ethanporcaro/eric-fulltext-meta huggingface dataset:
Reliability and Validity of Instrument on Academic Enhancement Support for Student-Athlete Using Rasch Measurement Model
Author: Rozali, Mohd Zulfadli
Date: 2022-01-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Student Athletes,Item Response Theory,Academic Achievement,Foreign Countries,College Students

The purpose of this article is to develop and validate an instrument on Academic Enhancement Support for Malaysian student-athletes. The instrument development process began earlier in previous research's stages. Thirty-five questionnaires were distributed to Malaysia Public University student-athletes who competed at the university and state levels. It took a week to collect data, with a 100% return rate and one damaged questionnaire removed. Winstep version 3.69.1.11 was used to conduct three analyses: item-person reliability and separation index, statistical fit, and standardised residual correlation for item dependent. Cronbach's alpha of 0.96 indicates high reliability, with all items displaying a positive value for item polarity. Thirty items were identified as being misfit, five of which were removed and fifteen of which were revised. In the final analysis, ten pairs of items were dictated to be redundant, and ten items were eliminated following selection. In total, 15 items were removed from the instrument, leaving 82 items in the validated version. In conclusion, the instrument developed is a valid instrument capable of validating the student-perception athlete's of the support necessary for academic advancement during actual study.
The Moderation Role of Need of Social Acceptance on the Relationships between Gender Roles and Sexual Quality
Author: Karakurt, Yagmur
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Acceptance,Sex Role,Sexuality,Satisfaction,Adults,Foreign Countries

This study aimed to investigate the mediating role of the need for social acceptance in relation to the relationship between gender roles and sexual quality. The study was conducted with 576 participants aged 18 to 65 years who were married or in a relationship. Due to the pandemic, the scales were made available to participants through online platforms. The Personal Information Questionnaire was used to obtain participants' demographic data, the Gender Roles Scale (GRS) to measure their gender perceptions, the New Sexual Satisfaction Scale (NSS) to determine the quality of their sexuality, the Social Approval Need Scale (SANS) to determine their social approval needs. The data were analyzed using the SPSS 25.0 program. According to ANOVA and t-test results, demographic variables differed according to gender roles, sexuality quality, and social approval needs. A positive and negative correlation was found between gender roles and the sexuality quality variable with social approval. As a result of the intermediary variable analysis, it was found that the need for social approval plays an intermediary role in the relationship between gender roles and sexuality quality. The findings were discussed in the context of the results in the field.
From Natural Translanguaging to Planned Translanguaging: Developing Classroom Translanguaging as Pedagogy in a Private University in China
Author: Zhang, Yumei
Date: 2022-03-00
Type: Journal Articles
Subjects: Code Switching (Language),Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Language of Instruction,Ethnography,Private Colleges,Undergraduate Students,Reading Instruction,Teaching Methods,Foreign Countries,Language Proficiency,Flipped Classroom,Chinese,Video Technology,Native Language

Despite a large body of literature on English learning using translanguaging, such research on the role of translanguaging on English reading among Chinese private university students is minimal. The present study presented a need for teachers in an English medium instruction context to mitigate language deficiencies where the students are not able to perform in an English-only classroom. The research examined when and how translanguaging emerges in Chinese private university students' English reading practice. Ethnographic research methods were implemented over a six-month period. Twenty-eight students and their teacher participated in this study. Data were collected through classroom observations, open-ended interviews. Translanguaging as theoretical framework and nexus analysis as analytical framework were employed to examine the real reading practice of private university students and their trajectories of the shift from natural translanguaging to planned translanguaging. The findings indicated that: a) reading using translanguaging rather than English medium instruction is typical in teaching and reading practices among private university students in China; b) although Chinese private university students as a community of low English proficiency appreciated the pedagogical translanguaging, they still needed time, space, and planned translanguaging to reconcile the tension between translanguaging and English medium instruction.
Investigating the Effects of Critical Reading Skills on Students&apos; Reading Comprehension
Author: Al Roomy, Muhammad A.
Date: 2022-03-00
Type: Journal Articles
Subjects: Critical Reading,Reading Strategies,Second Language Learning,Second Language Instruction,Reading Improvement,Student Attitudes,Intervention,Teaching Methods,Thinking Skills,Student Role,Undergraduate Students,English (Second Language),Critical Thinking,Foreign Countries,Instructional Effectiveness

Critical reading is an indispensable learning skill that students need both inside and outside the classroom. Even though many attempts have been made to unravel the impact of critical reading on Second Language (L2) reading, there is a paucity of investigations examining the effect of critical reading combined with students' active role. The study raises three questions. They are: (1) What are the students' views about reading comprehension and critical reading skills?; (2) What difficulties do students encounter when they read?; and (3) how can critical reading strategies improve students' reading comprehension? Therefore, the aim of this study is to investigate how critical reading skills can enhance students reading' comprehension while working in groups. For the sake of this study, data were gathered from an open-ended questionnaire distributed to university students before intervention, learning logs, and participant observations. The results of the study revealed significant effects of critical reading skills on students' reading comprehension at different levels. Students viewed reading as an active dynamic process that motivated the activation of higher order thinking skills and helped students tap into their prior experiences to approach the reading materials. It also showed how implementing a rich repertoire of critical reading skills enabled students to overcome reading problems as they could read not just what is directly stated but what is being communicated between and beyond the lines. The findings offered several pedagogical implications and recommendations for further research.
Investigating the Low English Proficiency of Saudi EFL Learners
Author: Alshammari, Hammad Ali
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Low Achievement,Graduate Students,College Faculty,High School Teachers,Consultants,High School Students,Language Proficiency,Theory Practice Relationship,Language Skills,Attitudes,Barriers,Teacher Role,Curriculum

Saudi students studying English as a foreign language often do poorly in their English courses, and despite a growing number of studies on this issue the root causes have remained a mystery. To gain a more comprehensive perspective, this study investigated the underlying reasons for Saudi EFL learners performing poorly in English by including all major stakeholders. This study attempts to find out the potential underlying reasons for the low performance of Saudi EFL learners. The researcher conducted qualitative interviews with two educational consultants, six university teachers, six graduate students, and six high school teachers. In addition, quantitative data came from high school students via a questionnaire addressed to 100 participants. The data revealed a shared chain of factors related to objectives, learners, teachers, curricula, assessment, and practicality. The findings suggested a gap between the theories consultants used to set class objectives and actual practice. This gap stemmed from consultants not consulting with or directly evaluating people in the field, such as educators, students, or university staff. The study recommends researchers get an overview of Saudi English learners at the macro level rather than focusing solely on their performance in one language skill. That should produce more valid, reliable, and practical suggestions to improve Saudi EFL learners' performance.
Omani EFL Learners&apos; Vocabulary Learning Strategies
Author: Behforouz, Behnam
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Vocabulary Development,Learning Strategies,Gender Differences,College Students,Psycholinguistics

The knowledge of vocabulary can be considered the main factor of understanding the context in learning a foreign or second language process. This can be seen clearly in international exams such as TOEFL (Test of English as a Foreign Language) and IELTS (International English Language Testing System). This research aims to analyze the vocabulary learning strategies of 42 Omani EFL learners and measure the effect of gender in strategy selection among them. To collect the information, a questionnaire regarding VLS (Vocabulary Learning Strategy) was distributed among college EFL learners, and the paper results revealed insignificant relation between gender with vocabulary learning strategies. Determination strategies, among all other strategies, received the highest ranking among the users, while social strategies were at the bottom of the list. Omani colleges and universities are using English as the medium of instruction, so the current study can help the syllabus designers and teachers deal with the psycholinguistic level of books, materials, teaching methods, and strategies appropriately. To gain a more comprehensive map of learning strategies all over Oman, it can be suggested that a network of researchers try to distribute the questionnaire among all Omani EFL learners through some random sampling, and results can be beneficial for future analysis of the psycholinguistics map of the education in Oman.
Parents&apos; Perspectives towards Implementing English-Medium Instruction at Tertiary Education in Oman
Author: Al-Riyami, Thuraya Khalifa
Date: 2022-03-00
Type: Journal Articles
Subjects: Parent Attitudes,English (Second Language),Language of Instruction,College Students,Foreign Countries,Second Language Learning

This study investigates parents' perspectives towards using English as a medium of instruction (EMI). Hundred and seventeen (117) parents who had children studying at higher education institutions (HEIs) in the Sultanate of Oman answered a questionnaire featuring 40 items with a 5-point Likert-scale response key. Findings indicate that, while many parents displayed favorable attitudes towards implementing EMI in HEIs, approximately half of them asserted that their children's English is not good enough to cope with EMI. Therefore, most of them believed that some courses at least should follow Arabic medium instruction. The study explores the advantages and disadvantages of EMI, and findings reveal that the majority of the respondents identify more advantages. It was also found out that the respondents assisted their children in several ways to cope with EMI. For instance, by financing their children to learn English in private institutions, encouraging children to translate their course materials into the Arabic language, and seeking the support of parents' friends to explain doubts and what children have not understood in the classroom.
Questioning Intercultural Communication Skills Absence in Five Algerian Universities Digital Challenge
Author: Koran, Aziza
Date: 2022-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Access to Education,Online Courses,Educational Change,Intercultural Communication,News Reporting,Higher Education,Universities,Government Publications,Equal Education,Educational Opportunities,Teaching Methods,Best Practices,Internet,Information Technology,Technological Literacy,Foreign Countries,Distance Education,21st Century Skills,Integrated Learning Systems,Web Sites,Electronic Publishing,Geographic Regions

COVID-19 pandemic has had a hard impact on all educational sectors where access to schools, educational institutions, and university campuses is forcibly halted. In this context, the Ministry of Higher Education and Scientific Research urged teachers to move from face-to-face to online learning to mitigate the spread of the virus, keep up the regular schedule and save the academic year. This paper highlights the issues, perspectives, and pedagogical practices of the instructors' overnight change, switching pre-existing face-to-face learning to the online environment. It also refers to the challenge of those learners lacking intercultural communication skills needed to participate virtually. The researchers used the documentary research method to develop their leading research question and analyse existing research documents and other e-sources of information such as university and government reports, newspapers, PDF books, papers, and YouTube channels to collect relevant data for this study. As a result, we could illustrate the Algerian universities' response and analyse government and university sources such as newspaper articles and ministry decrees. Therefore, we believe that the emergency to digitalize teaching in our higher institutions is a significant opportunity to keep engaged in the online environment now and after the pandemic and take advantage of the universities' best pedagogical practices. Thus, prepare for the online shift to better address the digital divide by promoting equal opportunities for all students to access the Internet, possess and effectively use Information and Communication Technology (ICTs) to fully participate in the modern educational system.
Reading Mathematical Texts as a Problem-Solving Activity: The Case of the Principle of Mathematical Induction
Author: Papadopoulos, Ioannis
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Problem Solving,Concept Formation,Mathematical Concepts,Secondary School Students,Textbook Content,Foreign Countries,Mathematical Logic

Reading mathematical texts is closely related to the effort of the reader to understand its content; therefore, it is reasonable to consider such reading as a problem-solving activity. In this paper, the Principle of Mathematical Induction was given to secondary education students, and their effort to comprehend the text was examined in order to identify whether significant elements of problem solving are involved. The findings give evidence that while negotiating the content of the text, the students went through Polya's four phases of problem solving. Moreover, this approach of reading the Principle of Mathematical Induction in the sense of a problem that must be solved seems a promising idea for the conceptual understanding of the notion of mathematical induction.
Multiple Approaches to Problem Posing: Theoretical Considerations Regarding Its Definition, Conceptualisation, and Implementation
Author: Papadopoulos, Ioannis
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Definitions,Word Problems (Mathematics),Mathematics Skills,Creative Thinking,Mathematical Models,Mathematics Instruction,Teaching Methods

The importance of mathematical problem posing has been acknowledged by many researchers. In this theoretical paper, we want to capture different meanings and aspects of problem posing by approaching it from three different levels: (1) by comparing definitions, (2) by relating it to other constructs, and (3) by referring to research and teaching settings. The first level is an attempt to organise existing definitions of problem posing. The result of this analysis are five categories, which shows that there is no consensus regarding the conceptualisations of problem posing. In the second level, we examine how problem posing is conceived by the research community compared to other mathematical constructs, such as problem solving, mathematical creativity, or modelling. Finally, in the third level, we summarise possible ways of implementing problem posing in research and teaching settings as they are depicted in the relevant literature. Given this broad variance regarding the conceptualisations of problem posing, we attempt to provide some arguments as to whether there is a need for consensus on a commonly accepted concept of problem posing.
MERIA -- Conflict Lines: Experience with Two Innovative Teaching Materials
Author: Šipuš, Željka Milin
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Instructional Materials,Teaching Methods,Mathematics Instruction,Inquiry,Active Learning,Secondary School Mathematics,Secondary School Students,Geometric Concepts,Mathematics Education,Foreign Countries

The design of inquiry-based tasks and problem situations for daily mathematics teaching is still a challenge. In this article, we study the implementation of two tasks as part of didactic scenarios for inquiry-based mathematics teaching, examining teachers' classroom orchestration supported by these scenarios. The context of the study is the Erasmus+ project MERIA -- Mathematics Education: Relevant, Interesting and Applicable, which aims to encourage learning activities that are meaningful and inspiring for students by promoting the reinvention of target mathematical concepts. As innovative teaching materials for mathematics education in secondary schools, MERIA scenarios cover specific curriculum topics and were created based on two well-founded theories in mathematics education: realistic mathematics education and the theory of didactical situations. With the common name &quot;Conflict Lines&quot; (Conflict Lines -- Introduction and Conflict Set -- Parabola), the scenarios aim to support students' inquiry about sets in the plane that are &quot;equidistant&quot; from given geometrical figures: a perpendicular bisector as a line equidistant from two points, and a parabola as a curve equidistant from a point and a line. We examine the results from field trials in the classroom regarding students' formulation and validation of the new knowledge, and we describe the rich situations teachers may face that encourage them to proceed by building on students' work. This is a crucial and creative moment for the teacher, creating opportunities and moving between students' discoveries and the intended target knowledge.
Management of Problem Solving in a Classroom Context
Author: Kónya, Eszter
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Problem Solving,Lesson Plans,Teaching Methods,Mathematics Teachers,Mathematics Instruction,Mathematics Curriculum,Video Technology,Teacher Attitudes,Foreign Countries,Reflection

We report on the results of a professional development programme involving four Hungarian teachers of mathematics. The programme aims to support teachers in integrating problem solving into their classes. The basic principle of the programme, as well as its novelty (at least compared to Hungarian practice), is that the development takes place in the teacher's classroom, adjusted to the teacher's curriculum and in close cooperation between the teacher and researchers. The teachers included in the programme were supported by the researchers with lesson plans, practical teaching advice and lesson analyses. The progression of the teachers was assessed after the one-year programme based on a self-designed trial lesson, focusing particularly on how the teachers plan and implement problem-solving activities in lessons, as well as on their behaviour in the classroom during problem-solving activities. The findings of this qualitative research are based on video recordings of the lessons and on the teachers' own reflections. We claim that the worked-out lesson plans and the self-reflection habits of the teachers contribute to the successful management of problem-solving activities.
The Mediating Role of Parents and School in Peer Aggression Problems
Author: Velki, Tena
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Role,Aggression,Parent Child Relationship,Educational Environment,Time Management,Community Characteristics,Peer Relationship,Victims,Elementary School Students,Parenting Styles,Mass Media,Neighborhoods,Crime,Foreign Countries,Risk,Violence,Rating Scales

Starting from the ecological framework, the present study aimed to examine the mediating effects of parental supervision and school climate on the relationship between exosystem variables (time spent with media and perceived neighbourhood dangerousness) and peer aggression problems (peer aggression and victimisation). The participants were 880 primary school students. The data were analysed with multiple regression. The results show that both mediators (parental supervision and school climate) have statistically significant partial mediating effects on peer aggression and victimisation. If students experienced more parental supervision, there was a decrease in the relationship between a) time spent with media and peer aggression, and b) perceived neighbourhood dangerousness and peer aggression and victimisation. Identical findings were obtained for positive school climate. Thus, positive school climate and parental supervision served as protective factors against the negative influence of dangerous neighbourhoods and excessive use of media on peer aggression problems.
The Dynamics of Foreign Language Values in Sweden: A Social History
Author: Gheitasi, Parvin
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,Educational History,Sociocultural Patterns,German,French,English (Second Language),Educational Benefits,Power Structure,International Trade,Language Attitudes,Learning Motivation,Cultural Capital

This paper gives an account of the history of foreign language values in Sweden from the seventeenth century to the present. The paper is informed by sociocultural standpoints on language and language learning according to which language is a dynamic tool that is appropriated by individuals to achieve particular purposes, and that dialogically creates and renews our social world(s). Since the sixteenth century, three languages (German, French and English) have been taught in Sweden as foreign languages during particular eras. In this paper, we explore how language value can be understood as a system that evolves over time as a result of triggers such as power, trade and personal benefits. The impact of these variables on Swedish society's efforts to invest in learning a particular language during specific eras is critically examined from the perspectives of nested systems.