ethanporcaro/eric-fulltext-meta huggingface dataset:
Japanese Students&apos; Difficulties with Metadiscursive Nouns in Argumentation Essays
Author: Tahara, Nobuko
Date: 2022-00-00
Type: Journal Articles
Subjects: Nouns,Persuasive Discourse,Phrase Structure,Essays,Computational Linguistics,Difficulty Level,Writing (Composition),Second Language Learning,Writing Difficulties,Syntax,Benchmarking,Language Usage,Connected Discourse,Comparative Analysis,Asians,North Americans,English (Second Language),Language Patterns,Second Language Instruction,Teaching Methods,Foreign Countries,Native Language,Contrastive Linguistics

The present study attempts to identify difficulties that Japanese students encounter with metadiscursive nouns in writing second language (L2) argumentation essays. Metadiscursive nouns are abstract and unspecific nouns which can serve as cohesive markers by retrieving their meanings in the text where they occur. Using a selected number of nouns (i.e., &quot;problem,&quot; &quot;reason,&quot; &quot;thing,&quot; &quot;fact,&quot; &quot;idea,&quot; &quot;decision&quot;), this study examines how the nouns, occurring in several syntactic patterns, expressed their meanings in the text and served as metadiscursive devices in L2 essays written by Japanese students, in comparison with essays by American students as a benchmark. The study also discusses the use of &quot;problem&quot; and &quot;reason&quot; in relation to rhetorical patterns such as cause-effect clauses and the Problem-Solution text pattern that occurred in the two corpora. A comparison of the ways in which the Japanese and American students use these nouns points to several difficulties the Japanese cohort faces in using metadiscursive nouns in argumentative essays: providing a focus in describing information, making an explicit meaning link, and using particular English rhetorical patterns. Suggestions are made for further inquiries which could broaden our understanding of the behavior of this class of nouns and inform the teaching of L2 argumentation essays.
Facebook as a Flexible Ubiquitous Learning Space for Developing Speaking Skills
Author: Mykytiuk, Svitlana
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Speech Communication,Skill Development,Linguistic Input,Learning Activities,Computer Mediated Communication,Comparative Analysis,Teaching Methods,Vocabulary Development,Grammar,Literacy,Pronunciation Instruction,Positive Attitudes,Student Surveys,Student Attitudes,Legal Education (Professions),English for Special Purposes,Foreign Countries,Visual Aids,Brainstorming,Computer Assisted Instruction,Role Playing,Narration,Instructional Effectiveness

The research studied the effectiveness of the integration of Facebook as a flexible ubiquitous learning space into the educational process for speaking skills development of undergraduate students learning English as a second language. For this purpose teaching was organised via a specially created and moderated Facebook group where various media resources, uploaded materials, links to different applications and other social networking opportunities were accumulated. It was designed to achieve the educational programme objectives and address the specifics of digital age learning. A set of specially designed materials posted on the Facebook platform for language input, structured output, and communicative output activities was applied in experimental teaching to develop talk as transition, talk as interaction and mediation, and talk as performance. The results of the quasi-experiment (students' speaking performance) were assessed in the form of the post-test with the data being analysed and interpreted based on descriptive and inferential statistics (independent samples t-test) by means of SPSS. The results revealed higher achievement scores of the experimental group in comparison to the control group in terms of expanding vocabulary, increasing English grammar literacy, developing interactive skills, discourse management, and pronunciation. The survey administered to find out the learners' impressions of the successfulness of the FB-assisted activities revealed their overall positive attitude to the new methodology and usefulness for the development of all speaking qualifications checked.
Language, Culture, and Ecology: An Exploration of Language Ecology in Pragmatics
Author: Zhang, Weiwei
Date: 2022-00-00
Type: Journal Articles
Subjects: Pragmatics,Classification,Correlation,Ecology,Language Usage,Cultural Influences,Environment,Social Environment,Linguistic Theory,Language Role,Language Research,Cultural Awareness,Communication (Thought Transfer),Foreign Countries,Chinese,Asian Culture,International Relations

This paper discussed the relationship between language, ecology, and culture, and claimed that the study of linguistic communication as pragmatics should not be confined to the traditional context, but should focus on a broader ecological environment. It analyzed the context of practical communication from the perspective of language ecology beginning with the discussion of the ecological crisis in communication and found that language, like plants and animals in nature, needed the support of the external environment with certain &quot;soil fertility&quot;. This paper classified ecological context into two types: internal ecological context (psychological-cognitive context) and external ecological context (natural environment and social environment). Based on this classification, the ecological context of pragmatics was further divided into environment-friendly context, addressee-friendly context, and speaker-friendly ecological context. This paper was an exploratory analysis of language ecology in pragmatics, aiming at helping communicative participants find their ecological niche and adopt appropriate strategies to maintain the ecological balance in pragmatic communication.
The Utilisation of Peer-Assisted Learning/Mentoring and Translanguaging in Higher Education
Author: Meletiadou, Eleni
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Peer Relationship,Code Switching (Language),COVID-19,Pandemics,Foreign Countries,Higher Education,Learning Strategies,College Faculty,Mental Health,Undergraduate Students,Multilingualism,Task Analysis,Native Language,Language Usage,Feedback (Response),Academic Achievement,Case Studies,Comparative Analysis,Pretests Posttests,Scores,Reflection,Student Attitudes,Teaching Methods,Well Being,Foreign Students,Student Characteristics,Public Speaking,English (Second Language),Second Language Learning

The use of peer-assisted learning/mentoring (PALM) and translanguaging (TRL) as inclusive learning strategies to support students' transition into Higher Education and enhance their wellbeing in the post-Covid era has not been widely explored. Lecturers express their deep concern about the mental health issues and lack of confidence an increasing number of learners have faced lately in the UK due to the COVID-19 pandemic. In terms of the present study, 80 undergraduate multilingual students were involved in PALM tasks during which they could use their first language through translanguaging and English, the target language, for one academic semester. The main goal was to ensure they had equal opportunities to develop their oral fluency while preparing group presentations. Paired T-tests were used to compare students' pre- to post-tests scores. In terms of this mixed-methods case study, the researcher also analyzed students' reflective reports and the anonymous feedback learners provided thematically to explore their attitudes. Findings indicated that these two approaches enabled students to improve their academic performance significantly although learners felt uneasy at the beginning. The combination of these two methods created a psychologically safe space as learners gradually developed a personal relationship with their peers. In response to the need for more information, as regards the use of PALM activities and TRL with multilingual learners, this study intends to contribute student voice since the inclusion of learner opinion has been minimal. Recommendations for the successful implementation of these two instructional approaches in undergraduate courses and suggestions for further research are provided.
Articulating the Barriers in the Online Learning Engagement in Chemistry of Junior High School Students: A Photovoice Study
Author: Lansangan, Ryan Villafuerte
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Barriers,Online Courses,Chemistry,Science Instruction,Junior High School Students,Photography,Grade 9,Foreign Countries,Student Attitudes,Learner Engagement,Student Motivation,Student Responsibility,Access to Computers,Internet

Understanding the challenges and preferences perceived by learners is crucial in helping institutions devise strategies to support the continuum of learning during the COVID-19 pandemic. This study used photovoice to examine the barriers in the online learning engagement in chemistry of junior high school students in the lens of their experiences in the online education during the health crisis. The inquiry uncovered four themes: difficulty in understanding the nature of chemistry as a subject matter; lack of intrinsic motivation towards online learning; difficulty in accommodating academic responsibilities in an online platform; and technical challenges associated with online learning. As a participatory mode of research, the students were engaged in a root cause analysis through focus group discussion to account for the causes of their challenges and their perceived solutions to the factors identified. The utilization of photovoice as the platform of inquiry was able to capture the chemistry learning experiences of students and the barriers that hinder their optimum engagement.
Science Teachers&apos; Self-Efficacy Perceptions on Acid-Base Subject Related to Daily Life in a Science Course
Author: Ilhan, Nail
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Self Efficacy,Teacher Attitudes,Scientific Concepts,Individual Differences,Foreign Countries

The study aims to investigate the level of science teachers' self-efficacy perceptions on the topic of acid-base chemistry in terms of some variables (gender, the place where the teacher works, and the frequency of using the science laboratory). In this study, a survey method was used, and the sample of the study consists of 138 science teachers. 'Acid-Base Self-Efficacy Perception Scale (ABSPS)', a five-point Likert type, was used as a data gathering tool. The validity and reliability of the ABSPS were calculated for the data obtained from the science teachers in this study. Descriptive and inferential statistics were carried out in examining the data obtained in this research. Results of the study showed that according to mean scores on items, it can be said that the acid-base self-efficacy perception of science teachers is generally at a high level. Also, results show that there was no significant difference in science teachers' self-efficacy perceptions on the topic of acid-base chemistry in terms of gender and the place where the teacher works. On the other hand, it was determined that the teachers had a positive correlation between the frequency of using science laboratories and the acid-base self-efficacy perception level.
STEM Touchstones for Teacher Professional Learning: An Analysis of Teacher Content and Pedagogical Content Knowledge in a Place-Based Professional Development Program
Author: Toolin, Regina E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teachers,STEM Education,Faculty Development,Teacher Leadership,Pedagogical Content Knowledge,Knowledge Level,Program Evaluation

The Vermont STEM Leadership Institute (VSTEM) was designed to provide professional learning and leadership opportunities for K-12 educators teaching primarily in high-need schools. The fundamental premise of the program was to actively engage teachers in constructivist curriculum and pedagogy coupled with authentic scientific research experiences within the context of local environments or &quot;places.&quot; This study investigated changes in content and pedagogical content knowledge that teachers exhibited in their science teaching practice over the course of their program participation. Data analysis revealed that teachers' science content knowledge and pedagogical content knowledge were enhanced by VSTEM program participation with moderate to strong indications about place-based education, project-based learning, and the importance of engaging students in authentic scientific research. The study found that participants learned new content-specific teaching strategies and implemented standards-based units and lessons that aligned with constructivist theories of teaching and learning.
Replication or Reinvention: Educators&apos; Narratives on Teaching in Higher Education during the COVID-19 Pandemic
Author: Manokore, Viola
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Foreign Countries,Teaching Experience,Teacher Attitudes,Pandemics,COVID-19,Emergency Programs,Distance Education,Electronic Learning,Educational Change,Personal Narratives,Learner Engagement,Pedagogical Content Knowledge

Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on postsecondary educators. Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning. Results: Our thematic analysis revealed that educators' experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students. Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and teaching seemed to have an easier transition. Implication for Theory and Practice: Higher education institutes should support educators in enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.
The Third Mission of Universities on the African Continent: Conceptualisation and Operationalisation
Author: Nabaho, Lazarus
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,Institutional Mission,Higher Education,Foreign Countries,College Instruction,Research,Teaching (Occupation),College Role,Partnerships in Education,School Community Relationship,Capacity Building,Outreach Programs,Student Placement,Service Learning,College Curriculum,Alignment (Education)

Objective: The purpose of the study was to explore the conceptualization of the third mission in African higher education and the activities that universities are required to engage in and/or are engaging in to fulfil the third role. Method: The interpretive lens underpinned the study. Data were collected from the documents of the African Union Commission (AUC), in which the third mission is both implicit and explicit. We used content analysis as a data analysis technique. Results: The AUC conceptualizes the third mission as a role of universities, as a social role, as forging partnerships, and as being mutually beneficial to society and the university. Universities in Africa are implementing and/or required to implement 11 third mission activities aimed at bridging the gap between them and society. Almost all third mission activities are anchored to the classical missions of teaching and research associated with higher education institutions. Conclusions: We concluded that: (a) the third mission is built on the classical missions of universities; (b) the distinction between the classical missions and the third mission is that the first mission (teaching) involves the dissemination of knowledge through academic education while the second mission (research) hinges on the generation of academic knowledge, but the third mission involves both in a non-academic context; and (c) the third mission is a multidimensional concept. Implication for Theory and Practice: The study adds to the limited literature on the third mission of universities from a supranational perspective. Second, it extends the conceptual framework of Molas-Gallart and colleagues for understanding the third mission that is based on the experience of advanced higher education systems by supplementing it with four themes from Africa. Finally, it provides information the AUC may use to revise the instrument for evaluating the performance of universities on the third mission.
Campus Visits as Predictors of Postsecondary Enrollment in Low-Income, Rural School Districts
Author: Smith, M. Corinne
Date: 2022-02-00
Type: Journal Articles
Subjects: Correlation,School Visitation,Middle School Students,High School Students,Low Income Groups,Rural Areas,Campuses,College Attendance,Enrollment Rate,Field Trips,College Readiness,Undergraduate Students,Grants,School Districts,Program Effectiveness,Predictor Variables

The purpose of this study was to examine the relationship between visits to college campuses by middle school and high school students and postsecondary enrollment rates, where campus visits are classified as both formal college visits and also informal campus visits. Specifically, Traditional Campus Visits and Educational Campus Field Trips are categorized as two distinct service types sponsored by the GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grant program in 11 rural, western North Carolina school districts. The participants were 2,274 students who started the GEAR UP program in 7th grade and remained enrolled at a participating GEAR UP school through high school graduation. Using logistic regression analyses to estimate the effects of two different campus visit types, and the year in which the visits occurred, the results indicated that both informal (Educational Campus Field Trip) and formal (Traditional College Visit) campus visits had an association with postsecondary enrollment rates, with formal campus visits collectively having a stronger impact than informal campus visits. We also found that visits taken earlier in a student's academic career had an important association with postsecondary enrollment rates.
From a Bag Lunch to a Buffet: A Case Study of a Low-Income African American Academy&apos;s Vision of Promoting College and Career Readiness in the United States
Author: Fletcher, Edward C., Jr.
Date: 2022-02-00
Type: Journal Articles
Subjects: Black Colleges,Low Income Students,Stakeholders,Career Readiness,College Readiness,Equal Education,School Personnel,Experience,Attitudes,School Community Relationship,College Faculty,College Administration,Leadership

The purpose of this research study was to examine the ways in which stakeholders at a low-income, predominantly African American STEAM academy implement initiatives that support the college and career readiness of their students. We found that a shift in leadership efforts to ensure that academy students were prepared to be both college and career ready provided equity and access to a quality and individualized curriculum through the implementation of career academies. As a result, stakeholders believed that students were more included, valued, and engaged in the school.
Study Abroad: Perspectives from Historically Underrepresented Student Populations
Author: Ecker-Lyster, Meghan E.
Date: 2022-02-00
Type: Journal Articles
Subjects: Study Abroad,Disproportionate Representation,Student Attitudes,First Generation College Students,Low Income Students,Undergraduate Students,Interpersonal Competence

Research clearly outlines the many positive benefits associated with study abroad programs (e.g., Arghode et al., 2020; Jiang et al., 2019). Unfortunately, the majority of undergraduate students who participate in these experiences are from affluent backgrounds. To increase access to study abroad opportunities for all students, including historically underrepresented student groups (e.g., first-generation college student, lower-income background), higher education institutions need to offer affordable study abroad options. To aid institutions with this task, the current qualitative investigation provides critical insights into students' perceptions of an affordable, abbreviated study abroad model. The findings from this study highlight the overall program model as a key driver in a student's decision to pursue a study abroad experience. Specifically, students indicated that a short travel experience designed specifically for underrepresented student groups was an ideal model, as this structure was affordable and welcoming.
Structured Pathways, Reinforced Plans: Exploring the Impact of a Dual Enrollment Program on the College Choice and Career Interests of Future Teachers of Color
Author: Johnson, Jennifer M.
Date: 2022-02-00
Type: Journal Articles
Subjects: Dual Enrollment,College Choice,Vocational Interests,Occupational Aspiration,Career Readiness,Social Cognition,Learning Theories,High School Seniors,Minority Group Students,Teacher Education

In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a &quot;Grow Your Own&quot; dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we illustrate how three participants with interests in teaching described what attracted them to the program, how the program supported their college and career aspirations, and their visions for careers in education.
A Corpus-Based Grammatical Investigation towards a Computational Identification of Metaphor
Author: Metwally, Amal Abdelsattar
Date: 2022-00-00
Type: Journal Articles
Subjects: Grammar,Computational Linguistics,Islam,Religious Factors,Figurative Language,Computer Software,Linguistic Theory,Language Research,Language Usage,Arabic,English

The present study is a corpus-based grammatical investigation for the computational identification of metaphors. The aim of the study is to set a grammatical criterion for the computational identification of metaphors in the Holy Qur'an and propose a computer software input rule for the grammatical identification of metaphorical candidates. The work presented in this study draws on the cognitive theory of metaphor (Lakoff and Johnson, 1980), authentic exegeses of the Holy Qur'an, and finally and most significantly it draws on and extends techniques from computational linguistics. The corpus of the study is one surah from the Holy Qur'an, Surat Hud. A methodology for the investigation of candidate metaphor grammatical structure was developed to deduce the grammatical markers of metaphor and utilize them in the computational identification of metaphors. A quantitative and qualitative interpretation of these results and how they can contribute to the computer software suggested for a computer identification of metaphor in the Holy Qur'an is made. The study ended with a theoretical framework that was applied to the corpus to find metaphors by findings specific grammatical markers.