ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Text Selection for the Elementary Classroom: A Case for Strategically Using the Classroom Library to Open New Spaces for Critical Literacy Engagements
Author: Iyer, Ishwarya N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Literacy,Elementary School Students,Libraries,Teaching Methods,Curriculum Design,Guidelines,Reading Material Selection,Student Needs,Classroom Environment,Literacy Education,Diversity,Classroom Communication,Teacher Role

The purpose of this research paper is to encourage school teachers (with an emphasis on elementary teachers) to recognize and explore the literacy potential of their classroom libraries as a powerful critical literacy tool/asset that when designed and utilized strategically has the potential to reposition their classroom pedagogy and curriculum design to be empowering, transformative, inclusive and progressive. To that effect, this paper offers/proposes a framework/model for critical text selection' that can be readily adapted by teachers across various grade levels within the K-12 classrooms to identify the specific critical literacy needs of their learners (including the learning environment) and then employ their classroom library as a critical literacy tool that facilitates learner empowerment both inside and outside their learning spaces. The paper also presents interested teachers with an alternate way to traverse the proposed framework in the hope that it will provide an impetus to teacher scholars and educators interested in adapting the framework into their classroom to innovatively modify the framework we have presented to better work with their unique curricular structure and design.
The Role of Goal Setting in Metacognitive Awareness as a Self-Regulatory Behavior in Foreign Language Learning
Author: Bursali, Nihan
Date: 2018-00-00
Type: Journal Articles
Subjects: Goal Orientation,Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,College Students,Language Teachers,Learning Strategies,Learning Processes,Mastery Learning,State Universities,Measures (Individuals),Learner Engagement,Teacher Education Programs,Student Attitudes,Foreign Countries

Metacognition, an awareness of one's own cognitive processes in learning, is a crucial component of self-regulatory behavior that facilitates successful language learning. Therefore, the current study sought to find out the role of different types of goals in participants' metacognitive awareness. A total of 118 university students enrolled in an English Language Teaching program at a major state university voluntarily participated in the study. Data were gathered using Metacognitive Awareness Inventory (MAI) and Goals Inventory. Findings of descriptive statistics revealed that 48.3% of the participants had high, 28% had moderate, and 23.7% had low metacognitive awareness. Besides, significant correlation was found between mastery goals and metacognitive awareness, supporting the findings of the previous studies. These results revealed the importance of goal setting in metacognition and can be useful for practitioners to include in goal orientation to the curriculum by emphasizing the necessity of learner engagement, agency, and self-regulation for successful language learning process.
The Role of Subtitles in Foreign Language Teaching
Author: Aksu Ataç, Bengü
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Transcripts (Written Records),Translation,Films,English Teachers,Preservice Teachers,Media Selection,Preferences,Listening Comprehension,Listening Skills,Communication Skills,Educational Benefits,Student Attitudes

Today, engaging in real language environments and exposing to the target culture often are seen as more appropriate to learn a second language. In this sense, movies in foreign language teaching are important audio-visual tools in terms of reflecting the language, culture, customs and traditions, clothes and lifestyle of a community. In language teaching, it is very important to know how words and expressions are used in different contexts and to pronounce them correctly. Many language learners benefit from these audio-visual tools because of the contributions of movies to foreign language learning. Especially in the development of listening comprehension skills, learners prefer to watch movies in foreign language. There are three options: watching the movie in its original language without subtitles, watching the movie in its original language with subtitles in source language and watching the movie in its original language through subtitle translation in target language. In this study, 68 English Language Teaching prospective teachers have been investigated for their attitudes towards developing their English language skills outside of the educational setting, whether they use English movies to improve their language skills, which genre they choose and their subtitle preferences. Therefore, the factors that should be considered in the selection of movies to be used in foreign language learning, the subtitle as a method of movie translation, the place and importance of subtitles in language learning, the positive and negative aspects of movie translation with the subtitle method have been studied and some suggestions have been made. As a research tool, appropriate sampling questionnaire has been distributed to the students and the collected data has been analyzed by SPSS program. As a result of the research, students believe that watching movies has improved their listening comprehension skills and has a positive contribution to the development of their speaking skills. Thus, they prefer English subtitles more.
A Study on the Factors Influencing Students&apos; Acceptance of Learning Management Systems (LMS): A Brunei Case Study
Author: Hamid, Muliadi Abdul
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Foreign Countries,Instructional Effectiveness,Learner Engagement,Developing Nations,Student Attitudes,Usability,Intention,Computer System Design,Technical Support,Business Schools,Information Systems,Social Influences,Electronic Learning,Technology Integration,College Students

The present study sought to explore and explain the factors influencing students? acceptance of the Learning Management Systems (LMS) as well as to explain the effectiveness of using LMS in teaching and learning in the School of Business. The research model employed the Technology Acceptance Model (TAM) as the theoretical framework and extends it by adding System Design, System Accessibility, Technical Support and Subjective Norm as external variables. The model was tested using responses from 98 students (n=98) taking Business Information Systems module through the data gathered by means of survey questionnaire. The analysis of the collected data supported all of the generated hypotheses and was found consistent with the TAM original findings on behavioral intention. The study also revealed that the Subjective Norm and System Design have significant influence on the students? LMS acceptance. Findings indicate that content delivery over the web portal helped to engage students and established viable interaction which allowed them to better understand and gain knowledge on each concept. Besides this, there are several key factors to consider when conducting educational process or activity over the technology such as originality of students? ideas, specificity of content, comments and feedback as well as class size. Theoretical and applied implications of the obtained results are discussed at the end of this report within the context of education.
The Effect of Sustained Teacher Feedback on CAF, Content and Organization in EFL Writing
Author: Rastgou, Ali
Date: 2020-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Writing Instruction,Feedback (Response),Language Fluency,Accuracy,Writing Skills,Grammar,Foreign Countries,High School Students,College Students,Teaching Methods,Syntax

Despite teachers' mainstream practices in L2 writing classrooms addressing different dimensions of writing over time, much of the research on feedback in recent years has been of relative short duration and has mainly focused on accuracy. The current longitudinal study investigated the influence of sustained teacher written feedback on accuracy, syntactic complexity, fluency, content, and organization in an EFL context. Ninety-two learners were divided into four groups, receiving written corrective feedback, feedback on content and organization, multilateral feedback (i.e., on grammatical accuracy, content, and organization), and no feedback over a 3½-month period. They completed a pre-test, post-test, and delayed post-test and wrote and revised eight interim expository compositions on a weekly basis. Results showed that the three treatment groups significantly improved in the dimensions on which they received feedback. However, only the groups who received feedback on content and organization improved in fluency. Importantly, the multilateral group improved in accuracy as well as fluency, content and organization. Theoretically, the findings endorse the language learning potentials of sustained writing as long as it is guided by teacher feedback. The findings provide empirical support for the influence of sustained feedback on expanding and consolidating learners' explicit knowledge of L2 writing.
Flexibility Processes of Pre-Service Teachers in Problem Solving with Technology
Author: Daher, Wajeeh
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Problem Solving,Technology Uses in Education,Creativity,Heuristics,Mathematics Teachers,Geometry,Mathematics Skills,Inferences,Computer Software,Generalization

Researchers point at the need to study the creative processes of students in problem solving, as these may indicate how to encourage creative problem solving. The present research attempts to study, based on the heuristic framework of Polya, pre-service teachers' flexibility processes when they solve a mathematical problem with technology. The research was held in a teacher college, where two second-year classes of 49 mathematics pre-service teachers (24 in the academic year 2017-2018 and 25 in the academic year 2018-2019) participated in the research. The pre-service teachers were requested to solve the halving-the-rectangle problem with technology, specifically with the GeoGebra software. The research results indicated that generally the participants, who performed flexibility processes, used a sequence of creativity processes: conjecturing, specialization, verifying consequences with technology and generalization. The conjecturing process utilized mathematical relationship or inference from analogy, where the inference from analogy advanced gradually through solution modifications.
Information and Communication Technologies Teachers&apos; Perspective Regarding Online Risk Behaviors in School Age
Author: Touloupis, Thanos
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Student Behavior,Risk,Educational Technology,Technology Uses in Education,Teacher Attitudes,Intervention,Teacher Behavior,Teacher Responsibility,Foreign Countries,Elementary School Students,Self Esteem,Social Media,Internet,Bullying,Teacher Competencies

The present study aimed to investigate primary school ICT teachers' perceptions regarding students' online risk behaviors and their responses to relevant hypothetical scenarios. In addition, it examined the network of relationships among ICT teachers' perceptions and their responses to scenarios to predict their perceived likelihood of intervention. One hundred and thirty-eight (138) ICT teachers (60 men, 78 women), selected randomly from schools all over Greece, participated in the study. The sample completed a set of self-reporting questionnaires online. According to the results, ICT teachers declared that they do not feel confident to manage students' online risk behaviors, regardless of their awareness and sensitization on the issue. The same perspective was also reflected in their responses to the scenarios. Path analyses showed that ICT teachers' perceptions regarding this issue (e.g., high perceived awareness) directly and positively predict their perceived seriousness of the scenarios and their perceived confidence to intervene. However, ICT teachers' likelihood of intervention in the scenarios seemed to be predicted only indirectly (and positively) by their perceptions, through how serious they perceived the scenarios to be and their self-confidence to intervene. The above findings constitute a basis for modifying/designing new training actions for ICT teachers regarding the prevention of children's risk cyber-navigation.
Investigation of the Relationship between Smartphone Addiction and Leisure Satisfaction of University Students
Author: Tükel, Yalçin
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Correlation,Addictive Behavior,College Students,Leisure Time,Student Attitudes,Comparative Analysis,Team Sports,Art Activities,Cultural Activities,Student Participation,Student Characteristics,Foreign Countries

The aim of this study was to examine the relationship between smartphone addiction and leisure satisfaction of university students in terms of some variables. In the study, correlational survey research model was used and smartphone addiction and leisure satisfaction of university students were examined with a comparative approach. The population of this study consists of 855 university students studying at two large universities. Smartphone Addiction and Leisure Satisfaction Scales were used to collect research data. Research findings show that leisure satisfaction and smartphone addiction among university students are high. Another finding of the research is that students who participate in active sports, social, artistic and cultural activities have low smartphone addiction. Finally, smartphone addiction among students significantly reduces their leisure satisfaction.
The Relationship between Vocabulary Size and Depth for Iranian EFL Learners at Different Language Proficiency Levels
Author: Enayat, Mostafa Janebi
Date: 2020-07-00
Type: Journal Articles
Subjects: Vocabulary Development,Vocabulary Skills,English (Second Language),Second Language Learning,Language Proficiency,Correlation,Foreign Countries,Word Frequency,Preservice Teachers,Language Tests,Undergraduate Students,Public Colleges

The present study investigated the association between vocabulary size and depth of Iranian EFL learners at different language proficiency levels. Additionally, the extent that this relationship could be different for low-and high-word-frequency bands was probed. In so doing, the Word Associates Test (WAT), the Vocabulary Levels Test (VLT), the monolingual Vocabulary Size Test (VST) and its bilingual Persian version were administered to 122 Iranian English as a Foreign Language (EFL) learners (F=79, M=43) who had been classified into three language proficiency levels by means of administering the Oxford Quick Placement Test (OQPT). The findings indicated the following: (a) vocabulary size and depth had a significant correlation for the lower-intermediate students; (b) size and depth dimensions had a moderate association for the upper-intermediate participants; (c) vocabulary size and depth were not significantly correlated for the advanced EFL learners; (d) the relationship between the higher-frequency bands of vocabulary size and vocabulary depth was significant for lower proficiency levels; and (e) the lower-frequency vocabulary size was not correlated with vocabulary depth for any of the proficiency levels. The results have implications for vocabulary depth instruction for higher language proficiency levels and suggest teachers, test developers, and materials designers to incorporate the dimension of word associations into the construct of word knowledge.
The Effect of Layered Flipped Learning Model on Students&apos; Attitudes and Self-Regulation Skills
Author: Ökmen, Burcu
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Action Research,Secondary School Students,Self Evaluation (Individuals),Self Efficacy,Time Management,Learning Strategies,Teaching Methods,Learning Activities

The aim of this study is to determine the views of students regarding their attitudes towards English lesson and the contributions to self-regulation skills while using a layered flipped learning model. One of the qualitative research methods, the &quot;action research&quot; method was used in this research. The research was conducted with students in the fifth year of a secondary school in the Western Black Sea region of Turkey. In the research process, self-regulation interview form, attitude interview form, focus group interview, student letters, self-assessment form were used as data collection tools. According to the results of the research, a positive change was observed in the motivational, self-efficacy, strategy selection, environmental arrangement, time management components of self-regulation. Also, it was concluded that there were positive changes at the end of the semester in all three components of the attitude. In addition, at the end of the semester, it was observed that students started doing extra activities to learn English better, they started to deal with English outside of the classroom and to create new opportunities to be exposed to English.
Students&apos; Social Self-Image and Engagement with Studies within the Classroom: A Qualitative Multimethod Research on Teachers&apos; Pedagogical Activities in Inclusive Education
Author: Lakkala, Suvi
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Learner Engagement,Learning Activities,Teaching Methods,Inclusion,Foreign Countries,Team Teaching,Grade 2,Grade 4,Grade 1,Regular and Special Education Relationship,Elementary School Teachers,Student Empowerment,Social Development,Teacher Student Relationship,Peer Relationship

In this study, we assessed how Finnish teachers' professional actions support their students' engagement and positive self-image at school. This qualitative multimethod study is comprised of three sub-studies: (1) the research Data Set A included pedagogical reflective journals, observations of, and interviews with, two Finnish teachers and their classes (2nd and 4th grades); (2) the research Data Set B involved interviews with, and observations of, two Finnish co-teachers (a class teacher and a special education teacher) and their combined 1st and 2nd grade class; and (3) the research Data Set C consisted of individual interviews with four Finnish elementary school teachers working in the 1st and 2nd grades. Our findings identified practices to enhance students' choice and sense of agency; teachers' actions to support students' perceptions of themselves as transformable and developing learners; and teachers' practices where their students can make friends and form positive relationships. In conclusion, we conceptualized the findings of this study within the theory of inclusive pedagogy to enhance the understanding of the teacher competences necessary to build pupils' self-image and engagement with their studies.
Minority Student Preparation for STEM PhD Study: Impact of NSF Bridge to the Doctorate Programming
Author: Preuss, Michael D.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Doctoral Programs,Minority Group Students,Student Participation,Transitional Programs,Readiness,Disproportionate Representation,College Faculty,Minority Group Teachers,College Administration,Barriers,Skill Development,Graduate Students,Program Effectiveness,Masters Degrees,Doctoral Degrees,Career Readiness,Student Attitudes,Communication Skills

The Texas A&amp;M University System (TAMUS) received funding from the National Science Foundation (NSF) for a Louis Stokes Alliance for Minority Participation (LSAMP) project in 1991 as one of the six initial awardees. As part of these efforts and upon reaching eligibility, the TAMUS LSAMP applied for and received additional funding to support a Bridge to the Doctorate (BTD) program. BTD programming provides financial, educational, and social support to incoming STEM master's degree and PhD students for the first two years of their graduate study. BTD cohorts consist of up to 12 fellows who participate in a program of academic and professional development seminars and workshops. In project evaluation, annual interviews were conducted with the TAMUS BTD participants, the vast majority of whom were underrepresented minorities (92%). During the interviews, the BTD students were asked to discuss ten topics some of which addressed concerns specific to the implementation of the BTD project. This report considers answers provided in the five topic areas which have broader applicability: 1) the learning achieved by participants through participation in BTD, 2) the personal impact of participation in BTD, 3) the influence of BTD on informants' educational goals, 4) the influence of BTD on informants' career goals, and 5) barriers the BTD participants perceived to pursuing a PhD. Eighty project participants responded to the questions between 2009 and 2018. They were from eight distinct cohorts of BTD students and represented 32 different areas of STEM specialization. Qualitative analysis of their responses confirmed that students perceived the elements of the TAMUS BTD project to be efficacious and that there was a set of nine seminars from which participants consistently reported benefit. Additional findings were eight key areas in which learning was reported by participants, four areas in which the programming had personal impact, five influences on educational goals, nine impacts on career goals, and a detailed list of barriers graduate students who are underrepresented minorities (URM) perceive to pursuing a doctoral degree. The proven and easily replicated pattern of support programming, the demonstrated results of this programming, and insight into barriers URMs perceive to pursuing a STEM doctorate are immediately applicable to URM graduate student support at many institutions of higher education.