ethanporcaro/eric-fulltext-meta huggingface dataset:
Student and Instructor Perceptions of a Flipped College Algebra Classroom
Author: Jaster, Robert W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Algebra,College Mathematics,Textbooks,Internet,Assignments,Student Attitudes,Essays,Online Surveys,Observation,Teacher Attitudes,College Faculty,College Students,Problem Solving,Mathematics Tests,Statistical Analysis,Blended Learning,Community Colleges

Each year about half a million students fail to make planned academic progress due to college algebra, hence the need for researchers to find ways of improving the quality of instruction in the course. Recent research suggests that flipping college algebra to allow time for active learning in the classroom may improve student performance. Also, the costs of college textbooks have skyrocketed in the last few years, preventing or discouraging students from obtaining crucial learning resources. To address both concerns, the researcher implemented a flipped college algebra classroom and based all lessons on a free textbook. Videos and corresponding problem sets were created and made available to students on the Internet. Outside class, students viewed videos, took notes, and completed video problem assignments. Inside class, students worked with other students to complete in-class problem assignments. Students described their experience in the flipped classroom in an anonymous essay and an online survey, and the researcher recorded field notes of his observations throughout the term. This study reports student and instructor perceptions of the flipped college algebra classroom.
Using Diffusion of Innovation Theory to Promote Universally Designed College Instruction
Author: Scott, Sally
Date: 2017-00-00
Type: Journal Articles
Subjects: College Instruction,Access to Education,Higher Education,Teaching Methods,Disabilities,Inclusion,Educational Innovation,Educational Strategies,Adoption (Ideas)

Universal Design applied to college instruction has evolved and rapidly spread on an international scale. Diffusion of Innovation theory is described and used to identify patterns of change in this trend. Implications and strategies are discussed for promoting this inclusive approach to teaching in higher education.
Emerging Team Leader Dynamics in Contingent Situations: A Doctoral-Level Simulation
Author: Rojas, Ronald
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Teamwork,Graduate Students,Doctoral Programs,Leadership Responsibility,Leadership Effectiveness,Simulation,Leaders,Leadership Training,Class Activities

The literature on how a team leader emerges during the initial stages of a team formation presents a divergent landscape of possibilities. Most of the approaches focus on attributes, personality types, the influence of social tendencies, or relational capabilities. Yet these different theories and models suggest that many questions remain on this topic. The purpose of this paper is to illustrate the value of a simulation as an experiential basis for a classroom discussion on emerging team leader dynamics. Simulations have proven valuable in business education by providing an engaging student-centered environment that bring together theoretical learning and real life situations. This paper describes the outcomes of a manufacturing simulation among doctoral students intended to stimulate a discussion on emerging leadership dynamics at an early stage of formation. The simulation provided a practitioner's viewpoint to some of the challenges of leader emergence, served as classroom device for a discussion on leader-team dynamics, and acted as a source of research topics.
Directed Motivational Currents: Using Vision to Create Effective Motivational Pathways
Author: Muir, Christine
Date: 2013-00-00
Type: Journal Articles
Subjects: Motivation,Motivation Techniques,Imagination,Imagery,Educational Theories,Integrated Activities,Second Language Learning,Classroom Techniques,Goal Orientation,Strategic Planning,Second Language Instruction,Task Analysis,Teaching Methods

Vision, that is, the mental representation of the sensory experience of a future goal state (involving imagination and imagery), is currently at the forefront of motivational innovation, and in recent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Dörnyei's L2 motivational self system have explored the power that creating effective visions can harness (see, e.g., Dörnyei &amp; Kubanyiova, 2014) and when viewed in conjunction with other current research avenues, such as future time perspective and dynamic systems theory, vision offers exciting potential. A Directed Motivational Current is a new motivational construct that we suggest is capable of integrating many current theoretical strands with vision: It can be described as a motivational drive which energises long-term, sustained behaviour (such as language learning), and through placing vision and goals as critical central components within this construct, it offers real and practical motivational potential. In this conceptual paper, we first discuss current understandings of vision and of Directed Motivational Currents, and then analyse how they may be optimally integrated and employed to create effective motivational pathways in language learning environments.
When Twitter Meets Advocacy: A Multicultural Undergraduate Research Project from a First-Year Seminar
Author: Maben, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Web 2.0 Technologies,First Year Seminars,Qualitative Research,Scoring Rubrics,Social Media,Research Papers (Students),Statistical Analysis,Social Networks,Cultural Pluralism,Advocacy

Two professors share how they combined Web 2.0, multicultural themes, and undergraduate research in a first-year seminar. The professors explain the &quot;perfect storm&quot; of a project in which undergraduate students collected and analyzed tweets from advocates for various multicultural causes to produce their first collegiate research project. Capitalizing on student interest in social networking, professors aimed to meet multiple student learning objectives and satisfy an overarching theme of multiculturalism for the first-year seminar at a university in the southwestern United States. Students analyzed Twitter handles for causes or individuals advocating for causes related to social, political, and humanitarian efforts. Using basic qualitative and quantitative approaches, students wrote undergraduate research papers and presented their findings about how their cause and advocates used Twitter. The article provides project and assessment rubrics, ideas for improvement, and tools for replication.
The Experiential Learning Impact of International and Domestic Study Tours: Class Excursions That Are More than Field Trips
Author: Gomez-Lanier, Lilia
Date: 2017-00-00
Type: Journal Articles
Subjects: Experiential Learning,Tourism,Mixed Methods Research,Clothing,Foreign Countries,Interior Design,Labor Force Development,Cultural Differences,Creativity,Self Concept,Student Attitudes,Outcomes of Education,Study Abroad,Student Surveys,Feedback (Response),Student Journals,Individual Development

Experiential education programs, such as international and domestic study tours, bridge the limitations of formal learning classroom by allowing students to experience reality in a new learning dimension. This mixed-methods study explores experiential learning during a domestic interior design study tour to New York City and an international fashion-merchandising study tour to China operated by the same fashion-merchandising and interior design department at a public university in the United States southeast region. Both study tours intended to prepare students for the workforce by expanding their understanding of business and the creative process. The tours' organization allows students to meet industry professionals and to investigate and analyze issues such as collaborative work, cultural differences in business and creativity, cultural and social identity in the environment, and personal development. This research explores students' perceptions of a domestic and an international study tour to analyze their effectiveness in achieving learning outcomes. Before and after the study tours, students completed a survey to gauge their perceived level of understanding and attitudes toward the study tours. Additional student feedback came from reflection journals documenting students' personal development, design expressions in the environment, and experiences.
Pedagogy of the Possible: Imagination, Autonomy, and Space
Author: Murray, Garold
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Imagination,Self Concept,Learning Motivation,Student Motivation,English (Second Language),Metacognition,Guidelines,Undergraduate Students,Learning Experience,Foreign Countries,Mixed Methods Research,Independent Study,Personal Autonomy,Student Attitudes,Ethnography,Questionnaires,Pretests Posttests,Likert Scales

This paper explores pedagogical practices which can support the role of imagination in foreign language learning. Over the past decade, work on self and identity in motivation research--most notably Norton's (2001) imagined communities and Dörnyei's (2009) L2 motivational self system--has suggested that teachers might foster students' motivation by helping them imagine themselves as L2 speakers and envisage contexts or communities in which they might use the target language. If teachers are to help students create and sustain visions of L2 identities, they need to employ a pedagogy which incorporates and facilitates the work of the imagination. In order to provide guidelines for pedagogical practice, this paper examines the experiences of Japanese university students studying English as a foreign language in a self-directed learning course. Prior analysis of the data revealed several affordances which supported the participants' metacognitive development and the role of imagination in their learning. Using these affordances as a conceptual framework, this paper builds on previous work by identifying elements in the learning environment which appear to support the role of imagination in the students' language learning. The paper concludes by suggesting guidelines for pedagogical practice and considering the implications for further inquiry.
Dynamics of Learner Affective Development in Early FLL
Author: Mihaljevic Djigunovic, Jelena
Date: 2012-00-00
Type: Journal Articles
Subjects: Affective Behavior,Second Language Learning,English (Second Language),Case Studies,Profiles,Longitudinal Studies,Self Concept,Context Effect,Learning Motivation,Qualitative Research,Foreign Countries,Second Language Instruction,Elementary School Students,Interviews,Observation

Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, &amp; Kubanek, 2006) have considered them an important outcome, especially in early foreign language learning (FLL). Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.
Integrative Motivation and Global Language (English) Acquisition in Poland
Author: Gardner, Robert C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Prediction,Correlation,English (Second Language),Scores,Gender Differences,Grades (Scholastic),Predictor Variables,Foreign Countries,Student Motivation,Learning Motivation,Language Role,Second Language Instruction,Anxiety,Student Attitudes,Attitude Measures,Secondary School Students,Statistical Analysis,Measures (Individuals)

This study investigated the consistency of a measure of integrative motivation in the prediction of achievement in English as a foreign language in 18 samples of Polish school students. The results are shown to have implications for concerns expressed that integrative motivation might not be appropriate to the acquisition of English because it is a global language and moreover that other factors such as the gender of the student or the environment of the class might also influence its predictability. Results of a hierarchical linear modeling analysis indicated that for the older samples, integrative motivation was a consistent predictor of grades in English, unaffected by either the gender of the student or class environment acting as covariates. Comparable results were obtained for the younger samples except that student gender also contributed to the prediction of grades in English. Examination of the correlations of the elements of the integrative motivation score with English grades demonstrated that the aggregate score is the more consistent correlate from sample to sample than the elements themselves. Such results lead to the hypothesis that integrative motivation is a multi-dimensional construct and different aspects of the motivational complex come into play for each individual. That is, two individuals can hold the same level of integrative motivation and thus attain the same level of achievement but one might be higher in some elements and lower in others than another individual, resulting in consistent correlations of the aggregate but less so for the elements.
Facets of Imagery in Academic and Professional Achievements: A Study of Three Doctoral Students
Author: Chan, Letty
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,Graduate Students,Doctoral Programs,Second Language Learning,Imagery,Foreign Countries,Learning Motivation,Interviews,Career Choice,Goal Orientation,Self Concept,Student Attitudes,Barriers,Cultural Differences,Prevention,Cognitive Processes,Affective Behavior,Visualization,Foreign Students

Since the inception of the L2 motivational self system (Dörnyei, 2005), which operationalises motivation as a function of learners' future identities, the field of L2 motivation has seen a growing interest in mental imagery. Numerous studies have examined the role of a future self-guide, that is, the ideal L2 self, and have confirmed it to be powerful for explaining learner motivation (e.g., Csizér &amp; Lukács, 2010; Dörnyei &amp; Ushioda, 2009); however, few studies have explored how mental imagery, a key dimension of the ideal L2 self (Dörnyei &amp; Chan, 2013), can manifest itself in actual motivated behaviour. Using in-depth interviews, the present study aims to explore the motivational capacity of the natural use of mental imagery in three doctoral candidates studying at a British university. The main research focuses on examining how imagery was employed to stimulate the participants' L2 learning and their doctoral research as well as career choice. This paper proposes a conceptual framework of types, functions, and conditions of imagery in academic and professional achievements based on the data obtained. It reveals an intriguing array of imagery types, functions, and conditions, which shape the achievement of the individuals' desired goals. Recommendations and implications for future research on imagery use in SLA are also discussed.
The Role of Teacher Imagination in Conceptualising the Child as a Second Language Learner
Author: Guz, Ewa
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Role,Imagination,Second Language Learning,English (Second Language),Preservice Teachers,Elementary School Teachers,Second Language Instruction,Teaching Methods,Teacher Attitudes,Language Teachers,Teacher Education,Qualitative Research,Masters Programs,Graduate Students,Student Characteristics,Child Development,Theory Practice Relationship,Class Activities,Foreign Countries,Participant Observation,Lesson Plans,Misconceptions

In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners' current skills. This requires the ability to predict the child's possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher's perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child's developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants' theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.
Emotions That Facilitate Language Learning: The Positive-Broadening Power of the Imagination
Author: MacIntyre, Peter
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,Imagination,Second Language Learning,Language Acquisition,Positive Attitudes,Negative Attitudes,Learning Motivation,Second Language Instruction,Teaching Methods,Motivation Techniques,Positive Reinforcement,Relaxation Training

The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dornyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person's perspective, opening the individual to absorb the language. In contrast, negative emotion produces the opposite tendency, a narrowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positive-broadening and negative-narrowing emotions in the language classroom, and beyond. The emotion system is an engine for the positive-broadening power of the imagination.
Material Culture of Multilingualism and Affectivity
Author: Aronin, Larissa
Date: 2012-00-00
Type: Journal Articles
Subjects: Multilingualism,Affective Behavior,Second Language Learning,Correlation,Teaching Methods,Intercultural Communication,Cultural Traits,Foreign Countries,Semitic Languages,English (Second Language),Russian,Languages,Language Usage,Ethnic Groups,Culture

Affectivity is an important dimension in humans' social and individual lives. It is either a stimulating or hindering aspect of language learning. This article aims to draw attention to material culture as a powerful, but mostly neglected source of data on the use and acquisition of languages, and demonstrates the close and intricate links between affectivity and material culture. It is hoped that revealing these interrelationships will assist in understanding and managing language diversity. It will allow practitioners and teachers to carry out social and private encounters, events and language teaching with more care, understanding and expertise. Researchers will be encouraged to join the investigation of yet one more important facet of multilingualism--material culture.
Gender-Dependent Language Anxiety in Polish Communication Apprehensives
Author: Piechurska-Kuciel, Ewa
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Language Proficiency,Anxiety,Communication Skills,Communication (Thought Transfer),Females,Gender Differences,Comparative Analysis,Statistical Analysis,Secondary School Students,Hypothesis Testing,Questionnaires,Likert Scales,Correlation

This paper analyzes the relationship between communication apprehension and language anxiety from the perspective of gender. As virtually no empirical studies have addressed the explicit influence of gender on language anxiety in communication apprehensives, this paper proposes that females are generally more sensitive to anxiety, as reflected in various spheres of communication. For this reason, language anxiety levels in communication apprehensive females should be higher, unlike those of communication apprehensive males. Comparisons between them were made using a student &quot;t&quot; test, two-way ANOVA, and post-hoc Tukey test. The results revealed that Polish communication apprehensive secondary grammar school males and females do not differ in their levels of language anxiety, although non-apprehensive males experience significantly lower language anxiety than their female peers. It is argued that the finding can be attributed to developmental patterns, gender socialization processes, classroom practices, and the uniqueness of the FL learning process, which is a stereotypically female domain.
Constructing Visually-Based Digital Conversations in EFL with VoiceThread
Author: Kent, David
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Asynchronous Communication,Second Language Instruction,Affordances,Educational Strategies,Classroom Communication,Electronic Learning

VoiceThread holds potential to provide students who rarely speak in class a means to create visually-based digital conversations. In light of this, pedagogical affordances of the tool are considered, along with efficacy behind VoiceThread development within English as a Foreign Language contexts. Instructional strategies, supported by examples, are presented. A means for in-service teachers to evaluate language production and learning outcomes emerge, along with techniques essential for monitoring, producing, and guiding effective VoiceThread development through inclusion of specifically developed resources.