ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perceived Skills, Challenges and Attitudes towards Distance Education: A Validity and Reliability Study
Author: Cobanoglu Aktan, Derya
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Distance Education,Elementary Secondary Education,Teaching Skills,COVID-19,Pandemics,Electronic Learning,Foreign Countries,Barriers,Elementary School Teachers,Teaching Experience

This study aimed to develop a reliable and valid measurement tool to examine teachers' attitudes towards distance education and perceived distance education skills. The data of the study were collected from 2290 K-12 teachers. In the data analysis, reliability was calculated with stratified Cronbach's alpha coefficient, and for construct validity, EFA and CFA were performed. Bartlett and KMO tests were used for the suitability of the data for factor analysis. It was observed that the calculated correlations among the item and the total score for the 25-item trial form were above 0.20. As a result of the EFA, 7 items that loaded more than one factor, or with a factor loading less than 0.45 were excluded from the scale. Promax rotation revealed three factors with an eigenvalue greater than 1.00. The total explained variance of the final form of the scale (18 items) was found as 53.594%. The fit indices calculated in the confirmatory factor analysis (RMSEA = 0.053; CFI = 0.932; TLI = 0.918, SRMR = 0.055) confirmed the three-factor model. The results obtained showed that the model fits the data. The stratified alpha reliability for the whole scale was calculated as .848. The results of the study show that the scale can measure teachers' perceived skills, challenges they face, and their attitudes towards distance education reliably and validly.
Is Direct Speech the Norm in English-Thai Simultaneous Interpreting? The Effect of Gender-Specific Terms on the Use of Direct Speech in Interpreting
Author: Sukgasi, Benjarat
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Thai,Translation,Form Classes (Languages),Speech Communication,Language Usage,Gender Differences,Professional Personnel,Professional Associations

This study investigates using the concept of norms whether English-Thai interpreters regard direct speech as an appropriate interpreting style in simultaneous interpreting. It also explores whether gender-specific linguistic terms in Thai, which consist of first-person pronouns and formality-marking particles (FMPs), affect the interpreter to deviate from direct speech. Questionnaires and interviews were used to collect data. As a result, 12 interpreters answered the questionnaires, and four interpreters participated in the interviews. The results show that direct speech is the norm among the interpreters in this data set: 90.9% of respondents believed that English-Thai simultaneous interpreting should be done in the direct style, and 58.3% regularly used first-person pronouns and FMPs based on the speaker's gender. However, some respondents did not use first-person pronouns or FMPs along these lines. Some of their reason might be to avoid gender-specific terms. The interviews' results also showed that although the negative feelings toward using different-gender first-person pronouns and FMPs were different among individuals, all four interview participants admitted that they had misused FMPs when interpreting for the different-gender speakers. The results, therefore, suggest that gender-specific terms induce the interpreters to shift from direct to indirect speech.
Language and Leadership: Key Linguistic Attributes and Devices Reflecting Charismatic Leadership of King Rama IX of Thailand
Author: Rungrojsuwan, Sorabud
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Usage,Leadership Styles,Speeches,Foreign Countries,Communication Skills,Trust (Psychology),Peace,Leadership Role,Discourse Analysis,Word Frequency,Computational Linguistics,Administrator Characteristics

Effective communication is one of the most important factors bringing about people's confidence in the information and its source. Most charismatic leaders employ some particular rhetorical devices to gain people's trust with the ultimate goal of bringing peace and prosperity to the nation. The present study aimed at extracting some linguistic devices and attributes in relation to roles of leaders from speeches delivered by King Rama IX--one of the most significant and respectful leaders of Thailand. Data were speeches of HM the King given from 1974 to 1999 on the occasion of the royal birthday anniversaries. Qualitatively, types of attributes and linguistic devices were proposed while frequencies of occurrences of devices, together with frequencies per 1,000-word text, were quantitatively reported. Results found that King Rama IX's studied speeches comprised three attributes--[HUMBLENESS], [PERSUASIVENESS] AND [SOLIDARITY]--with eight major types of linguistic devices. The proposed attributes and devices were said to enhance confidence of Thai people on his leadership.
Making Beverage Service Word List for English for Specific Purposes Classroom
Author: Arunvong Na Ayutthaya, Junporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Word Lists,English for Special Purposes,Second Language Learning,Second Language Instruction,Hospitality Occupations,Food,Computational Linguistics,Word Frequency,Specialists,Profiles,Web Sites,Vocabulary Development,English (Second Language)

Creating a word list for the beverage services is one method to assist learners in this field to expand their English language vocabulary. The purpose of the current study was to create the Beverage Service Word List (BSWL). Data were collected from www.tasteatlas.com--a website that contains abundant beverage information from all over the world. The Beverage Service Corpus (BSC) was compiled from 1,729 beverage menus with a size of 471,233 tokens. The criteria used in the current study were frequency, range, lexical profiling, and expert consultation. The words included in the BSWL were those which occurred at least 13 times in 30 per cent of menus, were outside the reference word lists (the General Service List, the Academic Word List, the Function Word List, the abbreviation list, and the Proper Name List), and were scaled as 3 or 4 by two or more experts. As a result, the BSWL comprised 288 words with 7.92 per cent coverage of the BSC.
Move Structures and Stance Adverbials in Editorials from the Bangkok Post and The New York Times
Author: Rojanaatichartasakul, Seehhazzakd
Date: 2022-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),Newspapers,Editing,Foreign Countries,Discourse Analysis,Contrastive Linguistics,Word Frequency,Internet,Archives,Language Styles,News Reporting,Native Language,Authors,Language Usage,English (Second Language),English

Apart from the fact that there are no fixed rules for writing newspaper editorials, there is no single study incorporating both analyses of moves and stance adverbials in online English newspaper editorials from The Bangkok Post in comparison to those from an international online English newspaper from another country. The aims of the present study include 1). exploring the move structure of editorials from The Bangkok Post and The New York Times, 2). finding stance adverbials in each move, and 3). identifying the positions of the stance adverbials found in each move. 60 editorials from 2017 to 2019 with the length of 550-700 words whose purpose is to call for action were selected from each newspaper archive. A list of stance adverbials and a proposed move structure were employed for identifying the moves and stance adverbials. ANTCONC was used as a tool for counting the frequencies (converted into percentages and normalized frequencies afterwards) and identifying the positions of stance adverbials. In both corpora, most of the editorials contain the sequence of Move 1-Move 2-Move 3-Move 4 (1234 or MS1). Furthermore, other outstanding move sequences include Move 1-Move 2- Move 3- Move 2-Move 3- Move 4 (123234 or MS2) and Move 1-Move 3- Move 2- Move 3- Move 4 (13234 or MS3). Epistemic stance adverbials were found two times more frequently than attitudinal stance adverbials and about seven times more frequently than style stance adverbials. The most prevalent sub-categories of epistemic stance adverbials are doubt/certainty, source of knowledge, and actuality, whereas the most outstanding attitudinal stance adverbials are importance and evaluation. Those showing importance were more frequently used in The Bangkok Post than those showing evaluation, but this is reversed in The New York Times. Whether these findings were influenced by the L1 of the writer, cultural differences, and institutional practices could be carried out in additional research.
Pedagogy in English-Medium Instruction (EMI): Some Recommendations for EMI Teachers
Author: Prabjandee, Denchai
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language of Instruction,Reflective Teaching,Student Mobility,International Education,Pronunciation,Faculty Development,Language Attitudes,Lesson Plans,Intellectual Disciplines,Educational Change,Secondary School Teachers,Teacher Attitudes,Foreign Countries

In the global educational landscape, policymakers mainly implement English-Medium Instruction (EMI) programs in higher education to maximize internationalization outlook and student mobility. EMI has brought numerous pedagogical dilemmas for EMI teachers since they were administratively requested to transform their monolingual disciplinary classes into EMI without consultation and proper professional development. Many EMI teachers reported having limited English ability to execute EMI pedagogy, holding marginalized views toward their English accents, and lacking pedagogical knowledge for EMI. This paper presents some recommendations for EMI teachers to implement EMI pedagogy based on the outcomes of a teacher professional development project. The suggestions are characterized as 4E: 1) Embracing EMI with the right attitudes ('E' in 'EMI'), 2) EMI lesson planning, 3) Executing EMI lessons, and 4) Engaging in reflective practice.
Prewriting in Voice Chat: Exploring the Effects of Collaborative Prewriting on EFL Learners&apos; Performance
Author: Charoenchaikorn, Vararin
Date: 2022-00-00
Type: Journal Articles
Subjects: Prewriting,English (Second Language),Second Language Learning,Second Language Instruction,Collaborative Writing,Writing Skills,Accuracy,Rating Scales,Writing Evaluation,Comparative Analysis,Educational Benefits,Undergraduate Students,Foreign Countries,Engineering Education,Health Sciences,Majors (Students),Writing Instruction,Teaching Methods

Addressing the lack of studies on L2 online and collaborative prewriting, this study examines L2 collaborative prewriting through voice chat. It explores the effects of an online prewriting condition (individual vs collaborative) on performance in subsequent individual writing as assessed by text length, accuracy, complexity, and analytical rating scales of content, organization, and language. One hundred and twenty-six Thai university students were divided into a control (individual prewriting) group and an experimental (collaborative prewriting) group. The utilised prewriting task was structured, focusing on ideas generation, selection, and organization, and the main task was problem-solution paragraph writing. Independent-sample t-tests revealed that accuracy was comparable across groups; however, the experimental group significantly outperformed the control group on text length, some lexical and syntactic complexity measures, and all rating scores, and the effect size concerning text length was large. Overall, these findings suggest potential benefits of collaboration in voice-chat prewriting.
Using Storytelling: From EFL Teachers&apos; Perceptions to Young Learners&apos; Reading Performance
Author: Lap, Trinh Quoc
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,English (Second Language),Second Language Learning,Language Teachers,Teacher Attitudes,Reading Achievement,Foreign Countries,Instructional Effectiveness,Reading Attitudes,Student Attitudes,Elementary School Students,Reading Instruction

The query on how to teach young learners to succeed in their English learning has been somehow under-explored. Just a few studies investigated the usefulness of the storytelling (ST) technique on English as a foreign language (EFL) young learners' (YLs) in the Vietnamese context. Consequently, this study attempts to examine (1) EFL teachers' perceptions of the contributions of ST, (2) YLs' attitudes towards the effects of ST on their reading performance, and (3) the impacts of ST on YLs' reading performance (RP). The study followed a mixed-methods design, using a questionnaire, interviews and reading tests to collect both quantitative and qualitative data. First, a survey was administered to 38 EFL teachers who have taught YLs for more than five years. The experimental study recruited 43 YLs who were divided into two groups, 21 YLs in two control groups and 22 others in two experimental ones. Six YLs in the experimental groups were invited to partake in the interviews, and 43 YLs took the reading pre-test and post-test. The results showed that the teacher participants positively perceived the potentials of ST. The YLs interviewees showed their positive attitudes towards the effects of ST on their RP. The test results indicated the significant impacts of the technique on the YLs' RP. Pedagogical implications and suggestions were presented at the end of the paper.
Exploring Race Issues at Turn of the 20th Century: A Qualitative Study
Author: Yancie, Nefertari
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 11,High School Students,United States History,African American History,Primary Sources,Racism,Empathy,Personal Narratives,Social Studies,Culturally Relevant Education,Perspective Taking

Social studies teachers have to create an environment where students are empowered to discuss contemporary issues, such as racism and social injustices. This means students are provided activities that allow them to develop historical empathy skills: perspective recognition, contextualization, and using evidence to make informed decisions. In this article, the researcher discusses a qualitative study in an 11th grade U. S. history class in an urban high school. As a part of the study, an eight-day unit was implemented about the experiences of African Americans in the United States at the turn of the 20th century. Students analyzed primary sources that described these experiences in order to understand how racist policies and attitudes of the early 20th century impacted African Americans and how certain enduring issues, such as racism, have roots in the past. Data were collected from coding students' completed document analysis sheets, first-person perspective narratives, and historical dialogues. Findings indicated that students benefitted from activities that foster students' historical empathy skills, as they were able to connect affectively and cognitively with historical figures. This study presents the importance of including culturally responsive curriculum and counter-narratives in the 21st century social studies classroom.
Women Presidents of Higher Education Institutions: A Mixed-Methods Phenomenological Study of the Relationship between Self-Efficacy, Transformational Leadership, Gender-Based Barriers, and Support Structures
Author: Hagan, Alise C.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Presidents,Females,Self Efficacy,Transformational Leadership,Gender Discrimination,Social Support Groups,Mentors,Faculty Development,Leadership Training,Influences,Institutional Characteristics,Individual Characteristics,Social Cognition,Leadership Qualities

In the United States, approximately one-fourth of university presidents are female. The lack of women in senior leadership roles at higher education institutions mirrors other industries, and research has shown that institutions and organizations which lack female representation are less effective. To ascend to senior leadership roles, including the presidency, women persist through existing macro, meso, and micro levels of gender-based barriers. Thus, the primary research question guiding this study was: &quot;What factors contribute to the self-efficacy of women presidents in higher education?&quot; The theories of self-efficacy and transformational leadership provide the framework through which the concepts of women as leaders, American college presidents, gender-based barriers, and support structures were explored. This study resulted in six major findings: (a) Women presidents in higher education institutions are highly self-efficacious yet aspire to even greater levels of efficacy and professionalism; (b) Women presidents in higher education institutions are authentic, relationship-focused, and goal-oriented; (c) Women presidents in higher education institutions experience a multitude of gender-based barriers on their leadership journeys and in their presidencies; (d) Mentoring and leadership or professional development programming are essential components of the leadership journey for women presidents in higher education institutions; (e) Misalignment exists between the gender-based barriers and support structures identified by women presidents of higher education institutions; and (f) Women presidents of higher education institutions are committed to supporting the next generation of leaders.
Portfolio Assessment among Thai EFL First-Year University Students: Perceptions and Progress
Author: Punyapratheep, Kritsada
Date: 2022-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Portfolios (Background Materials),Student Attitudes,English (Second Language),Second Language Learning,Foreign Countries,College Freshmen,Writing Skills

This research study investigated students' perceptions toward the use of portfolios as well as documenting the progress of a portfolio assessment in a classroom-based setting of Thai EFL undergraduate students. The 25 first-year students who had enrolled in an English foundation course offered at a public university were the participants. These participants completed two types of essays, which comprised eight drafts in total for compiling the portfolios. Reflective journals, a perception questionnaire, a semi-structured interview, and a portfolio self-assessment form were utilized to collect data so that the perceptions toward the use of portfolios could be examined. The quantitative data from the perception questionnaire were analyzed by descriptive statistics (mean scores and standard deviation). The qualitative data from the reflective journals, semi-structured interview, and portfolio self-assessment form were analyzed by means of content analysis. Moreover, the progress of the eight drafts of two types of essays was analyzed by repeated measure ANOVA. It was found that the participants had positive perceptions toward the use of portfolio assessment, and they wrote significantly better essays. In sum, portfolio assessment can be an effective alternative choice in a classroom-based setting.
Translation Errors Made by Thai University Students: A Study on Types and Causes
Author: Duklim, Bunyarat
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,English (Second Language),Thai,Error Patterns,College Students,Syntax,Semantics,Language Usage,Self Esteem,Anxiety,Foreign Countries

The research investigates probable causes of translation errors by examining types of Thai-to-English and English-to-Thai translation errors and determining the most common translation errors. The participants of this study were 32 English for Communication students at a Thai University. The data used in this study was obtained from exercises and examinations of students. Data analysis was carried out using content analysis and sorted by frequency and percentage. The results obtained found that syntactic errors (65%) were the most frequent translation errors, followed by semantic errors (24.6%) and miscellaneous errors (10.4%), respectively. The causes of errors and translation problems were determined through interviews and stimulated recall. Translation procedures, low self-confidence, carelessness, and anxiety were the main causes of errors found. This study recommends that additional class time be provided to address all errors found. Moreover, group work and the implementation of authentic translation is proposed to increase self-confidence and decrease anxiety. It is hoped that this study results can improve translation teaching and the course &quot;Translation from Thai into English&quot; in Thailand.
Possible Links between Indonesian Science Teacher&apos;s TPACK Perception and Demographic Factors: Self-Reported Survey
Author: Ibrohim, Ibrohim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Pedagogical Content Knowledge,Technological Literacy,Teacher Characteristics,Self Efficacy,Gender Differences,Teaching Experience,Educational Environment,Individual Differences,Educational Attainment

TPACK is a trending teacher expertise framework for teaching using digital technology. However, not many studies have revealed the relationship of the seven TPACK factors with demographic factors. This study aimed to determine the effect of gender, teaching experience, place of teaching, and level of education on the perception of TPACK for science teachers. A total of 1,357 high school science teachers were involved in this research. The survey data were analyzed using the Mann-Whitney U and Kruskal-Wallis tests. Overall results show that gender influences the perception of TPACK. On the teaching experience factor, teachers with less than five years of teaching experience have higher perceptions of TK, TPK, TCK, and TPACK. The teacher's workplace significantly differs in perceptions of TK and TCK. Regarding education level, teachers with a master's degree education have a higher and significantly higher TPACK perception than teachers with a bachelor's degree.
Problem-Based Learning with Metacognitive Prompts for Enhancing Argumentation and Critical Thinking of Secondary School Students
Author: Marthaliakirana, Angsoka Dwipayana
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 11,Problem Based Learning,Metacognition,Prompting,Critical Thinking,Thinking Skills,Persuasive Discourse,Skill Development,Instructional Effectiveness,Science Instruction

Science education in the 21st century emphasizes the development of argumentation and critical thinking (CT) skills for socioscientific issues (SSIs), which students can also apply to any subject, such as biology. This study aimed to determine the effect of problem-based learning with metacognitive prompts (M-PBL) on students' argumentation and CT. This study employed a quasiexperimental design using a pre- and post-test non-equivalent control group. A total of 121 11thgrade students majoring in science and biology participated in this study. Participants were divided into three groups and were tested under different PBL: (1) M-PBL, 23 males and 22 females; (2) H-PBL (high-intensity problem-based learning), 15 males and 20 females; and (3) LPBL (low-intensity problem-based learning), 26 males and 15 females. Argumentation and CT skills in M-PBL were compared with H-PBL and L-PBL. Results show that students engaging in M-PBL biology learning had higher levels of argumentation and CT skills. Students' argumentation and CT skills were significantly improved through M-PBL, and thus should be considered by teachers when restructuring lessons in a problem-solving class setting.