ethanporcaro/eric-fulltext-meta huggingface dataset:
The Efficacy of Song Education to Develop English Proficiency for Chinese EFL Majors
Author: Xiaomei, Mai
Date: 2018-00-00
Type: Journal Articles
Subjects: Singing,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation,Teaching Methods,Foreign Countries,Intonation,Vocabulary Development,Majors (Students),Grammar,Cultural Awareness,College Students,Control Groups,Experimental Groups,Pretests Posttests,Phonology,Instructional Effectiveness

This paper intends to examine the efficacy of song education to develop English proficiency in China's EFL context. By conducting a comparative study between two parallel classes and analyzing the results of forty-eight questionnaires, the paper reveals the following: 1) song education can help improve pronunciation and intonation skills to a great extent; 2) only carefully selected songs can be evidently helpful with the acquisition of vocabulary and grammar; and 3) song education makes it possible for students to be more culturally informed and culturally interested. Thus this paper casts some light on how song education can be employed as an effective strategy to develop English proficiency for English majors in China.
Appropriated Literacies: The Paradox of Critical Literacies, Policies, and Methodologies in a Post-Truth Era
Author: Bacon, Chris K.
Date: 2018-11-19
Type: Journal Articles
Subjects: Critical Literacy,Ethics,Power Structure,Educational Policy,Teaching Methods,Technological Literacy,Critical Reading,Consumer Science,Validity,News Reporting,Empathy,Social Media,Discourse Analysis

Since 2016, there has been a proliferation of discourse around what has come to be called &quot;post-truth.&quot; Much of this discourse references critical literacies as a proposed means by which to disrupt post-truth across educational policy, pedagogy, and methodology. In this paper, I highlight the paradoxical degree of overlap between post-truth and the critical literacy approaches espoused to combat it. Left underexplored, these appropriated literacies may do more to embolden than to dismantle post-truth. I first typify three &quot;first wave&quot; responses to post-truth, exploring the affordances and limitations of each. I then provide recommendations for augmenting these responses through a renewed emphasis on power, domination, and liberation in critical literacies as a response to post-truth.
TED Talks as an ICT Tool to Promote Communicative Skills in EFL Students
Author: María A., Martínez Hernández
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Information Technology,Web Sites,Video Technology,Speeches,Teacher Attitudes,Language Teachers,Language Variation,Cultural Awareness,Action Research,Student Attitudes

In many EFL classrooms in Colombia, it is evident how students struggle trying to use English to communicate; nonetheless, with the revolution of ICTs that has taken place in the last years, there is a variety of tools available to support English learning autonomously with applications, blogs, and online courses; however, many of these tools were not originally designed for teaching but can be adapted for such purpose. TED is a website and a downloadable application where videos are shared in which you can see a wide variety of English speakers born in many parts around the world speaking in a fun and familiar manner with the audience about various topics of interest that besides, come along with cultural content, which extends the range of accents, words, expressions, and ways of referring to the same topic. In this action research, we propose a reflection on the incidence of TED talks on the teaching and learning of English as a foreign language. The instruments used to collect data were interviews, questionnaires, and teacher journals. The use of these videos provided the students with all the communicative elements that allowed them to use English to express their ideas. This offers a glimpse of how useful authentic videos and subtitles are when encouraging students to learn English.
A Research Methodology in the Service of Critical Thinking: Hermeneutic Approach in the Post-Truth Era
Author: Arriazu Muñoz, Rubén
Date: 2018-11-05
Type: Journal Articles
Subjects: Hermeneutics,Ethics,Critical Reading,Periodicals,Terrorism,Internet,Information Sources,Critical Thinking,News Reporting,Social Media,Thinking Skills,Foreign Countries,Neoliberalism,Fear,Video Technology,Censorship

The hermeneutic methodology is an analytical and dialectical approach that is irreplaceable for the development of critical thinking. In the post-truth era, the traditional interpretation of text has given way to more complex interpretative instances in which audiovisual content is the basis of new narratives and new knowledge. Qualitative methodological research has always claimed socio-historical and temporal prominence in the analysis of social phenomena. Accepting this premise, hermeneutics is presented as a plausible methodological research strategy for analyzing the representation of a social fact. Specifically, the aim of this research is to show the potential of hermeneutic analysis by examining two opposing versions of the terrorist attack that took place at the headquarters of the satirical weekly magazine, &quot;Charlie Hebdo,&quot; in 2015. To conduct this analysis the researcher has used the hermeneutic methodology of suspicion (Gadamer, 1960/2004). A main conclusion is that the Internet has become a catalyst for multiple truths in the post-truth era. The Internet is an exhaust pipeline where critical thinking is expounded. The Internet, in short, is a space of resistance where people are able to question the mainstream media's versions and interpretations of events as imposed by the elite Davos Class.
On the Strategies of Enhancing Students&apos; Cultural Awareness in College English Teaching
Author: Wang, Guoqiao
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Cultural Background,Barriers,Teaching Methods,Foreign Countries,Mass Media,Reading Materials,Cultural Differences,Biblical Literature,Holidays

Lack of cultural awareness and insufficient cultural background knowledge directly obstruct students' learning competence in college English teaching. Therefore, it's of great importance to enhance students' cultural awareness and develop their background knowledge about the target culture. This paper intends to illustrate the influence of cultural background knowledge deficiency on English learning, analyze the possible causes of students' lack of cultural background knowledge, and suggest approaches to enriching students' background knowledge of the target culture.
Developing Students Essay Writing
Author: Hajeid, Mohammad Rajab
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Teaching Methods,Essays,Writing Improvement,Teacher Attitudes,Language Teachers,Writing Evaluation,Teamwork,Error Correction,Peer Evaluation,Guidelines,Revision (Written Composition)

This paper tries to shed light on the use and endeavors teachers bear in correcting students writing papers without achieving good results to improve their writing. This theoretical research or reflection of this paper attempts to explore the reasons why some teachers sometimes feel that their teaching of writing is worthless since they spend a lot of time commenting and writing marks on students corrected papers and still many students do not get better or improved.
Evaluating &quot;Traveller&quot; English Textbook Series from Saudi Secondary School EFL Teachers&apos; Perspectives
Author: Aljouei, Khawlah F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Textbook Content,Content Analysis,Class Size,Correlation,Language Teachers,Teacher Attitudes,Textbook Evaluation,Layout (Publications),Learning Activities,Secondary School Teachers,Teacher Characteristics,Language Skills

The aim of this study is to evaluate the &quot;Traveller&quot; textbook series from teachers' perspectives. Areas of evaluation are the textbooks' activities, skills, and appropriateness. The study implemented a mixed-methods approach using two instruments: content analysis, and questionnaire. The data collection of the content is carried out by analyzing the content of the six textbooks, from &quot;Traveller 1&quot; to &quot;Traveller 6&quot;; the questionnaire themes were used for the content analysis. 94 teachers responded the questionnaire. The results show that textbook is effective according to the layout, accessibility, activities and skills but teachers hold mixed perspectives regarding its appropriateness. Moreover, results revealed that there might be an association between the teachers' attitudes and the teachers' training and class size.
Becoming-Policy in the Anthropocene
Author: Gildersleeve, Ryan Evely
Date: 2018-11-19
Type: Journal Articles
Subjects: Educational Policy,Ethics,Higher Education,Undocumented Immigrants,Educational Methods

This paper takes up the theme of &quot;Education Policy and Methodology in a Post-truth Era&quot; by emplacing policy within the contemporary condition of the Anthropocene. The conditions of the Anthropocene demand a radical reconfiguring of policy as an apparatus for governmentality, and therefore of methodology. I intraject a potential ethical posture befitting such a reimagined becoming-policy and reconceptualized environment. The Anthropocene serves as both context and concept as the &quot;Age of Humankind&quot; in need of speculative and radical building and making. Drawing on prior critical policy analyses of higher education policy affecting undocumented students, I proffer plausible postures in thinking education policy and methodology that engage the contemporary moment of both &quot;post-truth&quot; and the Anthropocene.
Toward an Understanding of Peer Influence on Undergraduate Study Abroad Participation
Author: Whatley, Melissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Influence,Study Abroad,Undergraduate Students,Student Participation,Correlation,Student Characteristics,Gender Differences,Majors (Students),Grade Point Average,Fraternities,Sororities

This study explores the role of peer influence on students' decisions to participate in study abroad. Although previous research has identified many factors that relate to study abroad participation, peer influence represents an underexplored factor for consideration in this line of research. Using the tools of social network analysis, this study finds a small but significant relationship between peer study abroad and a student's participation in study abroad. Results provide food for thought about the way peers may influence students in their decisions surrounding study abroad, both directly and indirectly. This line of inquiry has important implications for education abroad professionals who seek to leverage peer influence so that students make optimal decisions about study abroad.
A Contrastive Study on the Application of Mind Maps in Argumentative Writing Instruction for EFL Learners
Author: Zhang, Ying
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Instruction,Cognitive Mapping,Teaching Methods,Persuasive Discourse,Majors (Students),College Students,Direct Instruction,Student Attitudes

This study is aimed at exploring the relationship between explicit instruction of mind mapping at pre-writing stage and the quality of Chinese EFL learners' argumentative writing. Thirty-nine first-year English majors from two convenient classes were randomly assigned into the experimental group and the control group respectively. For the control group, the traditional way of teaching writing was adopted, while for the experimental group, the application of mind mapping was integrated into the writing instruction. Five participants from the experimental group participated in the following interview. The comparison of mean scores of post-experimental argumentative writings between two groups indicated that the experimental group significantly performed better than the control group in content and organization of their writings. Through the analysis of interviews, it was found that participants regarded mind mapping as a useful tool for planning their writing and their personal attitudes toward English writing became more positive. The findings provide EFL teachers and curriculum designers with useful insights into improving the efficiency of writing instruction.
The Impact of a Short-Term Study Abroad Program That Offers a Course-Based Undergraduate Research Experience and Conservation Activities
Author: McLaughlin, Jacqueline
Date: 2018-00-00
Type: Journal Articles
Subjects: Study Abroad,Undergraduate Students,Student Research,Ecology,Service Learning,Conservation (Environment),Biology,Skill Development,Science Instruction,Student Attitudes,Biodiversity,Advocacy,Foreign Countries,Experiential Learning,Science Process Skills

Short-term study abroad experiences are the most common type of undergraduate study abroad programs offered by universities in the United States. However, and to the best of our knowledge, little empirical research exists on students' learning outcomes following their participation in a short-term program using an integrated research praxis. To address this, we structured an international embedded program in Costa Rica and Panama which allowed students to engage in authentic research experiences topically centered in ecology and service-learning activities in conservation biology. Mixed methods analyses on data generated from the assessment of students (n=54) in three cohorts, revealed students' gains (both positive and negative) in specific scientific skills and knowledge domains in both the fields of ecology and conservation biology, as well as interest in doing further field research, perceptions of authentic international field research, appreciation of the value of biodiversity, advocacy, and future actions as conservationists and informed citizens (global citizenship).
Intercultural Knowledge Development during Short-Term Study Abroad in the Basque Country: A Cultural and Linguistic Minority Context
Author: Gondra, Ager
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Knowledge Management,Pretests Posttests,Foreign Countries,Cultural Differences,Intercultural Communication,Cultural Context,Language Minorities,College Students,Summer Programs,Questionnaires,Linguistics

This investigation examined intercultural knowledge development in a short-term study abroad program in a cultural and linguistic minority context (Basque Country, Spain). A pre- and post-program quantitative and qualitative design was used with 26 participants. The quantitative, survey-based results demonstrated an increase in intercultural knowledge over the study's five-week duration. Qualitative analysis of interview data indicated that students' intercultural knowledge aligned with Lussier's (2007) description of knowledge about &quot;small c&quot; culture and included knowledge of social groups--a distinct finding from prior research. Students' knowledge changed over the period abroad, indicating adjustment to City Life and Time and Schedule norms. Additionally, knowledge growth was greatest with respect to subthemes strongly linked to the minority context (e.g. Basque ethnicity, culture, language). This study offers detailed information about intercultural knowledge development during short-term study abroad experiences and demonstrates that minority context programs encourage development of intercultural knowledge about &quot;small c&quot; culture and social groups.
Intercultural Learning May Be Impossible in Education Abroad: A Lesson from &quot;King Lear&quot;
Author: Wong, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Student Attitudes,Drama,Literature,Ethics,Social Behavior,Behavior Standards,College Students,Teaching Experience,Immigrants,Middle School Students,Reflection,Teaching Methods,College Faculty,Teacher Attitudes

Intercultural learning requires reflection; education abroad scholars and practitioners hold this belief to be self-evident. Becoming more aware of both others' and one's own culture requires intentional reflection, often facilitated by an expert. However, the practice of guided reflection rests upon the precarious assumption that learners can be honest about deeply personal experiences when they reflect. I make the argument that the truthfulness of students' reflections cannot be assured because guided reflection has become a ritual. Students are well aware of the social norms of guided reflection since it is such a common activity in the orthodoxy of liberal arts learning. As a result, they are more concerned about proper performance than truthful expression. Scenes from Shakespeare's &quot;King Lear&quot; are used to illustrate the argument that truthfulness of expression cannot be assured in situations in rituals--that is, when a certain kind of performance is expected. If honesty cannot be assured, then guided reflection may be fundamentally unsuited as a means to promote intercultural learning. Four alternative behavioral conventions are presented to help students free themselves from the constraints of academic rituals: don't act like a good student, don't work so hard, don't think so much, and don't talk so much. Finally, three virtues are offered that characterize students who can break free from the constraints of academic rituals: honesty, ignorance, and courage.
The Professoriate and the Post-Truth Era: A Historiographic Analysis of Expert Judgment and the Destabilization of Objective Truth
Author: Friedensen, Rachel E.
Date: 2018-11-19
Type: Journal Articles
Subjects: Expertise,Historiography,Higher Education,Pragmatics,Ethics,Value Judgment

This paper explores the role that distrust of expert judgment plays in conservative critiques of higher education. We propose that academics should abandon the insistence on truth as the standard for the evaluation of research quality. Doing so would separate conservative critiques of higher education from broader concerns over expert judgment via the substitution of judgement criteria more readily accessible to laypeople. Based on evidence about how expert judgment actually functions, we propose utility as a standard accessible to all. We show this by describing a historiographic model of expert judgment within the research university. We close with a call for scholars to acknowledge the conflation of facts and values in their work--that is, its post-truth nature.
Empirically Supported Development of Specialisation Courses for Extra-Occupational Studies within the Discipline of Business Informatics
Author: Städler, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Curriculum,Information Technology,Specialization,Business Administration Education,Information Science Education,College Students,Masters Programs,Undergraduate Study,Student Attitudes,Preferences

This article contains the analytical results of qualitative and descriptive research regarding the definition of specialisation courses in the areas of &quot;Informatics&quot; and &quot;Management&quot; for extra-occupational study offers within the discipline of Business Informatics. The subjects were IT specialists with either foundation or advanced Chamber of Commerce (IHK) IT training, who participated as students in the credit transfer courses developed in the &quot;Open IT&quot; research project, or who were interested in participating. The investigative results reveal clearly in certain parts just what the preferences of working IT students are in terms of the scientific specialisation courses on offer, and how student target groups can be actively and effectively integrated into the design process of degree programme curricula.
Crossing Boundaries: VET, the Labour Market and Social Justice
Author: Avis, James
Date: 2018-11-00
Type: Journal Articles
Subjects: Social Justice,Labor Market,Social Change,Vocational Education,Technical Education,Policy Analysis,Correlation,Disadvantaged,Employment Opportunities,Political Influences,Neoliberalism,Curriculum Development,Educational Policy,Foreign Countries,Global Approach,Information Technology,Unemployment,Social Mobility,Salary Wage Differentials

Purpose: The paper explores the relationship between vocational education and training (VET), the labour market and social justice in the current conjuncture. Approach: The paper adopts an approach rooted in critical policy analysis. It consequently sets the discussion within the wider socio-economic and political context. Such an approach enables an exploration of the changing nature of waged labour in current conditions. Results: A critical policy analysis facilitates a discussion of the labour process, waged labour and its intensification. At the same time these processes are allied to the effective expulsion and marginalisation of particular groups of workers from employment. Importantly, such processes need to be placed in their localised and spatial context within particular social formations. Conclusion: Equity models of social justice that emphasise equal opportunities, are restrictive and can be contrasted with equality models which have a more expansive and philosophically rooted understanding of justice. The paper through its examination of the salience of VET in the current conjuncture as well as its significance for a post austerity democratic and radical politics, argues for a relational analysis that seeks to interrupt the patterns of inequality precipitated by neo-liberalism.
Leisure Loyalty: The Role of Involvement and Constraints
Author: Eskiler, Ersin
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Physical Activities,Leisure Time,Barriers,Student Participation,Foreign Countries

Although the effect of leisure constraints and involvement on loyalty has drawn attention in recent years, there are a limited number of studies for bicycle users. For this purpose, we investigated a) the main constraints for enrolled university students and the level of loyalty, b) the impact of perceived constraints on bicycle use c) the relationships between variables (leisure constraints, involvement, and loyalty) in the present study. This study consisted of 498 (289 female and 209 male) university students. When the main constraints of university students' participation were examined, the highest constraints average scores were determined as &quot;infrastructure&quot;, &quot;laws and legislation&quot; and &quot;physical and economic&quot; constraints, respectively. The regression analysis demonstrated that bicycle constraints significantly influenced both leisure involvement and loyalty. Besides, the sub-dimension attraction and self-expression of involvement significantly affected participation loyalty. In conclusion, these results suggest that marketing strategies could be improved to strengthen leisure involvement and to minimize constraints in order to increase loyalty