ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Influencing Adjustment in Physical Education and Sports Learning after the COVID-19 Pandemic among Students in the Faculty of Education at Thailand National Sports University
Author: Sukdee, Thitipong
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Teacher Education,COVID-19,Pandemics,Undergraduate Students,Student Adjustment,Prevention,Health Promotion,Administrative Policy,Educational Facilities,Imitation,Family Role,Predictor Variables,Foreign Countries

The purpose of this study is to examine factors influencing the adjustments made to physical education and sports learning among students in the Faculty of Education at Thailand National Sports University after the COVID-19 pandemic. 595 students were selected using stratified random sampling from undergraduates in the Faculty of Education at Thailand National Sports University during Academic Year 2020. The data were then analyzed in terms of descriptive statistics, Pearson correlation, and Stepwise Multiple Regression Analysis. The potential influences to the adjustments made to physical education and sports learning after the COVID-19 pandemic among students in Faculty of Education at Thailand National Sports University comprised these 5 variables: 1) activities to promote knowledge of COVID-19 prevention within the university; 2) the university's policies promoting the prevention of COVID-19; 3) facilities within the university; 4) imitating a classmate's adjusted behaviors; and 5) learning in class. These 5 factors could predict the adjustments in physical education and sports learning after the COVID-19 pandemic in the studied group with the percentage of 73.60. The significance predicted by equations were as follows: In terms of raw scores: Y[superscript /] = -0.175 + 0.384 (X[subscript 3]) + 0.265 (X[subscript 1]) + 0.224 (X[subscript 4]) + 0.084 (X[subscript 5]) + 0.064 (X[subscript 6]) In term of standard scores: Z[superscript /] [subscript Y] = 0.357 (ZX[subscript 3]) + 0.356 (ZX[subscript 1]) + 0.207 (ZX[subscript 4]) + 0.067 (ZX[subscript 5]) + 0.062 (ZX[subscript 6]).
Multiple Intelligences among Ninth-Grade Students in the Sultanate of Oman
Author: Al Hosni, Afraa Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Grade 9,Gender Differences,Academic Achievement,Student Characteristics,Foreign Countries

This study aimed to examine the multiple intelligences among the ninth-grade students in the North Al Batinah Governorate in the Sultanate of Oman. The study sample contained 112 randomly selected students. For the purposes of this study, the researchers designed two multiple intelligences scales, consisting of the eight types of intelligences: linguistic-verbal, visual-spatial, logical-mathematical, interpersonal, naturalistic, bodily-kinesthetic, intrapersonal, and rhythm-musical. Each type of intelligence includes 8 descriptive items, with a total of 64 items for the whole scale. The results showed that the first, second, and third ranks came in favor of interpersonal intelligence, mathematical-logical, and visual-spatial, respectively, among students in general, whereas the results also revealed that interpersonal intelligence, logical-mathematical, and naturalistic were ranked in the first three ranks among male students. The interpersonal intelligence, visual-spatial intelligence, and the mathematical-logic intelligence were ranked in the first three places, respectively, among the female students. The results showed there are statistically significant differences at the 0.05 significance level between the arithmetic means of students in multiple intelligences due to the gender variable in favor of women in each of the visual-spatial and intrapersonal intelligences. Based on the findings of the study, a number of recommendations were proposed, most notably the following: Applying multiple intelligences scales at the beginning of each academic year, classifying students according to their intelligence to build and implement lesson plans in light of these classifications, preparing educational curricula in light of students' multiple intelligences to take into account the differences between them, diversifying the learning environments according to the intelligence differences among students, conducting diagnostic studies for the prevalent multiple intelligences among all students in all classes and educational stages, and engaging in studies that test the effectiveness of employing the theory of multiple intelligences and its educational applications in developing language and intrapersonal skills and enhancing academic achievement.
Creating a Space for Virtually Anyone
Author: Quilantan-Garza, Karina
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,School Libraries,Library Services,Librarians,Professional Development,COVID-19,Pandemics,Barriers,Role,Student Needs,Student Participation,Librarian Teacher Cooperation,Social Media,Empowerment

While many of the digital tools and pedagogical tactics the author learned prior to the pandemic offered her insight into the successful implementation of a library's resources, the question of how she would leverage school library's services has evolved into opportunities of reevaluation, growth, and transformation during a global pandemic. Her role within the school's community influenced the preparation needed to take the school's classes fully online during her district-wide shutdown. Fortunately, the professional development opportunities that she sought during the pandemic extended her skill set and gave her the foresight necessary to evaluate the systemic obstacles that the school would encounter through virtual learning. The role of the school librarian has seen a radical change for digital inclusion that leverages communication and innovation among their community and its stakeholders. This article highlights practices and strategies that transformed and influenced a school librarian's ability to take the lead in facilitating student learning during the pandemic.
Foreign Language Education in Rural Schools: Struggles and Initiatives among Generalist Teachers Teaching English in Mexico
Author: Izquierdo, Jesús
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Rural Schools,Barriers,Educational Policy,Teacher Attitudes,Secondary School Teachers,Teacher Education Programs,Teaching Experience,Teacher Surveys,Instructional Effectiveness,Teaching Methods

In many countries, English as a foreign/second language (L2) teaching has become compulsory in urban and rural public schools. In rural areas, the challenges for the implementation of this state-sanctioned policy have been explored among L2 teaching specialists. However, this mixed-methods study considered a different teacher group and examined the struggles and initiatives of generalist teachers who are obligated to teach English in rural schools. To this end, data were collected from 115 teachers in 17 rural secondary schools in the Southeast of Mexico. First, the participants completed a survey with closed-ended questions that elicited information about teacher education, teaching experience and knowledge of the rural school system. Then, a subsample of participants completed an individual thematized semi-structured interview. They were selected on the basis of L2 teacher education involvement. In the survey data, response patterns were identified using frequency analyses. The interview data were analyzed using categorical aggregation. The data revealed that the generalist teachers struggle with L2 professionalization, sociocultural and instructional challenges. Nonetheless, only few participants have been engaged in L2 teacher education which could help them overcome these challenges. Instead, they rely upon limited strategies to counteract the day-today challenges at the expense of effective L2 teaching practices.
A Comparison of Probabilistic Reasoning in Psychology Undergraduates in Italy and Spain: Seeking Cross-National Evidence
Author: Agus, Mirian
Date: 2019-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Probability,Thinking Skills,Psychology,Undergraduate Students,Visual Perception,Spatial Ability,Foreign Countries,Student Attitudes,Statistics Education,Anxiety,Self Concept,Correlation,Test Format,Introductory Courses

A cross-national comparison between Italy and Spain was conducted on probabilistic reasoning performance presented in verbal-numerical and graphical-pictorial formats. This study investigated the similarities and differences in Psychology undergraduates in these two countries (Italy n=290; Spain n=130) and attempted to identify aspects that might enhance the probability of a student belonging to one country. The findings underscored that Spanish students had higher levels of visuospatial abilities, more positive attitudes toward statistics, lower statistical anxiety, and higher confidence in the correctness of their responses. Additionally, they gave a higher number of correct responses to problems presented in a verbal-numerical format. These data suggest interesting insights and highlight the interactions among multiple layers of variables at the collective, contextual, and individual levels.
The Gender Factor in the Perception of English Segments by Non-Native Speakers
Author: Bryla-Cruz, Agnieszka
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Phonetics,Second Language Learning,English (Second Language),Pronunciation,Single Sex Classes,Accuracy,Secondary School Students,Auditory Perception,Pronunciation Instruction,Foreign Countries,Phonemes,Second Language Instruction,Language Processing,Teaching Methods

The aim of the paper is to present the findings of an empirical study which contributes to the ongoing research into gender effects on second language acquisition by exploring a biological influence on L2 pronunciation learning. One of the most frequent arguments used to vindicate single-sex education is that there are substantial sensory and perceptual differences between males and females which rationalize gender-specific teaching methods and gender-segregation at schools. The present study provides some preliminary insights into the perception of selected phonetic contrasts by Polish secondary school learners with the aim of investigating gender-based similarities and differences in the accuracy of sound recognition by males and females. The findings suggest that a commonly cited female advantage in acquiring L2 pronunciation cannot be attributed to their superior phonetic perception, as male participants performed equally well and identified the same number of English segments correctly.
Compliments, Self-Praise, and Self-Denigration among Nonnative English Users in an Online Setting
Author: Dendenne, Boudjemaa
Date: 2021-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Computer Mediated Communication,Speech Acts,Pragmatics,Intercultural Communication,Communication Strategies,Discourse Analysis,Computational Linguistics,Foreign Countries,Social Networks,Program Descriptions,Exchange Programs,Cultural Awareness,Cultural Differences,Universities,Language Proficiency,Language Teachers,Second Language Instruction

In this study, we examined the use of compliments, self-praise, and self-denigration, as exchanged among nonnative English users. This was part of participation in an online cross-cultural exchange project (Ibunka 2019), which involved learners from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). The aim of the study was two-fold: first, to contribute to the burgeoning research on the three speech acts in online settings; second, to unravel how the project participants -- as nonnative users -- managed to build and sustain rapport/comity via these social acts, despite their assumed linguistic deficiency. The study's data were extracted from a corpus of 2055 posts and comments ([approximately equal to] 368654 words) and analysed in terms of: distribution (1105, 301, and 361 tokens were identified, respectively), topics (core vs. peripheral), sequential organisation (vertical vs. horizontal), and rapport/comity building potential. The findings were extensively discussed in light of the existing literature, especially relative to social networking sites. Some of these findings are of a particular interest to English language teachers, namely: using linguistic proficiency and incompetence as topics for the three speech acts and the latter deployment as metacomments and message openers/closers as well as for the management of relational work.
Corrective Feedback in Second Language Pragmatics: A Review of Research
Author: Yousefi, Marziyeh
Date: 2021-05-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Pragmatics,Teaching Methods,Social Environment,Research Reports

This paper reviews the literature on the role of corrective feedback and instruction in L2 pragmatics. Pragmatics &quot;focuses on how people perform, interpret, and respond to language functions in a social context&quot; (Taguchi, 2011, p.289), and therefore its development is key to the development of language competence. Pragmatics entails both linguistic knowledge to perform language functions (pragmalinguistics) and knowledge about the appropriateness of linguistic forms in a given social context (sociopragmatics) (Thomas, 1983). The acquisition of this skill has been shown to be one of the most difficult and latest acquired aspects of L2 learning (Bardovi-Harlig &amp; Vellenga, 2012), and in this context, corrective feedback (information about the accuracy of learners' output), has been considered to be essential to the mastery of this knowledge. This paper reviews studies investigating the effects of corrective feedback on learning L2 pragmatics and their implications for L2 teaching. The review will include studies on corrective feedback and those that have used corrective feedback as a component of classroom instruction.
Developing Pragmatic Competence in Digital Game Worlds: A Systematic Review
Author: Ko, Shaun
Date: 2021-05-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,Teaching Methods,Computer Games,Computer Simulation,Role Playing,Research Methodology,Instructional Effectiveness,Game Based Learning,Learning Theories,Databases,Research Reports,Computer Assisted Instruction

We present a systematic review of the literature on the use of multiuser virtual environments (MUVE) on the development of pragmatic competence in second language (L2) learners. Specifically, we reviewed studies examining the potential of L2 pragmatic development through synthetic immersive virtual environment (SIE) and massively multiplayer online role-playing games (MMORPGs). Although a small but growing number of research has identified MUVE as a beneficial context for L2 pragmatic development, there are only a few review studies that have critically assessed this body of work (Sykes &amp; Dubreil, 2019; Reinhardt &amp; Thorne, 2020). Our review of 16 studies examined the affordances that digital game worlds provide for developing pragmatic competence. Specifically, we sought to answer four research questions: 1. Which aspects of L2 pragmatic learning have been examined in game-mediated contexts? 2. Which types of research paradigms have been used? 3. Which types of research methods have been implemented and finally what are the major findings? Results indicated that previous research has identified the potential of MUVEs for promoting learners' pragmatic awareness and production as well as interactional skills. This review concludes by identifying gaps in the previous literature as well as potential areas for future research.
Effect of Information-Gap, Reasoning-Gap, and Opinion-Gap Tasks on EFL Learners&apos; Pragmatic Production, Metapragmatic Awareness, and Comprehension of Implicature
Author: Zand-Moghadam, Amir
Date: 2021-05-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Pragmatics,Task Analysis,Interpersonal Competence,Teaching Methods,Metalinguistics,Speech Acts,Comparative Analysis,Language Processing,Cues,Context Effect,Foreign Countries,Measures (Individuals)

Although the effective role of instruction in developing L2 learners' pragmatic competence has been acknowledged in the literature, very few studies have investigated the effect of a specific language teaching method on the development of pragmatic competence. Thus, to address the existing gap, this study was conducted (1) to investigate the effectiveness of task-based instruction (TBI) on the development of pragmatic competence and (2) to see the effect(s) of information-gap, reasoning-gap, and opinion-gap tasks on the development of EFL learners' pragmatic production, metapragmatic awareness, and comprehension of implicature. To this end, 60 homogeneous intermediate EFL learners were selected and assigned to three groups randomly. The twenty members of each group received instruction on the three speech acts of request, refusal, and apology through one task type, i.e., in group #1, through information-gap, in group #2, through opinion-gap, and in group #3 through reasoning-gap tasks. The findings confirmed the positive effect of TBI on EFL learner's pragmatic competence. Also, learners in the information-gap task group outperformed the other groups on pragmatic production and metapragmatic awareness, but there was no significant difference among the groups regarding their comprehension of implicature. This study has implications for English language instructors, materials developers, and researchers.
Analysis of Science and Technology Pre-Service Teachers&apos; Beliefs on the Construction of the Teachers&apos; Professional Identity during the Initial Training Process
Author: Pérez Gracia, Elisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Technology Education,Graduate Students,Student Attitudes,Student Development,Professional Identity,Preservice Teachers,Preservice Teacher Education,Secondary Education,Gender Differences,Foreign Countries

This study focuses on exploring the beliefs regarding the construction and development of Teacher's Professional Identity (TPI) of Secondary Education Master's Degree (SEMD) students from the areas of Science and Technology. An 'S-TPI' questionnaire, measured using a Likert scale, was used to obtain the opinions of 279 future teachers in the 2014-2018 academic years. After analysing the data, no significant differences were found between the two groups (Science and Technology). However, there were significant differences in the responses obtained for the four dimensions on the scale with regard to the students' gender. We noticed an important relationship between the global view of professional identity and the development of educational skills linked to socio-educative and methodological aspects. These results may contribute to improving knowledge concerning future teachers' beliefs and have served as a basis on which to design activities that will enable us to integrate TPI into the initial training process.
Augmented Reality Research in Education: A Bibliometric Study
Author: Karakus, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Bibliometrics,Telecommunications,Handheld Devices,Interaction,Electronic Learning,Educational Research,Periodicals,Geographic Location,Authors,Colleges

The aim of this study is identifying the publications related to Augmented Reality (AR) in education and describing the features of those studies. The Web of Science database was searched for publications on AR in education. Bibliographic coupling of the countries, bibliographic coupling of the institutions, bibliographic coupling of the journals, bibliographic coupling of the publications, bibliographic coupling of the authors, and co-occurrences of the author keywords were examined for the selected publications. Bibliographic visualisation methods were used to analyse and visualise the characteristics of the selected publications. A total of 437 publications were selected following the research criteria between 1999 and 2018. The results revealed that virtual reality, mobile learning, interactive learning environments, and e-learning were among the most studied concepts in AR research. &quot;Computers &amp; Education,&quot; &quot;EJMSTE,&quot; &quot;Educational Technology and Society,&quot; and &quot;Interactive Learning Environments&quot; have been among the top journals, Spain and Taiwan have been the most important countries, C.C. Tsai and G.J. Hwang have been the most important authors and National Taiwan University of Science and Technology has been the top institution in this research area. The research trend and the progress of the concept of augmented reality in education have been discussed in the paper.
The Role of Theory in L2 Empirical Research on Language Complexity, Accuracy and Fluency
Author: Tsupa, Yanina
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Fluency,Language Proficiency,Accuracy,Schemata (Cognition),Interlanguage,Second Language Learning,Second Language Instruction,Linguistic Theory,Grammar,Learning Processes,Difficulty Level,Role,Language Research,Research Design

Language proficiency is multi-componential in nature and, according to many SLA researchers and L2 practitioners, is best captured by the concepts of complexity, accuracy, and fluency (CAF). Two of the three studies reported in this paper adopted the Cognition Hypothesis (Robinson, 2003) as the means to address the question of whether increasing task complexity positively impacts learning and performance. The Cognition Hypothesis claims that increasing cognitive task complexity along specific dimensions has the potential to promote &quot;greater analysis, modifications, and restructuring of the IL (interlanguage) with consequent performance effects&quot; (Robinson, 2001a, p. 302). The studies that invoke the Cognition Hypothesis either refer to Robinson's Triadic Framework (Robinson, 2001a) and the Cognition Hypothesis to structure their research and explain the findings, or they take a more radical stand to argue that the premises underlying the Cognition Hypothesis and the claims derived from it are problematic. This forum begins with a literature review on CAF. It then reports on metric indices employed in the studies to measure the phenomenon of linguistic complexity and the results pertaining to grammatical and lexical complexity. Next, it describes the status of theory in empirical research and the challenges research on CAF faces. The closing presents a discussion on how theory impacted the design of the empirical studies sampled for this paper.
The Role of Theory in SLA Empirical Research on the Critical Period Hypothesis
Author: Yi, Paige
Date: 2021-00-00
Type: Journal Articles
Subjects: Role,Linguistic Theory,Age Differences,Second Language Learning,Second Language Instruction,Phonology,Learning Motivation,Pronunciation,Developmental Stages,Phonetics,Case Studies,Adult Learning,Language Research,Grammar,Language Universals,Native Language,Children

This paper sets out to peruse the role of various theories or more precisely, hypotheses invoked in second language acquisition (SLA) research by surveying three empirical studies pertaining to the critical period hypothesis in the SLA of phonetics and phonology. In particular, the three studies reviewed are titled in chronological order as (1) &quot;A critical period for learning to pronounce foreign languages?&quot; (Flege, 1987); (2) &quot;Reexamining the critical period hypothesis: A case study of successful adult SLA in a naturalistic environment&quot; (Ioup et al., 1994); and (3) &quot;Ultimate attainment in L2 Phonology: The Critical Factors of Age, Motivation, and Instruction&quot; (Moyer, 1999).