ethanporcaro/eric-fulltext-meta huggingface dataset:
My Many Selves Are Still Me: Motivation and Multilingualism
Author: Thompson, Amy S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Multilingualism,Self Concept,Second Language Learning,Second Language Instruction,Russian,Native Language,Learning Motivation,Student Motivation,Teaching Methods,Language Usage,Bilingualism,Spanish,Student Attitudes,Language Attitudes,Autobiographies

Two concepts of multilingualism that relate to the selves aspect of Dörnyei's (2009) L2 motivational self system (L2MSS) are highlighted in this article: Thompson's concept of &quot;perceived positive language interaction&quot; (PPLI) and Henry's notion of the &quot;ideal multilingual self.&quot; With the dynamic model of multilingualism informing both concepts (Herdina &amp; Jessner, 2002; Jessner, 2006, 2008), the intangible advantage that multilingual speakers have over monolingual speakers is clearly articulated in the discussion of this topic. The interconnectivity of language systems is an inherent aspect of the DMM; as such, both Thompson with PPLI and Henry with the ideal multilingual self incorporate the DMM as a framework to indicate the fluid nature of these constructs as additional language learning experiences are added to the system over time. This article further explores the dynamicity of multilingual learners' language systems and the influences that induce change. Specifically, data from Thompson's (2017b) study on LOTE learners are reexamined to explore this question. Additionally, excerpts from Natasha Lvovich's (1997) &quot;The Multilingual Self,&quot; an autobiography of an L1 Russian speaker, are analyzed to present different possible models of incorporating the multilingual self and PPLI. The article ends with a discussion of an inherently multilingual context, as well as thoughts regarding the possibility of different types of future selves.
Foreign Language Teachers&apos; Attitudes toward Written Recall Protocol as a Practice of Reading Comprehension Assessment
Author: Boyte, Kenneth J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Recall (Psychology),Teaching Methods,Best Practices,Literacy Education,Military Personnel,Job Performance,Armed Forces,Alternative Assessment,Writing (Composition),Linguistics,Instructional Innovation,Reading Comprehension,Reading Tests,Language Teachers,Korean,Teacher Attitudes,Cloze Procedure,Multiple Choice Tests,Test Items,Error Correction

As part of an international effort to develop theory and best practices for teaching languages, the U.S. military has, since the American Revolution, been a leading supporter of literacy education to improve the job performance of soldiers. One important aspect of literacy education today--which continues to be a priority for government agencies, private industry, and public school teachers--involves the development of tools to more accurately measure reading skills. This study highlights an alternative assessment framework known as immediate written recall protocols, currently being used by at least one U.S. government facility dedicated to training military linguists and known for implementing pedagogical innovations. The study explored the beliefs and assessment practices of foreign language teachers at this school regarding their use of traditional item types and immediate written recall protocols, which require students to produce written responses to summarize main ideas and to identify details in texts immediately after reading. Using a questionnaire and a follow-up procedure, this mixed-methods study found that properly trained foreign language instructors believe that immediate written recall protocols are superior to traditional item types because the alternative assessment framework can provide insight into comprehension breakdowns and thus more directly inform corrective instruction.
Filipino ESL Learners&apos; Attitudes toward Cooperative Learning and Their Relationship to Reading Comprehension
Author: Gonzales, Wilkinson Daniel Wong
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Grade 8,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Questionnaires,Correlation,Statistical Analysis,Qualitative Research,Reading Comprehension,Reading Tests,Scores,Foreign Countries,Teaching Methods,Interviews

Departing from Gonzales and Torres' (2015) quantitative quasi-experimental study on the effectiveness of cooperative learning (CL) on Grade 8 students in a private school in Manila, the present study attempts to uncover possible findings in the affective dimension through a 25-item survey questionnaire that quantitatively gauges the Grade 8 Filipino ESL learners' attitudes towards CL. The effectiveness of the approach was further assessed by correlating the attitudes with reading comprehension test scores in Gonzales and Torres' (2015) study. Adopting both quantitative and qualitative approaches, it was discovered that, despite certain reservations, the Grade 8 learners had positive attitudes towards CL. In addition, findings indicate a very weak positive relationship between learner CL attitudes and reading comprehension. The current study has implications not only limited to Philippine ESL classrooms, but also to ESL classrooms around the world.
Beliefs and Practices Regarding Intercultural Competence among Chinese Teachers of English: A Case Study
Author: Tian, Jie
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Foreign Countries,Teaching Methods,State Universities,College Faculty,Affective Behavior,Intercultural Communication,Communicative Competence (Languages)

This study aims to increase the understanding of how Chinese EFL teachers view intercultural competence (IC) and how their beliefs might influence their teaching practices. Qualitative methodology was employed to examine the class observation and interview data collected from a sample of 11 teachers working at a large public university in eastern China. The findings of this study suggest that the participating teachers' perceived IC as involving behavioral, cognitive, affective, and symbolic aspects. Although most of the teachers recognize the importance of IC in their teaching, the intercultural dimensions of teaching have not yet become a regular focus in their actual classes.
Taiwanese College Teachers of English as Cultural Mediators
Author: Hung, Yu-Ju
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Teachers,English Teachers,English (Second Language),Second Language Instruction,Teacher Role,Communication Skills,Teaching Methods,Cultural Awareness,Interpersonal Communication,Teacher Student Relationship,College Faculty

In light of the discrepancies between theories, primarily developed in English-as-a-Second-Language (ESL) contexts, and classroom practice, situated in the Taiwanese English-as-a-Foreign-Language (EFL) context, this study employed curriculum implementation theory as a framework for investigating how local college teachers of English perceived their experiences of adapting communicative method-based teaching in Taiwanese classrooms. A preliminary survey of 71 English teachers who earned their degrees abroad and were familiar with both local and ESL contexts showed they practiced this approach to various degrees, implying adaptation in response to local expectations and needs. A follow-up interview of 20 instructors confirmed that, in addition to students' English proficiency levels, the traditional ways of learning and expectations of teachers' roles in the sociocultural context affected their willingness to engage in communicative activities. The results emphasize the importance of teachers acting as cultural mediators to build teacher-student rapport, lower students' psychological barriers, and construct a socioculturally appropriate environment for communicative teaching.
Participant Perceptions of the Faculty Development Educational Research Series
Author: Dalgarno, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Teacher Attitudes,Teacher Participation,Scholarship,Instruction,Learning,Program Effectiveness,Foreign Countries,Constructivism (Learning),Interdisciplinary Approach,Graduate Students,School Personnel,Individual Development,Workshops

Interest in the Scholarship of Teaching and Learning (SoTL) is driven in part by the need to provide systematic academic development for faculty anchored in evidence-based practice such as the introduction of quality assurance frameworks. This article reports on a mixed-method evaluation of one institution's grassroots multidisciplinary faculty development program, called the Educational Research Series, to determine if it met the needs of its faculty, graduate student, and staff participants. Conducted at one mid-sized university in southern Ontario and framed, as was the program design and implementation, by both adult learning theory and constructivism, the evaluation collected data from session exit surveys, attendee interviews, and facilitator focus groups. The data analysis revealed that reasons for participating included increasing levels of understanding, receiving individual support, and learning about colleagues' research interests. The major strengths of the program included individual learning, resources, facilitator expertise, interactive sessions, and the multidisciplinary focus. The main challenges centered on depth versus breadth of the sessions, time, and educational language and theory. Participants recommended additional resources, communication among facilitators, institutional recognition, and increased depth of content. As a result of this evaluation, an Advanced Educational Research Series is being offered at the institution. This article will inform other institutions wishing to build SoTL as a field within their institutions.
PRAXIS: Open Educational Practices and Open Science to Face the Challenges of Critical Educational Action Research
Author: Czerwonogora, Ada
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Action Research,Communities of Practice,Public Colleges,Foreign Countries,Critical Theory,College Faculty,Technology Integration,Transformative Learning,Educational Innovation,Reflective Teaching,Social Networks,Scientific Research,Teacher Education,Educational Research,Research Projects

The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital technologies in a meaningful way into teaching. The approach was based on Open Science (OS) and Open Educational Practices (OEP) as foundational frameworks to face the challenges of critical Educational Action Research. Key findings of the project emphasise the impact of PRAXIS framework combining OEP, OS, and academic PLC, as well as collaborative and participatory technologies for the transformation of teaching and educational research practices.
The 4M Framework as Analytic Lens for SoTL&apos;s Impact: A Study of Seven Scholars
Author: Simmons, Nicola
Date: 2020-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Postsecondary Education,Higher Education,College Faculty,Educational Research,Research Methodology,Teacher Attitudes,Teacher Role,Departments

The Scholarship of Teaching and Learning (SoTL) encompasses research on postsecondary teaching and learning across all disciplines. Why do scholars engage in the study of teaching and learning? What supports and challenges do they encounter? What is the impact of SoTL? Using a micro-meso-macro-mega (4M) framework, I explore these questions in interviews with seven SoTL scholars from various disciplines in one institution. Primarily, this article provides a case study illustration of the use of the micro-meso-macro-mega framework to explore SoTL. In addition to exploring participants' reflections vis-à-vis the four levels, I reflect on possible connections to motivation theory as a lens for themes arising from the participants' accounts of supports and barriers and the impact of their SoTL work.
Toward a Critical Approach for OER: A Case Study in Removing the &apos;Big Five&apos; from OER Creation
Author: Joseph, Kris
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Computer Software,Critical Theory,Foreign Countries,Online Courses,Learning Modules

This paper examines the role of proprietary software in the production of open educational resources (OER). Using a single case study, the paper explores the implications of removing proprietary software from an OER project, with the aim of examining how complicated such a process is and whether removing such software meaningfully advances a critical approach to OER. The analysis reveals that software from the Big Five technology companies (Apple, Alphabet/Google, Amazon, Facebook and Microsoft) are deeply embedded in OER production and distribution, and that complete elimination of software or services from these companies is not feasible. The paper concludes by positing that simply rejecting Big Five technology introduces too many challenges to be justified on a pragmatic basis; however, it encourages OER creators to remain critical in their use of technology and continue to try to advance a critical approach to OER.
Duelling Identities in Refugees Learning through Open, Online Higher Education
Author: Brunton, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,Online Courses,College Students,Student Adjustment,Open Universities,Access to Education,Student Attitudes,Cultural Differences,Identification (Psychology),Foreign Countries,Student Needs,Adult Students

This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led, qualitative methodological framework grounded in discursive psychology. Findings indicate that participants' transition narratives are typical in many ways as they form student identities while managing their existing identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two duelling identities, between their identity as a refugee and their new identity as an online learner. Identification with the university was emphasised in contrast to disidentification with the 'asylum world'. These findings indicate that a strategically connected approach to supporting refugees transition into higher education can impact positively on these students.
Building Capabilities: Using MOOCs to Make Transitions in Work
Author: Small, Janet
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Adult Education,Adult Students,Foreign Countries,Workplace Learning,Career Change,Career Development,Skill Development,Open Education,Higher Education,Job Skills

Our research explores the experience of adults looking for flexible online learning opportunities that intersect with university study. We interviewed 58 people living in 14 African countries who have taken a Massive Open Online Course (MOOC) developed by the University of Cape Town. The interview data reveals diverse uses of MOOCs in workplace contexts. While only two of those we interviewed articulated a goal of making a career change, there were many more taking a MOOC for some form of self-development within their current profession. There were also cases where people had not yet identified a new career, but believed the knowledge and skills would support future transitions. Our intentions for exploring the expectations of MOOC takers regionally is to improve our understanding of how universities, following open practices, could support the educational aspirations of this audience through the provision of flexible online learning opportunities.
Establishing a MOOC Quality Assurance Framework -- A Case Study
Author: Poce, Antonella
Date: 2019-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Quality Assurance,Higher Education,Open Educational Resources,Scoring Rubrics,Peer Evaluation,Program Evaluation,Data Collection,Data Analysis,Partnerships in Education,Educational Quality,Program Effectiveness,Foreign Countries

The rapidly growing number of learning materials and repositories makes the issue of how to find the most relevant and best quality resources to be integrated in teaching and learning offers. Thus, effective quality assessment tools are more and more needed. In the present paper, a case-study focusing on quality assurance in a Virtual Mobility (VM) international project is presented. VM stands for ICT supported activities, organized at higher institutional level, that makes possible or facilitate international, collaborative experiences in a context of teaching and/or learning. Different approaches were combined to ensure the quality of a specific MOOC and the OERs created to promote VM. Three main macro-indicators were identified for OERs evaluation: 1. Quality, 2. Appropriateness, and 3. Technical aspects. Each project partner was invited to search, select and peer-assess OERs related to the skills necessary to be engaged in VM. First results of the peer-review activity and future directions to ensure OpenVM OERs and MOOC quality are presented.
Assessing the Impact of &quot;Open Pedagogy&quot; on Student Skills Mastery in First-Year Composition
Author: Bloom, Matthew
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Skill Development,Mastery Learning,Instructional Effectiveness,Freshman Composition,Community Colleges,Two Year College Students,Student Attitudes,English Instruction,Writing Assignments

This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given &quot;open&quot; assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the impact on student skills mastery yielded no statistically significant differences in performance between the student groups, which suggests that there may be no harm in shifting away from the traditional &quot;disposable&quot; assignment.
Questioning the Impact of Impact: Evaluating Community-Campus Engagement as Contextual, Relational, and Process Based
Author: Levkoe, Charles Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,School Community Relationship,Evaluation Methods,Program Evaluation,Service Learning,Foreign Countries,Food,Cooperative Programs,Knowledge Management,Social Change

As community-campus engagement (CCE) continues to gain momentum, impact has increasingly been evaluated through qualitative measurements rooted in community-based perspectives. However, for CCE to have meaningful impact, it must challenge dominant power structures and work to create equitable relationships. This article explores efforts to better understand and evaluate the impacts of CCE. Based in our research on 12 place-based CCE projects that aimed to support food sovereignty in Canada, the findings highlight how evaluating impact needs to be contextual, relational, and process-based with a focus on how CCE contributes to or hinders broader social change. Two additional themes supporting increased impact also emerged: the development of collaborative knowledge and actions; and, building networks of CCE communities of practice. The research also identified the limitations of evaluating CCE impact when measurements are pre-determined, top down, and are not rooted in community needs and perspectives. While we believe that evaluating impact can be a meaningful and important process, it is necessary to challenge assumptions that measuring impact is always desirable or possible.
Understanding the Dynamics of Co-Creation of Knowledge: A Paradigm Shift to a Complexity Science Approach to Evaluation of Community-Campus Engagement
Author: Nelson, Connie
Date: 2020-00-00
Type: Journal Articles
Subjects: School Community Relationship,Models,College Students,College Faculty,Teacher Student Relationship,Program Evaluation,Systems Approach,Context Effect,Learning Processes,Scientific Concepts,Interdisciplinary Approach,Networks

Community-campus engagement (CCE) offers transformative opportunities for collaborative knowledge creation. Over the last few decades, thoughtful energy has gone into identifying the parts of a CCE and then developing tools to study these parts, with discrete focus on community groups, students, and faculty. Bringing a complexity science approach to CCE evaluation can amplify our understanding by capturing the dynamic nature of collaborative interactions that occur between faculty and students and their relationship with community organizations and groups. Our article begins by introducing key features of a complexity science approach that are well suited to address the evaluation of CCE initiatives. We then position CCE within this approach and discuss how key features of complex systems can operate in the context of CCE. These features include a focus on context and initial conditions, dynamic interactions of adaptation and learning that are nested at different scales, and outcomes that emerge and self-organize in unexpected and nonlinear ways. We draw upon the contextual fluidity (CF) practice model that provides a bridge between abstract concepts of complexity science and the very practical world of community engagement. With awareness of context, dynamic interactions, and emergent outcomes, we propose questions that those evaluating CCE may want to consider.
Open Pedagogy through Community-Directed, Student-Led Partnerships: Establishing CURE (Community-University Research Exchange) at Temple University Libraries
Author: Nizami, Urooj
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Libraries,Open Education,Community Organizations,Universities,School Community Programs,Research,Social Justice,Undergraduate Students,Program Implementation,Service Learning

This paper reports on the establishment of an open pedagogy initiative between community organisations and students, facilitated by the Temple University Libraries (TUL) and faculty in the Philadelphia area. The Community-University Research Exchange (CURE) produces community-driven social justice research. Library facilitators solicit research questions and project proposals from grassroots community organisations who experience social and economic marginalisation, limiting or even disallowing the access to information that is vital to innovating the services organisations provide. Students select from a bank of research projects, developed by community organisations, identifying issues that they wish to investigate, skillsets they hope to master, or organisations for whom they hope to contribute their intellectual labour. This project facilitates community organisations' direction and autonomy in promoting beneficial research objectives. It also foregrounds students as the directors of their own knowledge output and learning. This project is modeled after the Quebec Public Interest Research Group's (QPIRG) programme.