ethanporcaro/eric-fulltext-meta huggingface dataset:
A Structural Model on the Role of Perceived Multi-Dimensional Social Support in Attitudinal Variables
Author: Demir, Selcuk
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Support Groups,Correlation,Structural Equation Models,Stress Variables,Job Satisfaction,Life Satisfaction

This research employs survey-based correlational model. This study has been carried out to reveal the relationships among perceived multi-dimensional social support and satisfaction with life, job satisfaction and job stress. The research data were gathered from 355 teachers working at schools in Hatay city in 2018-2019 academic year. Data were achieved by &quot;Perceived Multi-Dimensional Social Support Scale&quot;, &quot;Job Satisfaction&quot;, &quot;Job Stress&quot; and &quot;Satisfaction with Life&quot;. The relationships between multidimensional social support and job satisfaction, job stress and satisfaction with life have been determined in the measurement model. Structural equation model shows that perceived social support has a positive impact on teachers' job satisfaction and satisfaction with life, in reverse, a negative impact on teachers' job stress. Besides this, perceived social support positively affects teachers' satisfaction with life through the partial mediation effects of job satisfaction and job stress. It has been concluded in this study that increasing perceived social support is an effective strategy for increasing job and life satisfaction and decreasing stress of teachers.
The Reasons of Job Alienation among the Faculty Members of Hebron &amp; Al-Quds Universities
Author: Saa, Jafar W. Abu
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Job Satisfaction,Alienation,Teacher Attitudes,Teacher Administrator Relationship,Incentives

The present study aimes to identify the reasons behind experiencing job alienation by the faculty members at Hebron &amp; Al-Quds universities. It was conducted during the second semester of the academic year (2017/2018). The study's population involves all the faculty members who work at Hebron &amp; Al-Quds universities (i.e. 446 faculty members). The study's sample consists of (200) faculty members. Those members were selected through using the random stratified sampling method. The study's instrument was developed by the researchers, and It is represented in a questionnaire. The questionnaire seeks to identify the reasons behind experiencing job alienation by the faculty members at Hebron &amp; Al-Quds universities. It consists of (20) statements. These statements address two types of reasons; a)- reasons that are related to the university management &amp; b)- reasons that are related to the work colleagues. The researchers checked the validity of questionnaire, and they measured the reliability of the questionnaire through using the relevant statistical methods. It was found that the statements that concern the examined reasons show moderate means. In addition, it was found that there is not any statistically significant difference between the respondents' attitudes which can be attributed to the university.
Developing as a Student Peer Reviewer: Enhancing Students&apos; Graduate Attributes of Producing Evaluative Judgements and Oral Feedback Communication
Author: Simpson, Rachel
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,College Freshmen,Placement,Action Research,Formative Evaluation,Task Analysis,Student Attitudes,Sustainability,Oral Language,Communication Skills,Metacognition,Teacher Education Programs,Teaching Skills,Feedback (Response),Barriers,Foreign Countries

This research paper explores the processes and outcomes of a peer review system which was introduced to 74 first-year students on a BA Education programme in 2016-17. In this one-year action research study, students completed a series of tasks linked to both their academic work and professional teaching placements. The scaffolded nature of these tasks aimed to develop the students' skills, knowledge and confidence as novice peer reviewers. The students' task responses, written reflections of the peer review process and interviews were analysed, to explore the potential value of producing and giving formative feedback to peers. The sustainability of peer review was considered when peer review moved into the students' professional context. This considered how becoming peer reviewers helped students to develop two graduate attributes - forming evaluative judgements based on an understanding of quality and being able to communicate feedback orally - and the influence of these qualities on students' development of self-regulation. The students' challenges in engaging in the peer review process were also considered.
Student Peer Assessment Using Adaptive Comparative Judgment: Grading Accuracy versus Quality of Feedback
Author: Demonacos, Constantinos
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation,Peer Evaluation,Grading,Accuracy,Feedback (Response),Summative Evaluation,Evaluative Thinking,College Students,Pharmaceutical Education,Judges,Evaluation Methods

In this study we explored the potential of adaptive comparative judgement (ACJ) as a medium for peer assessment and for the giving and receiving of peer feedback. ACJ is a marking protocol in which the assessor (or judge) merely compares two answers and chooses a winner. Repeated judgements and a suitable sorting algorithm allow marks to be derived from a rank order of scripts. Feedback can be added to each script. In this case study (a 500 word report in year 3 of a pharmacy programme) each student gave feedback to 10 others and the overall feedback standard was high, but, as judges, students were inconsistent with one another and with staff assessment. This contrasts with a previous exercise, in which a robust assessment was achieved but feedback was less good. A hierarchical marking scheme and explicit feedback guidelines may be key to optimising ACJ-based student peer assessment.
&apos;Language Students as Critical Users of Google Translate&apos;: Pitfalls and Possibilities
Author: Valijärvi, Riitta-Liisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Computer Software,Finno Ugric Languages,Hungarian,Second Languages,Student Attitudes,Computational Linguistics,Morphology (Languages),Second Language Learning,Second Language Instruction,College Students,Teaching Methods,Dictionaries,Problem Solving,Error Correction,Error Analysis (Language),Essays,Writing (Composition),Action Research,Instructional Improvement,Language Skills,Writing Instruction

We propose ways of incorporating Google Translate into the teaching of Finnish and Hungarian in a higher education setting at different skill levels. The task types tested in our study were: analytical tasks (dictionary-like exercise, word-building, part-of-word identification), discovery method tasks (elicitation, problem solving), and awareness raising tasks (error correction, text-level error analysis, guided essay writing in the target language). Students were interviewed about their experience as users of Google Translate and the usefulness of the exercises conducted in class. In line with the principles of action research, the survey results enabled the practitioners to reflect on and improve the teaching of two morphologically complex languages, Finnish and Hungarian, and optimise the ways in which Google Translate is used in the language classroom. With the development of their Finnish and Hungarian language skills, students become more critical, and more competent, users of online translation tools as well.
Supporting Students&apos; Development of Self-Regulated Learning Using a Diagnostic Questionnaire Tool
Author: Lawson, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Independent Study,Learning Strategies,Questionnaires,Diagnostic Tests,Undergraduate Students,Foreign Countries,Student Improvement,Student Attitudes,Study Habits,College Preparation,Self Evaluation (Individuals),Student Needs,Needs Assessment

This paper provides an evaluative report on the use of a questionnaire as a diagnostic tool to support undergraduate students' development of self-regulated learning. The diagnostic tool to be used is the Motivated Strategies for Learning Questionnaire (MSLQ). A considerable body of research highlights the significance of self-regulated learning to support student success. This study investigates my application of the MSLQ as a diagnostic tool to support twenty-three undergraduate participants, undertaking a three-year undergraduate professional education degree for practitioners supporting clinical surgery. The students were studying in a higher education institution in the North West of England. The intervention consisted of a presentation to the participants followed by their completion of an eighty-one-point questionnaire. On completion, the emergent data allowed each participant to be informed by tutors of relevant improvement strategies and the support available to them. A focus group generated data that provides insight into the efficacy of then intervention from the perspective of the students.
Developing Student Feedback Literacy Using Educational Technology and the Reflective Feedback Conversation
Author: Ducasse, Ana Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Formative Evaluation,Student Evaluation,Educational Technology,Written Language,Computer Mediated Communication,College Students,Second Language Learning,Spanish,Independent Study,Alignment (Education),Teacher Expectations of Students,Instructional Effectiveness,Student Attitudes,Writing Improvement,Revision (Written Composition),Student Role,Self Evaluation (Individuals),Progress Monitoring

While its importance for promoting learning is well-documented, feedback can only promote learning to the extent that it is acted on by learners. However, there is evidence that students often have difficulty understanding feedback or with knowing how to act on it and/or are not necessarily receptive to the feedback provided. These kinds of problems underscore the importance of including the learner perspective in any consideration of feedback practices. This paper describes an intervention which used the 'reflective feedback conversation' and educational technologies to provide written feedback to students in University level Spanish language classes. The aim of the study was to improve learner uptake of feedback, develop student agency and self-regulation, increase alignment between teacher and student goals and expectations, and encourage learners to take a more active role in feedback processes as well as reduce teacher workload. Participants were 50 students enrolled in their third semester (pre-intermediate) of a university-level Spanish program. Data included student questionnaires, interviews with the teacher and students (n=9) and documentation of feedback and responses to feedback across a 12-week semester. Questionnaire data were analysed using descriptive and inferential statistics while interview and documentation data were analysed using thematic content analysis. Despite issues with the technology, the findings demonstrate the potential of this approach for making feedback processes more efficient as well as for improving learning.
I Am Who You Say I Am: The Impact of Tutor Feedback on Pre-Service Teacher Identity
Author: Torres, JT
Date: 2019-00-00
Type: Journal Articles
Subjects: Tutors,Feedback (Response),Preservice Teachers,Professional Identity,Self Concept,Reflection,Writing Evaluation,Preservice Teacher Education,Writing Assignments,Discourse Analysis,Resistance (Psychology)

The following study situates feedback in two teacher education courses to explore the following research question: How do students rely on discursive features of feedback to reflect on and write their identities as future teachers? A total of 41 participants were recruited for the study. These participants are undergraduate students enrolled in their first year in the Teacher Education Program at a land grant institution in the Pacific Northwest. The courses in which these students are enrolled are writing intensive: both instructors are trained in the practice of personalized reflective feedback and assign many reflective writing assignments. A critical discourse analysis of student work was carried out by the researchers to explore traces of identity formation in response to instructor feedback. The results are presented as two distinct cases identified by the pseudonyms Roebuck and Roberta. The themes that emerged from the study are: (a) the use of deflection to resist reflection; (b) the performance of an &quot;expert&quot; identity to be recognized as proficient; and (c) the relational dialogism that most reliably leads to reflection. The results are discussed and contextualized so that future researchers and practitioners can carry the themes of this study forward into new contexts and situations.
Pre-Service Teachers&apos; Attitudes towards English Courses and Their Critical Thinking Skills
Author: Barin, Muzaffer
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Thinking Skills,English (Second Language),Critical Thinking,Student Attitudes,Measures (Individuals),Age Differences,Gender Differences,Teacher Education Programs,Departments,Second Language Learning,Second Language Instruction,Foreign Countries

The aim of the current research is to reveal the relationship between pre-service teachers' attitudes towards compulsory English courses and their critical thinking skills. The study also investigates the effect of the participants' age, gender and department on their attitudes towards compulsory English courses and their critical thinking skills. California Critical Thinking Disposition Inventory (CCTDI) and Attitude Scale towards English Classes (ASTEC) were used as data collection instruments. 159 pre-service teachers from different departments of a public university's faculty of education. The results showed that there is no significant relationship between the participants' age, gender and department and their CCTDI and ASTEC scores. According to the correlational analyses, it is found that there is no correlation between CCTDI and ASTEC scores of the participants. The results have been discussed under the light of relevant literature and implications are presented for further research and pedagogy.
Do Social Students Use Social Media More Often?
Author: Kesici, Ahmet
Date: 2019-04-00
Type: Journal Articles
Subjects: Social Media,High School Students,Personality Traits,Extraversion Introversion,Video Technology,Computer Software,Student Attitudes,Asynchronous Communication,Telecommunications,Handheld Devices,Interpersonal Communication,Learning Processes,Foreign Countries,Case Studies

This study was conducted to determine the change in the sociability levels of high school students depending on the frequency of their using social media and to investigate their social media uses. It employed a mixed-methods research design using both quantitative and qualitative methods together. The sociability levels of 352 students studying in Siirt in 2018 were determined through the &quot;Extraversion&quot; sub-dimension of the Big Five Inventory for this purpose. Accordingly, it was found out that the sociability points of the students differed significantly depending on the frequency of their Youtube, Instagram, and WhatsApp use, but not depending on the frequency of their Facebook use. In addition, the social media uses of the students were investigated with semi-structured interviews made with 27 students who were social and often used social media. In accordance with this aim, the participants were found to use Youtube for entertaining and learning, Instagram for communicating and entertaining, and WhatsApp for communicating. It was concluded in the interviews that the social media uses of the students who often used social media reflect their sociability traits.
Work Status of Alumni and Their Satisfaction on Selected Indicators in the School of Advanced Studies (SAS)
Author: Gonzales, Rosanna D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Employment Level,Alumni,Quality Assurance,Foreign Countries,Teaching Methods,College Graduates,Masters Degrees,Doctoral Degrees,Doctoral Programs,Masters Programs,Student Satisfaction,Job Satisfaction

Attending graduate and post-graduate school certainly can contribute to one's development and advancement. The School of Advanced Studies in the Philippines is one of the leading institutions that caters the academic needs of professionals and employees from different fields of specialization. Every year, it produces quality graduates who had satisfactorily completed all the set requirements of their respective degree programs. Tracer studies is an avenue towards quality assurance, it serves as a way of identifying the institution's strengths, weaknesses, opportunities, and threats. This study provided an information on Alumni's profile including employment status and reason for enrolling in the said school, extent of adequacy of skills learned and degree of satisfaction from experiences they earned while studying. It made use of the descriptive survey and appropriate statistical tool. Findings revealed that obtaining such degree is rewarding because the individual's professional value was increased hand in hand with the additional remuneration built within it and these are credited to the adequacy of skills they gained in the aspects of knowledge and technical, research, leadership, and; communication. Likewise, they received better service delivery along the learning environment particularly on teaching staff's knowledge, interaction, creativity, respect for students and delivery skills.
Integrating Digital Libraries into Distance Education: A Review of Models, Roles, and Strategies
Author: Owusu-Ansah, Christopher M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Electronic Libraries,Distance Education,Academic Libraries,Educational Technology,Technology Uses in Education,Library Role

This study examines ongoing efforts by academic libraries to integrate digital resources into distance education courses. The study adopts a conceptual approach and it is thematically focused on the concepts of distance education and digital libraries; academic library models in distance education; the role of digital libraries in distance education; and strategies for integrating digital libraries into distance education. Through a systematic literature review and thematic analysis of extant literature, the paper concludes that academic libraries must pragmatically integrate digital libraries into the distance education curriculum by highlighting the role of digital libraries in the academic community and her processes. In this way, digital libraries may not be perceived as just content providers, but as significant agents of transformative learning.
An Interlanguage Study of Thai EFL Learners&apos; Apology
Author: Chiravate, Boonjeera
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Interlanguage,Cultural Background,Native Speakers,Vignettes,Thai,English,Student Attitudes,Speech Acts,Pragmatics,Individual Differences,Teaching Methods,Intervention,Cultural Awareness,Foreign Countries,Comparative Analysis

Although a number of interlanguage studies on apologies have been conducted, there has been no study of apologies among Thai EFL learners that differentiates between learners with high and low levels of exposure to the target language. This study, differentiating between learners with high and low levels of exposure to the target language, addresses two research questions: (i) What are the similarities and differences between perception of offense context of Thai EFL learners and native speakers of English? (ii) What are the similarities and differences between apology strategies used by Thai EFL learners and native speakers of English? Data for the analysis came from a questionnaire consisting of 12 scenarios eliciting different offense contexts. The participants were divided into four groups: native speakers of English (NEs), native speakers of Thai (NTs), Thai EFL learners with high exposure to the target language (TEHs) and Thai EFL learners with low exposure to the target language (TELs). The results revealed that due to the influence of cultural background, the learners' perception of offense context was dissimilar to the NEs in certain respects. However, the investigation of apology strategies showed that compared to the TELs, the TEHs' apology strategies tended to be less influenced by their cultural background and more similar to the NEs'. Providing support for levels of exposure to the target language, as individual differences vary in L2 pragmatic development, the study sheds light on pedagogical intervention that may enhance learners' pragmatic competence.
Practice of College English Teaching Reform Based on Online Open Course
Author: Kong, Shan
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Online Courses,College Students,Teaching Methods,Course Descriptions,Vocational Education,Educational Change,Educational Trends,Student Evaluation,Foreign Countries,Instructional Materials,Educational Quality,Educational Improvement

Online open course has a significant impact on college English teaching, which brings about huge changes in college English teaching concepts, teaching modes, and teaching evaluations. This paper introduces and discusses the construction and application of college English online open course in a vocational college in China. And it also points out the clear goals of college English online open course in the future.
Reading Practices of EFL Students: A Survey of Kuwaiti College Students
Author: Chaudhry. Abdus Sattar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Electronic Publishing,Reading Comprehension,College Students,Student Attitudes,Reading Attitudes,Fiction,Clothing,Reading Processes,Academic Language,Reading Habits

Reading is important for students by contributing significantly to success in their studies and their career development. A questionnaire-based survey was conducted in the English Department of the College of Basic Education, Public Authority for Applied Education and Training (PAAET), in Kuwait. Based on 410 responses of EFL college students in Kuwait on their reading practices, it was found that students read mainly for entertainment, and reading does not appear to be a popular activity among students. Fiction, fashion, and best sellers were the three main types of reading, indicating that academic reading was not a priority. Only a small proportion of students used e-books. Most students perceived such features of e-books as their portability and ability to store more information as likely to attract more students to e-reading, and indicated that they would be attracted to reading e-books themselves if circumstances change. This indicates a good potential to promote e-reading among students if steps are taken to make e-books and e-readers available to them through libraries and academic institutions. E-reading is also expected to become more popular among students if it could be linked to academic reading, particularly to the availability of text books in e-format. Libraries in Kuwait should start more proactive program to promote e-books and e-reading among college and university students.