessive use of representatives (43%) and simple sentences (40.3%). Directives constituted 16 sentences or 22.2% and declaratives, 15 sentences or 20.8% while commisives made up 8 sentences accounting for 11.1%. There is less use of expressives which sum up to 3 out of 72 sentences representing 4.1%. The compound and compound-complex sub-types constitute 7 and 14 sentences each accounting for 9.7% and 19.4% respectively. Multiple sentence records the fewest number with 3 sentences accounting for 4.2% out of 72. From these analyses, we observed excessive use of representatives, directives and declaratives for speech acts on the one hand, and simple, complex and compound-complex sentences on the other. The sentences typically portray the reality of the injustice meted out on the Negros and how the speaker made effective use of words within specific contexts to influence the audience so as to bring a lasting solution to their problem. Based on an in-depth pragmatic evaluation, the authors conclude introspectively, that this speech has been instrumental to shaping the ultimate vision of American leadership towards justice and equality in the present dispensation, and is instrumental to re-positioning of the Negros.
Different Learning Style Preferences of Male and Female Iranian Non-Academic EFL Learners
Author: Shabani, Mohammad Bagher
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Gender Differences,English (Second Language),Second Language Learning,Statistical Analysis,College Students,Questionnaires

Learning, as the most important concept in education, demands urgent attention. Individuals have different learning styles and awareness of these individual differences by both students and teachers is vital for the most effective use of the methodologies and pedagogical strategies available to teachers in maximizing learning success. Despite the groundswell of literature on learning styles and academic performance, little research has focused on the differences between learning styles of academic and non-academic learners in the Iranian context. This study sought to investigate the style preferences (LSPs) of Iranian non-academic EFL learners and to examine the differences between the LSPs of male and female learners. To do so, 132 students studying English as a foreign language at language institutes participated in the study. Paragon Learning Style Inventory (PLSI) was employed to examine the LSPs of the participants. The results were reported descriptively. In order to check the statistical significance of the observed differences between male and female students, a set of Chi-squares were carried out using Statistical Package for the Social Sciences (SPSS), version 18. The findings supported the claim that there are discrepancies between the LSPs of male and female students. These findings connote that there is a call for awareness of learners' individual differences, mainly their LSPs in the attempt to idealize the outcomes of TEFL in language institutes in Iran. The findings of this study can assist course developers and syllabus designers base their work on the individual differences of the learners in order to meet the requirement of all learners as much as possible.
Interview with Eddie Reisch
Author: Owen, Hazel
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interviews,Expertise,Blended Learning,Electronic Learning,Integrated Learning Systems,Educational Innovation,Elementary Secondary Education,Program Development,Program Implementation,Empowerment

Eddie Reisch is currently working as a policy advisor for Te Reo Maori Operational Policy within the Student Achievement group with the Ministry of Education in New Zealand, where he has implemented and led a range of e-learning initiatives and developments, particularly the Virtual Learning Network (VLN). He is regarded as one of the leading innovators in the area of blended learning in K-12, and during his 30 years in education he has applied an unwavering belief that all learners can be the best they can when empowered to collaborate, make choices, be creative, and learn from their mistakes. Hazel Owen, Director of Ethos Consultancy NZ, presents this interview from January 10, 2013 that provides insights on Reisch's blended learning community approach to e-learning.
The Languages in Nigerian Socio-Political Domains: Features and Functions
Author: Ayeomoni, Moses Omoniyi
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sociolinguistics,Multilingualism,Language Usage,Language Research,Native Language,Influences,Social Influences,Government Role,Mass Media Role,Religious Factors,Language Classification,African Languages,Contrastive Linguistics

This paper views Nigeria as a multilingual country with diverse languages and cultures to the extent that the total number of languages spoken right now in Nigeria is about 500 (See Adegbite 2010). This linguistic diversity in the country has occasioned the development and the spread of the concepts of bilingualism, multilingualism, diglossia and language choice. As a result of this diversity, it is noticed that the phenomenon of Language Choice has become inevitable on the language use habit of Nigerians as every domain of language use has its language features. This is because both the indigenous (major and minor) and foreign languages have distinct domains of usage. However, despite the multilingual nature of the languages in the country, English Language is the dominant language in almost all the domains, and specifically, it is used for all government functions. This is mainly due to historical, multi-ethnic and cultural nature of the country.
Computer Assisted Language Testing: On the Efficacy of Web-Based Approach in the Instruction of Elementary Learners of English
Author: Soleimani, Maryam
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Second Language Learning,Second Language Instruction,Electronic Learning,English (Second Language),Teaching Methods,Teacher Student Relationship,Computer Mediated Communication,Writing (Composition),Feedback (Response),Reading Comprehension,Experimental Groups,Control Groups,Outcomes of Education,Language Tests

In this study the effectiveness and efficacy of e-learning was evaluated through a web based approach. Two classes of elementary learners of English were selected for this study, one class received a six month instruction through the typical twice a week classes and the other one was instructed through internet, in other words, the first class did not use any web based materials such as chat rooms, emails, etc., however, the second class did not attend classes at all except for monthly meetings with the instructor in order to unravel some loopholes they encountered in dealing with internet and e-learning. They simply interacted with their instructor through internet by emails and chat rooms, this group was taught simply by internet, for example, they mailed their writings to their teacher once a week and the instructor gave feedback through e-mail; they also were assigned to chat every night with their classmates or native speakers and report the result to their instructor and so on. The final results revealed that the web based class outperformed the traditional class in writing, and reading comprehension, but the results were in favor of the traditional group regarding speaking performance and structural knowledge.
A Case Study: Translation Problems in the Story of Rustam and Sohrab Based on Warner &amp; Warner Translation
Author: Mashhady, Habibollah
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Studies,Translation,Problem Solving,Second Languages,Literary Genres,Poetry,Semantics,Language Styles,Aesthetics,Indo European Languages,English,Figurative Language

Throughout the history, translation has played an important role in conveying thoughts and knowledge from one nation to other nations. Apart from this importance, the act of translating is not simply changing a message from the source language into the target one; translation is an act of problem-solving. Sometimes it is difficult to solve problems existing in translation, and so the notion of untranslatability emerges. Regarding the text-types, this problem is more prominent in the translation of literary texts like poems. This study attempts to investigate untranslatable elements in a poem, and for this purpose it concentrates on the story of Rustam &amp; Sohrab selected from Shahnameh by Firdowsi and its equivalent translation by Warner &amp; Warner. Then it focuses on the relation of untranslatablility in the story of Rustam &amp; Sohrab with the semantic translation of Warner &amp; Warner and the style of Firdowsi. Further research is required in this direction to answer questions concerning the notion of untranslatability and other related matters like the purpose of translation and untranslatability.
Tracing International Differences in Online Learning Development: An Examination of Government Policies in New Zealand
Author: Powell, Allison
Date: 2011-00-00
Type: Journal Articles
Subjects: Online Courses,Public Policy,Policy Analysis,Electronic Learning,Foreign Countries,Educational Change,Access to Education,Guidelines,Educational Development,Educational Technology,Elementary Secondary Education,Cross Cultural Studies,Educational Policy

In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.
Playing Catch-Up: Investigating Public and Institutional Policies for OER Practices in Australia
Author: Bossu, Carina
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Policy,Educational Policy,Open Education,Resource Units,Computer Uses in Education,Shared Resources and Services,Educational Practices,Comparative Education,Online Surveys,Literature Reviews,Government Role

This article explores some of the most well-known Open Educational Resource (OER) initiatives worldwide and then reports on OER developments in Australia. It also discusses a current research project funded by the Australian Learning and Teaching Council (ALTC), including its design and methods of data collection and analysis. Although the study reported here is ongoing, a survey of the tertiary sector to establish the current &quot;state of play&quot; of OERs in Australia has been completed. The authors examine a preliminary analysis that focuses mostly on OER policies at governmental and institutional levels. The analysis shows that the OER movement remains relatively immature in Australia. Also, according to the survey's participants, the government and educational institutions need to give much greater consideration to a regulatory framework in which the use of OER and Open Educational Practices (OEP) can be fostered and encouraged. Isolated OER activities exist, but there appears to be a great deal of catching up required if Australia is to have coordinated initiatives to foster innovation and a culture of more OEPs.
Digital Library Education: Global Trends and Issues
Author: Shem, Magaji
Date: 2015-00-00
Type: Journal Articles
Subjects: Trend Analysis,Global Approach,Information Science Education,Electronic Learning,Online Courses,Library Services,Educational Development,Educational History,Educational Trends,Educational Change,Models,Barriers,Professional Identity,Change Strategies,Enrollment Trends,College Faculty,Foreign Countries

The paper examines trends and issues in digital education programmes globally, drawing examples of developmental growth of Library Information Science (LIS), schools and digital education courses in North America, Britain, and Southern Asia, the slow growth of LIS schools and digital education in Nigeria and some countries in Africa and India. The literature so far visited dictated problems of inadequacy in digital education globally to dearth of faculty, training facilities, no collaboration among LIS schools in developing countries, encouraging collaborations in developed countries and not many students attracted to the course. Recommended solutions are suggested for attracting students into the programme and what to do to make it competitive like other programmes in the universities.
Re-Engineering the Business Education Programme in Universities for Enhanced Human Resources Development in Nigeria
Author: Okoli, B. E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Resources,Delivery Systems,Curriculum Evaluation,Business Administration Education,Blended Learning,Performance Technology,Educational Change,Curriculum Development,College Programs,Teaching Methods,Change Strategies,Curriculum Enrichment,Educational Practices

The paper reviewed a business education programme in Nigeria vis-a-vis its role in human resource development and highlighted deficiencies in programme curricular and delivery changes needed in remodeling of the programme to enhance learning outcomes, increase skill acquisition, meet world's standards and current labour demands in business organizations were suggested. The paper recommended the use of hybrid e-learning and traditional teaching process as appropriate for optimizing programme delivery and learning outcomes. It further recommended that Nigerian government should adopt a policy of massive retraining of teachers in e-learning/e-teaching, provision of ICT infrastructure and other equipment needed for proper teaching of business education in secondary schools and tertiary institutions.
The FarNet Journey: Effective Teaching Strategies for Engaging Maori Students on the Virtual Learning Network
Author: Barbour, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Educational Technology,Technology Uses in Education,Rural Areas,Access to Education,Distance Education,Case Studies,Teacher Competencies,Teacher Education,Online Courses,Secondary School Teachers,Secondary Education,Online Surveys,Semi Structured Interviews,Computer Mediated Communication,Teacher Student Relationship,Peer Relationship

The Virtual Learning Network (VLN) provides schools, particularly those in rural and remote areas, with the opportunity to cooperate to expand curricular offerings for their students. Each school that participates in a VLN cluster contributes at least one course delivered by an e-teacher, allowing member schools access to any course offered through the VLN that they cannot offer locally. At present, there is no formal national training for the e-teachers, although individual clusters offer a range of training opportunities. This case study focused on the e-teachers' perceptions of the learning curve required for them to be adequately and effectively prepared to teach in the virtual environment. Results indicated that the experiences of e-teachers in this new learning environment were positive, but still embedded in the norm of a school. Further, e-teachers desired professional development beyond learning how to use the technology, but wanted more assistance in developing their pedagogy to work in the online environment. It is recommended that VLN cluster administration, and the Ministry of Education, provide a range of professional development opportunities in a variety of formats. The focus of this professional development should move beyond the technological tools and focus on how to use those tools in a virtual learning environment.
Investigating a Relationship between Learner Control and Self-Efficacy in an Online Learning Environment
Author: Taipjutorus, Widchaporn
Date: 2012-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Self Control,Online Courses,Electronic Learning,Technological Literacy,Learning Activities,Predictor Variables,Academic Achievement,Statistical Analysis,Graduate Students,Student Attitudes,Pilot Projects,Questionnaires,Educational Experience,Gender Differences,Foreign Countries

In both traditional face-to-face and online learning contexts, self-efficacy has been shown to be a key contributor to learner success. Once established, self-efficacy can be generalised to other learning situations, with the strongest effect occurring with learning activities that are closest to those in which self-efficacy has been improved. Self-efficacy is not only a good predictor of learners' academic outcomes, but efficacious learners also tend to persist, cope, and adapt well, even when they have no prior experience. Learners who have low confidence in their ability to study can become frustrated, overwhelmed, and demotivated--they are more likely to achieve low grade point averages, and in some cases drop out. When people become online learners, especially for the first time, they may feel less confident, despite being familiar with day-to-day computer and technology usage. They may still lack essential learning and technology skills for tertiary education and online learning. To support these learners, online courses should be designed to foster learners' efficacy. Research findings have shown that embedded learner control in online modules can enhance learning, improve attitudes, and increase self-efficacy. However, little research has been done to examine self-efficacy of online learners with different levels of learner control in a real online class setting. Therefore, this paper describes current research that focuses on this gap in research, and uses a quantitative research design to investigate the relationship between learner control and learner self-efficacy. Online learning self-efficacy scales and a set of questionnaires were developed and validated. In a pilot study, 31 postgraduate online learners were asked to assess their own self-efficacy and experience with different levels of learner control. Preliminary results show a positive relationship between learner control and online learning self-efficacy.
Inside the Virtual Classroom: Student Perspectives on Affordances and Limitations
Author: Falloon, Garry
Date: 2012-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Graduate Students,Seminars,Interpersonal Relationship,Interaction,Technology Uses in Education,Student Attitudes,Synchronous Communication,Social Isolation,Asynchronous Communication,Foreign Countries,Semi Structured Interviews,Coding,Likert Scales,Questionnaires,Online Surveys

Research indicates learners studying at a distance can experience perceptions of isolation and lack of &quot;belonging&quot; and support, which can adversely affect their learning experience and performance. Recently, the advent of affordable, accessible and reliable high-speed broadband has meant that a whole new array of digital tools to support synchronous interaction between students and tutors engaged in online learning have become viable, thereby potentially helping to address some of these issues. This paper presents findings from a study involving postgraduate students using the Adobe Connect and Wimba Live virtual classrooms to present a series of seminars as part of Waikato University's Postgraduate Diploma in Education. It explores students' perspectives of the value of the classrooms for building relationships and supporting communication and interaction, and examines factors that influenced this. Results show that while virtual classroom use was viewed favourably, its value was influenced by task, communication tools, multimedia usability and technical/logistical factors--some of which were beyond student control. These factors will be explored and discussed, with recommendations being presented for teachers considering using virtual classrooms to support their online distance learning programmes.
Two Frameworks for Preparing Teachers for the Shift from Local to Global Educational Environments
Author: Craig, Barbara
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Professional Development,Electronic Learning,Distance Education,Comparative Education,Urban Schools,Rural Schools,Web 2.0 Technologies,Blended Learning,Conventional Instruction,Web Based Instruction

The research outlined in this paper is based on the convergence of two conceptual frameworks that guide the transfer of knowledge and skills from traditional teacher education, which focused on teaching in single classrooms, to open networked learning environments that include both inter-institutional teaching and learning and local and global community engagement. Through these frameworks, schools can be extended in terms of time, space, organisation, and capacity. This will be demonstrated on the basis of New Zealand research in inner-city urban environments and Canadian research in rural Newfoundland and Labrador. There are implications for the professional education of teachers from schools that have the capacity to engage with global learning environments, including new ways of relating to learners, learners' parents, networks, and communities. Several of these implications will be analysed in the conclusion of the paper and should generate discussion that will inform current and future research.