ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Call Professional Development for EFL Materials on Teacher Agency and Technological Pedagogical Content Knowledge (TPACK) in Indonesian Islamic Schools
Author: Kristiawan, Dana
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Islam,Technological Literacy,Pedagogical Content Knowledge,Computer Assisted Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Technology Integration,Teaching Methods,Learning Processes,Teacher Attitudes,Religious Schools,Professional Autonomy,Teacher Workshops,Material Development,Textbooks,Information Technology,Participatory Research,Action Research,Diaries,Group Discussion,Secondary School Teachers,Language Teachers

The Indonesian English Foreign Language (EFL) curriculum emphasizes using technology to enrich learning and teaching processes and encourages teachers to supplement the curriculum with context-relevant materials. However, little attention is given to the voices of teachers in implementing Computer Assisted Language Learning (CALL) for teaching English, especially how to elaborate technology, pedagogy, and content in Islamic schools where context and teacher agency remain underexplored. To fill this gap, we conducted professional development workshops to support teachers in Islamic school settings in their development of technological and pedagogical content knowledge. Twenty-one Islamic English teachers were involved in developing materials that supplemented the textbook used in Indonesian Islamic schools and at the same time introduced online and digital technologies into the EFL classroom. Drawing on Participatory Action Research (PAR), the data collected consisted of pre-and post-reflective journals, focus group discussion, field notes, participants assignment artefacts, and were analysed by thematic analysis. Our findings identified that the teachers enhanced their agency as material developers to utilize technology and pedagogy in EFL language teaching. Meanwhile, in terms of their content knowledge integration in TPACK in action, teachers integrated their cultural and religious background into materials, and this increased their confidence. This study also reports on challenges developing and sustaining TPACK.
How Massive Open Online Courses Constitute Digital Learning Spaces for EFL Teachers: A Netnographic Case Study
Author: Ustuk, Özgehan
Date: 2022-00-00
Type: Journal Articles
Subjects: MOOCs,Case Studies,Faculty Development,Language Teachers,Second Language Learning,Second Language Instruction,Digital Literacy,Learning Processes,Diaries,Metacognition,Reflective Teaching,Mentors,Assignments,Barriers,Course Content,Teacher Educators,Instructional Design,Computer Assisted Instruction,English (Second Language),Teacher Education Programs,Undergraduate Students,Foreign Countries,Student Attitudes,COVID-19,Pandemics

Massive open online courses (MOOCs) provide digital learning spaces for individualized professional development that may create opportunities in teacher education and support language teachers. Language teachers need continuous professional development to develop their digital literacies, and further research is essential to investigate new teacher-learning modes and spaces. This netnographic study reports two case learners' MOOC experiences based on the qualitative data collected from digital learner diaries, mentoring session recordings, course assignments and forums, and semi-structured interviews. These were analyzed thematically to explore the learner experiences and behaviours. The findings revealed that MOOCs provide professional development opportunities for language teachers when these courses promote self-regulation, assessment-for-learning, and reflective practice. On the other hand, MOOCs can involve learning challenges when the content, which is generally designed for a general audience, does not match the individual needs and teaching contexts. Accordingly, several implications were drawn for language teacher educators and MOOC designers.
Call Teacher Education and Professional Development: A Retrospective Synthesis of the Two Decades of &quot;Teaching English with Technology&quot;
Author: Tafazoli, Dara
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Faculty Development,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Teacher Attitudes,Language Research,Teaching Methods,Journal Articles,Practicums,Technological Literacy,Pedagogical Content Knowledge,Teaching Experience

Since 2001, &quot;Teaching English with Technology&quot; (TEwT) has published hundreds of research articles to improve the quality of applying technology in language education and research. This collection of articles has covered many aspects of Computer-Assisted Language Learning (CALL); however, due to the importance of CALL teacher education and professional development, a research synthesis of the two decades of TEwT's articles holds the potential to screen the field at large over that time period. By examining the published articles on CALL teacher education and professional development, data analysis revealed that most of them focused on 'teachers' perceptions, attitudes, and experiences,' 'CALL practicum,' 'teachers' knowledge, literacies, and skills' and 'CALL affordances and hindrances'. This study might help as an extant inventory of CALL research interests over the first 20 years of the Journal's existence.
CALL Initial Teacher Education in Vietnamese Higher Education: Unheard Voices
Author: Nguyen, Luan T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Preservice Teachers,Teacher Attitudes,Teacher Educators,Technology Integration,Technology Uses in Education,Preservice Teacher Education

The pressing need to prepare Computer-Assisted Language Learning (CALL) professional competence for English as a Foreign Language (EFL) pre-service teachers has come to be significant to ongoing national reforms to improve English teaching pedagogy. This study employed a convergent mixed-methods research design to investigate the perceptions of Vietnamese EFL pre-service teachers and teacher educators concerning technology preparation and integration into the EFL initial teacher education in Vietnamese higher education. The data included a survey completed by 67 pre-service teachers, a focus group discussion with six of them, and a semi-structured interview with three teacher educators at a higher education institution in Vietnam. Findings reveal that pre-service teachers received significant opportunities to learn regarding CALL-related knowledge within their initial teacher education program. The findings also show a number of substantial factors impacting the integration of Information and Communications Technology (ICT) into the initial teacher education regarding individual teacher educators, individual EFL pre-service teachers, the provision of resources, and CALL technology-related policies. The study suggests that the EFL initial teacher education program needs to take the opportunity to learn and policies on CALL-related pedagogies into account developing pre-service teachers' professional competence.
Difficulties Encountered by a Dyslexic Secondary School Student in Learning Science and Suggestions for Solutions
Author: Tiril, Hamiye
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 7,Secondary School Students,Females,Dyslexia,Science Instruction,Skill Development,Educational Technology,Student Centered Learning,Individualized Instruction,Student Needs,Barriers,Foreign Countries,Reading Skills,Writing Skills,Psychomotor Skills,Attention,Memory,Comprehension,Language Skills,Perceptual Motor Learning,Mathematics Skills,Observation

This study aims to reveal the problems faced by a dyslexic student in learning science and determine what can be considered an effective science teaching method for this kind of learner. The case study design was used, and the study was conducted with a 7th-grade dyslexic female student. This study used observations and a semi-structured interview form as data collection tools. According to the findings, the problems faced by the student with dyslexia in learning science were generally compatible with the literature and immediately affected science learning. It was deduced that the student's reading skills, writing skills, motor skills, attention, memory and comprehension, language skills, use of sensory organs, and math skills are effective in learning science and that the development of these skills is necessary for understanding and comprehending science. In order to develop these skills, it is predicted that technology-based student-centered activities and individualized teaching may be beneficial, which is in line with the constructivist philosophy. In addition, it may be practical to give technology-supported reading extracts containing scientific texts, tasks involving social interaction, and writing tasks to improve students' reading, writing, and language skills.
Science Teachers&apos; View on Sustainable Development in COVID-19 Pandemic Process
Author: Türkmen, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Sustainable Development,Science Instruction,COVID-19,Pandemics,Middle School Teachers,Beliefs,Barriers,Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries,Ecology,Conservation (Environment)

This study examines what science teachers think about Sustainable Development and its' Goals, how they integrate SDGs into their science lessons, and how the COVID-19 pandemic affects their thoughts about Sustainable Development. The study group was selected by convenience sampling from 51 middle schools in the central district of one of the big cities. The questionnaire, including five open-ended questions, was prepared and checked by two experts. After their feedback, it was re-corrected and then applied to the participants. It was conducted using the &quot;Google Forms&quot; application. Then, it was delivered to 165 teachers' e-mail accounts. Answering the questionnaire takes approximately 10-15 minutes for each participant. One hundred five teachers answered the questionnaire. The content analysis method was used to analyze data. The results showed that teachers mainly described Sustainable Development with the goal of &quot;Responsible Consumption and Production&quot;, &quot;Decent Work and Economic Growth&quot;, and &quot;Quality Education&quot;. Half of the teachers are still trying to integrate SD using traditional science subjects strategies. And generally focused on science subjects of matter cycles, environmental problems, biodiversity, fuels, and domestic waste and recycling. In this process, their problems are usually intense curriculum, insufficient time, and attitudes of school administration.
Exploration of Test Anxiety Profiles in U.S. Undergraduate Students
Author: Lowe, Patricia A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Anxiety,Profiles,Undergraduate Students,Gender Differences,Personality Traits,Predictor Variables,Self Efficacy

The present study was conducted using latent profile analysis to determine whether homogeneous test anxiety groups could be identified among 625 undergraduates and to determine whether gender, self-critical perfectionism, and rigid perfectionism were significant predictors of class membership in the identified test anxiety groups. The students completed two multidimensional instruments, measures of test anxiety and perfectionism, online. Results of the latent profile analysis identified a test anxiety profile with three homogeneous groups as the best model. The three homogeneous groups were labeled low, medium, and high. Moreover, gender, self-critical perfectionism, and rigid perfectionism were found to predict class membership differentially in the three homogeneous groups. Implications of the results are discussed in relation to prevention and intervention in the fields of perfectionism and test anxiety.
Quality in Higher Education: Defining the Conceptual Contents and Their Relative Predominance
Author: Papanthymou, Anastasia
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Higher Education,Definitions,Classification,Educational Environment,Course Content,Learning Processes,Students,Teachers,Student Centered Learning,Curriculum Development,Caring,Daily Living Skills,Teaching Methods,Student Evaluation,Feedback (Response),Student Participation,Pedagogical Content Knowledge,Faculty Development

The purpose of this study is to investigate the conceptual content of the term &quot;quality&quot; in higher education, as it emerges from the descriptions and discussions of authors, researchers, and experts in 22 scientific publications. The analysis of the qualitative data is based on the methodology of grounded theory. From the analysis, 21 major dimensions or characteristics of quality in higher education emerged due to their high frequency of occurrence, were subdivided into five broader categories: &quot;learning environment&quot;, &quot;learning content&quot;, &quot;processes&quot;, &quot;students&quot;, and &quot;teachers&quot;. According to the main findings, from the &quot;learning environment&quot; category, the dimension concerning psychosocial elements predominated in the literature. From the category &quot;learning content&quot;, two dimensions prevailed (student-centred teaching and learning) and the dimension concerning taking an interest in and caring about students. From the &quot;processes&quot; category, the dimension concerning assessment prevailed. In the category &quot;students&quot;, the dimension of improved learning outcomes was the most frequently observed, and finally, from the &quot;teachers&quot; category, two dimensions prevailed over the others, one concerning pedagogical skills and the other termed skills: emotional, management, reflection.
Effects of STEM Activities in Nature on Students&apos; Environmental Attitudes, STEM Career Interests, and Engineering Perceptions
Author: Demir, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,STEM Careers,Student Attitudes,Natural Resources,Grade 7,Secondary School Students,Foreign Countries,Engineering,Outdoor Education,Environment

This study aimed to determine the effects of STEM Activities in Nature on students' environmental attitudes, STEM career interests, and engineering perceptions. In the research, the qualitative method is embedded in the quantitative method in an embedded mixed design. The quantitative dimension of the research was based on a quasi-experimental design with the pretest-posttest control group, and the qualitative dimension was based on a case study. The sample of the study consists of 74 seventh grade students from a moderate socio-economic level secondary school. In the study, STEM activities in the experimental group were carried out 2 hours a week for an 11-week period. In the control group, the activities were carried out in line with the Turkish Ministry of National Education's science applications course curriculum. According to the results of the research, STEM Activities in Nature in the experimental group positively affected students' environmental attitudes and STEM career interests. The activities improved students' engineering perceptions.
Examination of Secondary Students&apos; Visual Images about Climate Change
Author: Gezer, Melehat
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Climate,Change,Student Attitudes,Freehand Drawing,Content Analysis,Foreign Countries,Weather

In this study, it was aimed to examine the perceptions of secondary school students about climate change. The study was planned according to the phenomenological design. The research was carried out with the participation of 131 students selected according to the criterion sampling. Students were asked to draw pictures about climate change and the collected pictures were subjected to content analysis. Since 12 of the pictures could not be evaluated under any theme, they were excluded from the data set and coding were done on 119 drawings. As a result of the data analysis, three themes were determined as temperature increase and its effects, change in thermal and precipitation regime, and extreme weather events. Under these three themes, subcategories were created based on the drawings that were similar to each other. As a result of the research, it has been determined that secondary school students have a high awareness of climate-related events and the directly observable effects of climate change in the city they live in.
The Effects of Augmented Reality Applications on Secondary Students&apos; Academic Achievement in Science Course
Author: Talan, Tarik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 7,Science Education,Computer Simulation,Science Achievement,Astronomy,Instructional Effectiveness,Educational Technology,Student Interests,Student Motivation,Student Attitudes,Barriers,Costs

The aim of this study is to investigate how the use of augmented reality (AR) applications in educational environments affects students' achievement levels. The study was carried out through two dimensions; a quantitative and a qualitative aspect. The study was conducted with 7th-grade students in a public secondary school in Turkey as part of a science course. For this purpose, AR applications and activities were implemented that were suitable for the topic of Astronomy. The quasi-experimental model and one of the quantitative research methods were used for the study. As data collection instruments an achievement test and an interview form were made use of. AR activities were used for teaching in the experimental group, while the traditional method for the control group. The quantitative results of the study showed that there was a significant difference in the achievement level of learners in favor of the experimental group. The interviews with the students revealed that the AR applications used in the course were interesting, that they increased interest, desire, and motivation in class, and that they facilitated learning. However, students indicated that the cost of the AR materials was high, that they had difficulty in obtaining the materials, and that they sometimes had technical problems. Another limitation was expressed as that the excess the number of students makes it more difficult to take the advantage of AR activities. Students suggested that lowering the cost of AR materials and using them in other lessons can be more effective in learning environment.
Affective States and Heart Rate Response: Measuring Foreign Language Speaking Performance Reactions in a Japanese University Classroom
Author: Shachter, Jonathan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,Second Language Instruction,Public Speaking,Metabolism,Affective Behavior,Anxiety,Student Reaction

While psychologists often use a combination of physiological and self-reported data to examine the dynamic effects of stress on performance, the impact of affective states on Foreign Language (FL) speaking performance has almost exclusively been assessed using self-report methodology (e.g., questionnaires, interviews). In fact, studies that correlate physiological data with self-report measures in a classroom context are extremely rare due to both cost and logistical restraints. This study set out to address this gap in language learning research by employing Fitbit smart watches as a tool to unobtrusively collect heart rate (HR) response data. Participants in this study were undergraduate Japanese language students (5 males and 5 females, mean age = 19.7 years, SD = 0.95) at a private university in Japan. Over three sessions, students wore Fitbit smart watches and performed three different class-observed dialogs (with randomized partners and performance order) while seated at their desks. Students were also asked to report their affective state (to index their feelings in the moment) across three intervals within each class session: class start, pre-performance, and post-performance. Using multi-level modeling statistical analysis, elevated self-reported state feelings of distress and embarrassment were found to be significantly positively related with elevated HR response. To further understanding of how affective states unfold in classroom environments, researchers should consider both physiological and self-report measures. With advances in wearable technology, similar research designs to this study may become more commonplace.
The Use of Research-Based Learning Management in Mathematics Teacher Education: A Work-Integrated Learning Study
Author: Poonputta, Apantee
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Teacher Education,Work Experience Programs,Educational Research,Student Teachers,Research Skills,Foreign Countries,Teaching Skills

The purposes of the study were 1) to investigate the effects of research-based learning management in a work-integrated curriculum on student teachers' learning management abilities and to investigate the effectiveness of research-based learning management in a work-integrated curriculum on students' teachers' research skills. The samples were 30 mathematics student teachers in the faculty of education, Mahasarakham University, Thailand. Purposive sampling was employed in participant selection. The instruments were a research-based learning management plan, a learning management ability evaluation form, and a research skill evaluation form. The study was conducted in a quantitative method. The statistics used in analyzing the effects of the treatment on learning management abilities were percentage, mean score, standard deviation, and Orthogonal Polynomials. Meanwhile, a one-sample t-test with the criterion of 75 was used to analyze the participants' research skills. The results of the studies reveal a linear trend in student teachers' development of learning management abilities. Moreover, an expected outcome was reached in terms of developing the participants' research skills.
A Constructivist Approach to Music Education with DAWS
Author: Pierard, Tom
Date: 2022-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Music Education,Educational Technology,Educational Environment,Blended Learning,Teaching Methods,Secondary School Students,Foreign Countries,Self Expression,Identification (Psychology)

Increased interest in music technology education in recent years has prompted music teachers, technology educators and theorists to reconsider both the human and technical processes rendered by creative work in digital sound media. Music technology learning environments range from more structured classroom learning to informal, autodidactic practices, where student identity and creative agency are paramount. However, there is a need to develop more specific teaching and learning strategies that move beyond basic instructional or blended learning environments for digitally literate students (Darlis &amp; Sari, 2021). This chapter discusses common learning practices of Digital Audio Workstation (DAW) users, and the dangers of superimposing conventional music teaching strategies to music technology when the learning style, participatory culture and multimodal affordances are inherently different. This article draws on a recent study involving a constructivist approach with secondary school students in Aoteaora New Zealand via creatively navigating &quot;blocks&quot; in students' autodidactic processes. Some findings are reported before some initial ideas of how teachers can incorporate aspects of individual identity (e.g., cultural, social, and political contexts) into DAW learning are offered. [This article was written with David Lines.]