ethanporcaro/eric-fulltext-meta huggingface dataset:
English Education Master&apos;s Program Students&apos; Perceptions on the Use of Code-Switching in EFL Classroom Context
Author: Wijaya, Kristian Florensio
Date: 2020-02-00
Type: Journal Articles
Subjects: Code Switching (Language),Masters Programs,Graduate Students,Student Attitudes,Language Usage,English (Second Language),Second Language Learning,Second Language Instruction,Content Analysis,Language Proficiency,Interpersonal Communication,Classroom Communication,Foreign Countries,Language Attitudes,Accuracy,Native Language,Communication Strategies

Code-switching is related to the shift between the first and second languages done by the speakers in conversational contexts. Based on the theories of code-switching, second language learners frequently apply their first language when communicating with others to deliver the messages clearly, maintain group solidarity, and avoid unintended misunderstandings. This paper investigated some factors influencing the use of code-switching in foreign/second language learning processes. Data were collected through a classroom survey and interviews with 12 English Education Master's Program students of Sanata Dharma University, Yogyakarta. Qualitative content analysis was applied to obtain clearer interpretations. The results showed the lecturers and students utilized code-switching more sensibly in the second language classroom context. Further, code-switching will be better to be implemented in informal social interactions rather than foreign/second language classroom settings since it will hamper EFL learners' success in attaining more fruitful target language competencies.
Gender and Age Differences in the Use of Language Learning Strategies by Junior and Senior High School Students
Author: Ahsanah, Finaty
Date: 2020-02-00
Type: Journal Articles
Subjects: Gender Differences,Age Differences,Learning Strategies,Second Language Learning,English (Second Language),Junior High School Students,High School Students,Foreign Countries,Student Motivation,Preferences

In learning English as a foreign language, language learning strategies (LLS) is undoubtedly important. Therefore, most language learners need to employ LLS in learning language effectively. However, LLS have a uniqueness that is each learner may employ LLS differently and it usually depends on some factors. The factors which usually affect LLS preferences among others are motivation, socioeconomic status, parental support, age, gender, etc. This current study tries to explore this phenomenon by administering the Strategy Inventory for Language Learning (SILL) to 118 participants, consisted of 66 junior high school students and 52 senior high school students in Paciran, East Java. It is used for measuring the strategies that were used by the language learners in learning English. An interview was also administered, to collect, the information which could not be obtained through the SILL. The results indicated that there was no significant difference between male and female students in LLS preferences, but there was a statistically significant difference between younger and older learners in employing LLS for the young learners tended to use LLS more frequently than the older. Therefore, it can be strongly assumed that the age factor is more important than the gender factor in terms of LLS preferences, because the study showed that both male and female language learners tend to employ LLS at the same frequency level.
An Analysis of Learning Styles and Learning Strategies Used by a Successful Language Learner
Author: Salam, Urai
Date: 2020-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Measures (Individuals),Learning Strategies,Cognitive Style,College Students,Notetaking,Reading Processes,Language Skills,Student Attitudes

This study aimed to describe major learning styles and learning strategies used by a research subject from four years of a college student of English Education Study Program. It was a qualitative study and conducted through a case study design. The subject was a successful four years college student. The data was collected through questionnaires, interviews, and documents. Two questionnaires were administered, Perceptual Learning Style Preferences Questionnaire (PLSPQ) to determine the student learning style preferences, whereas, Strategy Inventory for Language Learning (SILL) to determine the student learning strategies. A semi-structured interview was applied to gain the primary data, while, the document was provided to support it. The results revealed that the successful language learner performed two major learning styles proposed by Reid (1984), i.e. visual, in which the subject learns best by reading and taking notes; and the individual, in which the subject learns better individually. Subsequently, the subject uses two major learning strategies proposed by Oxford (1990). The first learning strategy is the cognitive strategy includes practicing along with receiving and sending messages. The second strategy is the compensation strategy includes guessing intelligently in listening and reading and overcoming limitations in speaking and writing.
An Investigation of the Impact of Concurrent Group Dynamic Assessment on EFL Learners&apos; Achievement of Phrasal Verbs at Productive Level
Author: Moghadam, Fatemeh Sadat Alavi
Date: 2020-06-00
Type: Journal Articles
Subjects: Phrase Structure,English (Second Language),Second Language Instruction,Second Language Learning,Verbs,Language Proficiency,Language Tests,Pretests Posttests,Comparative Analysis,Teaching Methods,Foreign Countries

The present study aimed at investigating the impact of the concurrent group dynamic assessment on the learning of phrasal verbs at a productive level. The participants of the study were 30 EFL learners at an intermediate level of language proficiency. The participants' productive knowledge of the phrasal verbs was measured before and after the treatment through a researcher-made test including 80 items. For the purpose of the study, paired and independent samples t-test were utilized. Results of statistical analyses indicated that concurrent group dynamic assessment was significantly effective in the achievement of phrasal verbs at a productive level. Moreover, it was found that no significant difference existed in the concurrent group dynamic assessment in terms of the achievement of phrasal verbs at a productive level.
Causes of Girls Drop out from Primary Schools in Tehsil Bahrain District Swat, KPK Pakistan
Author: Bibi, Aqsa
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Dropout Research,Dropouts,Foreign Countries,Poverty,Child Labor,Cultural Influences,Elementary School Students,Individual Characteristics,Student Attitudes

Getting education is very important for both boys and girls. However, there are female children who do not complete school cycle and leave school before its completion which is one of the concerning issues for the Ministry of Education in Pakistan. To know why these girls drop out of school, the study provides some brief information on it. To get information on the above issue, structured interviews were used. The study was conducted in 4 Girls primary schools of Tehsil Bahrain district SWAT. Data was collected from sample of 80 respondents, in which (11 dropout girls from Govt Girls Primary School Madyan Swat, 16 from Govt Girls Primary School Ayeen Swat, 22 dropout girls from Girls Primary School Darolai Swat, 3 dropout girls from Girls Primary School Jail Bahrain Swat. 20 mothers of the dropout students and 8 teachers. After collecting information, some of the main causes for the dropout were found as work to earn some money for support of family (poverty), moving from one place to another, culture of the village, punishment, teachers' behavior, long distance from house to school and lack of text books and facilities. By looking to the findings of the study, there is a need of other researches in the area.
Promote Interculturalism, Leadership Communication, and Professionalism in Your Students: Success with a Corporate Communication Certificate
Author: Carnes, Lana W.
Date: 2016-04-00
Type: Journal Articles
Subjects: Professionalism,Business Administration Education,Intercultural Communication,Leadership Training,Employment Potential,Work Environment,International Trade,Personality Traits,Business Communication,Cultural Awareness,Certification,Feedback (Response),Universities,Outcomes of Education,Program Effectiveness,Teaching Methods

Business educators share a common interest in encouraging their students to improve intercultural, leadership communication, and professionalism skills to enable and promote increased fulfilment, character development, and advancement toward graduation, in addition to improving student employability after graduation. While career success depends on the standards and knowledge of character and behavioral traits, much more than on technical knowledge, these attributes define the qualities desired across various professions (Barnhart, 2013) in these three areas. For example, Holmes (2015) found that the values and communication rules of discourse systems may be different from that which is expected in the international workplace. A Certificate in Corporate Communication promotes the skillsets for interculturalism, leadership communication, and professionalism. With the positive feedback already received from several entities, including business executives; the student success of relevant development of skillsets for any business or non-business major; and the opportunity to showcase the communication courses to all students and programs at the University, the Certificate of Corporate Communication has already proven its success.
Critical Reflections and Recommendations Derived from Providing over 20,000 Hours of Practicum Industry Placements for Tertiary Students in Exercise Science, Sport and Fitness
Author: Walsh, Joe
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Physical Fitness,College Students,Mentors,Vocational Education,Foreign Countries,Workplace Learning,Practicum Supervision,Individual Differences,Knowledge Level,Student Employment,Job Placement

More than 30 of the 43 universities in Australia offer an exercise science and/or sport science degree programs. In the Vocational Education and Training (VET) sector, more than 160 Registered Training Organisations offer Australian Government approved fitness training courses. The paper is a self-reflective exercise based upon mentoring placement students from multiple registered course providers from the VET sector fitness strand. Combined with reflection on apparently healthy general population hours for placement students from six Sydney city and one regional New South Wales based universities this represented evaluation of more than 200 students and more than 20,000 placement supervision hours. This observation was based upon student placements conducted over the previous seven years, though a significant proportion of the students surveilled were from the previous 36 months. A number of recommendations were developed that may be relevant not just for health, fitness and exercise and sport science courses, but also may be relevant to industry mentorship across a range of fields.
Strengthening Tertiary Students&apos; Writing Skills through T.R.E.N.D. Model
Author: Pek, Lim Seong
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Strategies,English (Second Language),Second Language Learning,Undergraduate Students,Foreign Countries,Self Efficacy,Language Proficiency,Writing Processes,Writing Improvement,Writing Skills,Writing Workshops,Program Effectiveness

Writing has always been subjected as a difficult task for students taking English language subjects during their first two semesters studying in tertiary education. For these students, writing a composition has been a task they would prefer to avoid doing. One of many reasons is the inability to first generate and organize their ideas for writing tasks. Besides, they faced difficulty in expressing themselves fluently or being able to write sentences that are grammatically correct in the target language. Realizing the importance of writing skills among undergraduates in the tertiary education, a study was carried out on 200 undergraduates who attended a day Malaysian University English Test (MUET) workshop to examine students' writing ability through a proposed model of Transferring, Restructuring, Engaging, Negotiating and Documenting (T.R.E.N.D.). The findings had shown significant improvement in learners' writing in term of coherency and the development of ideas after the workshop. As a whole, the use of T.R.E.N.D. Model had helped to improve students' writing ability in terms of not only language proficiency, but also their level of confidence.
Insiders&apos; Perspectives on Project Based Learning: A Comparison of US and Israeli Approaches
Author: Tamir, Sharon
Date: 2016-04-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Teaching Methods,Comparative Education,Foreign Countries,High School Students,Student Attitudes,Learning Experience,Education Work Relationship,Work Environment,Teacher Attitudes,High School Teachers,Small Businesses,Business Administration Education,Career Readiness

High school students and teachers in two countries (US and Israel) were interviewed to ascertain their perspectives about their Project Based Learning (PBL) experiences. Perspectives were evaluated to determine to what degree PBL approaches were based on the eight essential elements of PBL and whether PBL courses contributed effectively to workplace preparedness. Differences between teachers and students and between countries were identified. Results revealed that PBL programs incorporating the eight essential elements are more effective in preparing students to enter today's work environment. Students perceive stronger benefits from their PBL experiences than teachers perceive. Additionally, the perspectives of Israeli teachers and students were more similar to each other than the perspectives of US teachers and students.
Designing a MOOC to Foster Critical Thinking and Its Application in Business Education
Author: Zimmerman, Claudia
Date: 2017-04-00
Type: Journal Articles
Subjects: Online Courses,Critical Thinking,Business Administration Education,21st Century Skills,Electronic Learning,Models,Foreign Countries,Educational Environment

This paper provides a didactical model for Massive Open Online Courses (MOOCs) to support the acquisition of 21st century skills such as critical thinking. For this purpose, the didactic triangle as a model of teaching and learning is extended to allow for the consideration of experts, resources, literacy and an all-encompassing learning space when designing digital learning settings. The &quot;Dr. Internet&quot; MOOC is presented as a case study for the proposed didactic model. Preliminary results from the evaluation of this MOOC indicated that the setting had met with reasonable acceptance from the participants. Based on these findings, we argue for a more extensive introduction of digital learning settings with an output-oriented approach to foster the acquisition of skills rather than simply knowledge.
Learning Competence: The Ability to Develop Competences Independently as Success Factor for Employees
Author: Sorko, Sabrina Romina
Date: 2017-04-00
Type: Journal Articles
Subjects: Competence,Employers,Employees,Employee Attitudes,Employment Qualifications,Job Skills,Independent Study,Constructivism (Learning),Foreign Countries,Teaching Methods,Group Instruction,Conventional Instruction,Integrated Learning Systems,Educational Technology,Technology Uses in Education,On the Job Training

Continuous improvement are important for every company and hence also for employees. Depending on the field, being state of the art is an important issue (f.e. due to security reasons and regulations). In such cases, it is necessary that employees are proactive in training their competences and therefore ideally act independently. Not only regarding those sectors, continuous improvement is important, but also regarding personal development and career opportunities, the ability to learn and qualify one's self independently is a key factor. This paper deals with the question of how learning competence could be defined and what advantages it entail for employers and employees. Therefore, a study was conducted, which shows the employee perspective on the topic. The results are furthermore compared to various other studies as well as current literature.
An Examination of the Authorship of Publicly Available NBEA and ISBE International Business Education Journal Articles, 2001-2015
Author: Blaszczynski, Carol
Date: 2016-04-00
Type: Journal Articles
Subjects: Authors,Content Analysis,Journal Articles,Business Education,Business Administration Education,Global Approach,Access to Information,Foreign Countries,Collaborative Writing

This study of the two NBEA and ISBE international business education journals, the &quot;International Journal for Business Education&quot; and the &quot;Journal for Global Business Education,&quot; examined the accessibility of the journals and the authorship characteristics of publicly available articles published in the journals between 2001 and 2015. Over 55% of the articles published in both journals were multiple authorship efforts, with inter-institutional collaborations constituting the greatest number of collaborations. Author rankings as well as adjusted authorship rankings were calculated for the two journals.
Graduate Expectations and Experiences: Business Degrees Delivered through Vocational and Academic Partnership
Author: Richardson, Peter
Date: 2016-04-00
Type: Journal Articles
Subjects: Case Studies,Business Administration Education,Universities,Vocational Education,Institutional Cooperation,College Credits,Program Descriptions,Graduates,Student Attitudes,Expectation,Student Adjustment,Academic Degrees,Employment Opportunities,Outcomes of Education,Educational Experience,Skill Development,Knowledge Level,Gender Differences,Age Differences,Employment Qualifications,Foreign Countries

Non-traditional ways of achieving a business qualification are becoming more common and popular internationally. In this case study from New Zealand, a joint delivery model including full credit between two higher education institutions, a vocational-based polytechnic and a traditional university, shows the strong foundations that can be built to assist a diverse student group moving into higher levels of study. A representative sample of graduates (2009-2014) from the New Zealand Diploma in Business taught at a polytechnic who then progressed to a business or management degree with a partner university were surveyed to gauge student expectations and experiences of both study environments. In particular, the survey focused on how the diploma programme assists the students in transitioning from a vocational based introductory programme to an academic business degree. Graduates' employment outcomes were then compared to their initial enrolment expectations and key contributors to success were identified. The paper describes the findings from the study and discusses the implications for those who are managing and teaching the qualifications at both levels. The overall purpose of the inquiry is to ensure that the quality of the student experience is enhanced and the teaching and learning delivery options offered through this inter-institutional approach are aligned to the needs and expectations of the learners. Of particular interest are the comments from students around both content knowledge and skills generated through their studies that have directly contributed to their current work role and the connection they make between the polytechnic and university experience and their longer term career aspirations. Key skills graduates gained as outcomes of the NZ Diploma in Business qualification were identified relative to their current employment. Other findings discussed include: Maori graduates are less likely to be employed and less likely to continue on to degree studies. Male graduates are less likely to use the diploma skills in their employment. Lower age group students rate the diploma more highly for preparing them for degree studies and in assisting them with completion of their degree than do mature students.
The Journey from Reflection on Practice to Research Informed Practice: The Contribution of MA Practitioner Research
Author: Pratt, Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Teacher Education Programs,Apprenticeships,Mentors,Teacher Competencies,Faculty Development,Blended Learning,Curriculum Design,Beginning Teachers,Teacher Researchers,Action Research

This paper examines how one higher education institute (HEI) in the Northwest of England has devised and developed an innovative Master of Arts (MA) in Education practice with a curriculum designed to meet the needs of newly and recently qualified teachers. The research considers that in the early stages of initial teacher education (ITE), learning to teach may involve an apprenticeship model where the teacher educator must model learning, teaching and assessment strategies and inspire their mentees to find out those that will work for them through models of reflection and policy in practice. Later, successful teachers must be able to choose and critically evaluate strategies and pedagogies for themselves, a defining factor in the design of the programme and curriculum. Emerging from a course review, we consider evidence based practice and practitioner research through a progression route (MA) from ITE. Furthermore we determine that the research focus of early career teachers in this context enables research at a personal level for professional development of emerging and focused targets for context dependent research. This paper concludes that the current programme does indeed meet serving teachers' needs, and represents the move from reflection on practice to research informed practice evident through a consideration of the contemporary issues facing beginning teachers and their foci of study. This research also informs how we develop our recruitment strategy and next steps for the future to encourage a more sustained approach to research as teachers. It highlights clear steps for taking this research further and tracking beginning teachers' research journey over time.