ethanporcaro/eric-fulltext-meta huggingface dataset:
Foreign Language Listening Comprehension and Listening Anxiety
Author: Chen, Shangwen
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Listening Comprehension,Listening Skills,Anxiety,Gender Differences,College Students,Foreign Countries

Listening comprehension plays a pivotal role in second language (L2) acquisition, but the process of listening is complex. L2 learners' listening ability is influenced by both cognitive and affective factors. Among the latter, anxiety is one of the most commonly studied variables in the field of education (Horwitz, 2001); however, its impact on learners' listening performance is inconsistent in previous research and there have been contradictory findings regarding whether anxiety levels differed significantly according to gender. To address these limitations, this study investigated the effect of gender and foreign language listening anxiety (FLLA) on listening comprehension among 187 university students in China. In addition, it explored whether there were significant differences in FLLA levels between genders. Data sources included the FLLA scale and the Oxford Online Listening Level Test to measure FLLA and L2 listening comprehension, respectively. Results from between-groups analysis of variance showed that listeners with low anxiety listened significantly better than listeners with moderate and high levels of anxiety. Gender differences were examined in two aspects of listening: listening comprehension and FLLA. Specifically, females performed better than males in listening comprehension, and females had a higher level of FLLA compared to males. These results provide implications for teaching L2 listening considering the role of anxiety and gender.
The Power of the Voice in Facilitating and Maintaining Online Presence in the Era of Zoom and Teams
Author: Cribb, Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Videoconferencing,Blended Learning,Teacher Participation,COVID-19,Pandemics,Auditory Perception,Audio Equipment,Teacher Student Relationship,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Online Courses,Rating Scales,Teaching Methods,Educational Change,Speech Communication

With the lockdowns of the COVID-19 pandemic and increasing popularity of videoconferencing software such as Zoom, the move to online and /or hybrid teaching has never been more rapid. With this change, however, maintaining presence in the classroom has become a great challenge simply because of the nature of online teaching. Presence is a teaching quality that enables the teacher to &quot;own the room&quot; and create an atmosphere of focus and inspiration. With the loss of face-to-face contact and the diminution of body language that online teaching entails, the teacher has to rely more and more on their own voice to hold presence in the class. While voice has always been an important tool in the teacher's expressive armoury, it takes on a more central role in online teaching and can be the only element that connects teachers to students. Yet many teachers still front classes where voice audio quality is severely restricted due in part to poor choice of microphone and setups on their behalf. In this article I will discuss the notion of presence in online classrooms with regard to voice, and show how teachers can maintain and manipulate this feature in order to retain appeal for students.
Challenging Times: A Contribution to the History of &apos;Education, Decolonisation and International Development at the Institute of Education (London)&apos;
Author: Little, Angela W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Decolonization,Educational Development,Global Approach,Universities,Futures (of Society)

This article contributes to a preliminary historical and decolonial analysis of teaching and research in the field of education and international development at the UCL Institute of Education. The preliminary analysis, published as 'Education, decolonisation and international development at the Institute of Education (London): a historical analysis' by Elaine Unterhalter and Laila Kadiwal, appeared in the Special 120th Anniversary Issue of London Review of Education. That article and our response to it focus on the work of the Centre for Education and International Development, and its preceding organisational forms from 1927 onwards. In a responsive critique, we consider the evidence, methods, analysis and conclusions offered by Unterhalter and Kadiwal and identify a wide range of additional material on curriculum, staff, students and international partnerships that will be of value to future historians. Contemporary decolonial analysis is important for interpreting the history and for the future positioning of the Centre for Education and International Development, and the wider field of study. We conclude by identifying challenges for ongoing work in this area.
On Validity
Author: Lauwaert, Pieter
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Tests,Test Validity,Test Use,Construct Validity,Second Language Learning

The way in which validity has been conceptualized has changed throughout the years. The focus in validation studies shifted from evaluating distinct components of validity to developing a comprehensive argument for the use and interpretations of test scores. The argument-based approach to validity incorporates the distinct types of the componential approach, underscores Messick's attention to construct validity, highlights the need for evidence of the evidence-gathering approach, and combines it all into one logical argumentative structure. Such a comprehensive argument is now an indispensable part of validity studies (Dursun &amp; Li, 2021).
Pronunciation, Grammar, and Vocabulary Explanations in Pedagogical Interaction
Author: Romig, Mark
Date: 2023-00-00
Type: Journal Articles
Subjects: Pronunciation,Grammar,Vocabulary,Vocabulary Development,Language Acquisition,Sequential Approach,Discourse Analysis

This article reviews conversation analytic research on explanations in pedagogical interaction, particularly in language learning classrooms. In reviewing this literature, this paper aims to provide a comprehensive account of what is interactionally involved when giving pedagogical explanations so that future research investigating the effectiveness of these kinds of explanations can be appropriately measured. The paper first discusses characteristics of explanation as interactional phenomena, namely that they are sequentially organized, either planned or unplanned, and either monologically or dialogically organized. Then, the paper details how explanations in three particular linguistic domains (i.e., pronunciation, grammar, and vocabulary) are accomplished interactionally. In doing so, this paper highlights similarities and differences across linguistic domains that are frequently found in language learning classrooms. The paper ends by identifying patterns across pedagogical explanations and by suggesting directions for future research.
Writing Task Performance and First Language Background on an ESL Placement Exam: A Many-Facets Rasch Analysis of Facet Main Effects and Differential Facet Functioning
Author: Eskin, Daniel
Date: 2023-00-00
Type: Journal Articles
Subjects: Native Language,English (Second Language),Writing Skills,Placement Tests,Second Language Learning,Transfer of Training,Writing Tests,Difficulty Level,Achievement Rating,Scoring Rubrics,Japanese,Spanish,Bias,College Students,Task Analysis

First Language (L1) has been assumed to play a role in Second Language ability (Bachman &amp; Palmer, 1996). However, the interplay between them across skill, task, or scoring criteria is more complex (Hamp-Lyons &amp; Davies, 2008). Using Many-Facets Rasch Measurement, this study investigates the main effects of examinee ability, rater severity, task difficulty, and rubric scale difficulty and functionality on the writing section of an English as a Second Language program's placement test, then compares performance among L1 Spanish and Japanese examinees to discern the presence of bias across facet. The results for examinee ability and rater severity suggest score variability not expected by the model. Regarding task difficulty and scale difficulty and functionality, it can be concluded that an argumentative essay genre was more difficult than a customer review, or that rater assessed rubric criteria for Content, Organization, and Language more harshly for the former. A bias analysis among L1 Spanish and Japanese examinees revealed that the customer review displayed a bias against Japanese examinees, particularly for Organization, while the argumentative essay displayed bias for them, particularly for Organization and Language. These results demonstrate how placement testing could inform curricula in language programs with linguistically diverse student populations.
Status of Pedagogical Practices in Somaliland Higher Education Institutions
Author: Yasin, Gulled Mohamed
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Higher Education,Microteaching,Foreign Countries,Universities,Learner Engagement,Practicums,Instructional Innovation,Human Capital,College Faculty,Teacher Attitudes,Lecture Method,Cooperative Learning

Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers' application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.
The Bumpy Road of Assessment for Learning during Pandemic of COVID-19
Author: Darong, Hieronimus Canggung
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Assessment,Evaluation Methods,COVID-19,Pandemics,Academic Achievement,Language Teachers,English (Second Language),Second Language Learning,Secondary School Teachers,Teacher Attitudes

A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers' AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students' current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.
The DeLone and McLean Model for Measuring Success in Online Learning Systems: Indonesian Evidence
Author: Sarasi, Vita
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Learning Management Systems,Success,College Students,Anxiety,Student Satisfaction,Internet,Costs,Educational Technology,Technology Uses in Education

The development of information and communication technology (ICT) during the era of the fourth industrial revolution, the impact of the COVID-19 pandemic in 2020, and the government's call for large-scale social restrictions have led to the emergence of online learning systems (OLS) in higher education. This study develops a measurement model for the success of OLS based on the DeLone &amp; McLean model. Surveys were conducted on a sample of 175 students from domestic and international universities. Data processing used the partial least squares structural equation modeling or PLS-SEM method, and root cause analysis. The results show that platform quality has a positive influence on OLS success, whether mediated by user satisfaction or OLS usage. Social influence has a positive effect on OLS success, mediated by OLS usage. User computer anxiety has a negative effect on OLS success, mediated by user satisfaction. Recommendations to improve OLS success include adjusting internet package rates to make them more affordable, improving signal strength to various locations for better coverage, limiting the number of users in one learning session for more effective OLS, and the need for organizational support in using the right applications.
Why and How to Foster Learning-Disabled Children&apos;s Emotional Intelligence?
Author: Rotschild, Tamas
Date: 2023-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Learning Disabilities,Program Implementation,Barriers,Students with Disabilities,Vocabulary,Language Usage,Literacy,Creative Writing,Films,Drama

In recent years, there has been a growing recognition of the importance of emotional intelligence (EI) in children's development. For those with a learning disability (LD), developing EI is particularly important, as it can have a positive impact not only on their academic performance but also on their social-emotional development, mental well-being, and physical health. By fostering EI, educators can create a supportive and inclusive learning environment that addresses the unique needs of these students. However, many teachers may face challenges in finding effective ways to foster EI in children with LD. A rapid review was undertaken to offer practical and actionable recommendations for classroom use. These suggestions encompass adapted language tasks and informed communication strategies that teachers can readily apply. By accessing this research, educators can gain valuable tools and guidance to better support the overall growth of their students.
Eva&apos;s Opportunity to Learn: A Narrative Analysis of Mathematics Instruction and Self-Regulation
Author: Crawford, Angela R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Metacognition,Learning Problems,Elementary School Students,Teaching Methods,Student Centered Learning,Feedback (Response),Error Correction,Individualized Instruction,Special Education,Comorbidity,Students with Disabilities,Females,Grade 3

This study explores opportunity to learn (OTL) during mathematics activities for a nine-year-old student girl with difficulty in mathematics. We conducted a teaching experiment comprising 15 instructional sessions. To better understand the student's OTL, our qualitative analysis focused on how she student demonstrated self-regulation in response to instructional delivery (i.e., explicit instruction and cognitively demanding tasks) and feedback (i.e., corrective, affirmative, and pressing). The student's self-regulatory behaviors indicated a highly graduated, student-centered structure with affirmative, mathematizing feedback supported mathematics learning, while other components of instructional delivery and forms of feedback did not. Thus, we provide an illustration of self-regulation as an indicator of OTL rather than as something to remediate. We argue individualized support can be facilitated by integrating instructional practices from the fields of special education and mathematics education and expanding perspectives on self-regulation, rather than holding singular commitments to particular disciplinary practices and perspectives.
A Concept Inventory to Identify Fractions Misconceptions among Prospective Primary and Preschool Teachers in Romania
Author: Magdas, Ioana
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Identification,Fractions,Misconceptions,Preservice Teachers,Elementary School Teachers,Preschool Teachers,Foreign Countries,Learning Processes

The purpose of this article is to validate the relevance of a concept inventory on fractions by measuring the presence and evolution of misconceptions among prospective primary and pre-school teachers, including the overcoming of their misconceptions during and at the end of the instructional intervention. Seven text statements were defined and composed a &quot;Likert scale&quot; concept inventory. This was administered to students at three different stages of the learning process to measure the understanding gain: before the start of the course, after the instructional intervention consisting of a lecture and a seminar on fractions, and finally at the end of the semester. The results from the initial testing confirmed the misconceptions about fractions of the students. Based on the experiment, it is thus obvious the need to allocate a longer time for understanding and fixing the concept of fraction for prospective primary and preschool teachers.
Assessing the Impact of International Scholarly Journals on Learning Disabilities: An Analysis Using a Google-Based Journal Impact Factor
Author: Frangenberg, Yemina
Date: 2023-00-00
Type: Journal Articles
Subjects: Journal Articles,Periodicals,Educational Research,Learning Disabilities,Citations (References),Citation Analysis

This study examined the impact of journals that focus on supporting individuals with learning disabilities (LDs). We analyzed the visibility of 360 articles that appeared in seven scholarly outlets (ILD, IJRLD, JLD, LDCJ, LDMJ, LDQ, and LDRP) over a one-year period (2022). Using a two-year Google-based Journal Impact Factor (two-year GJIF), the Journal of Learning Disabilities (JLD) was found to have the greatest impact as measured by the number of citations. JLD articles published in 2020-2021 were referenced an average of 9.24 times in 2022, compared to the remaining journals, which were referenced between 1.45 and 6.00 times. However, the variation in citations for different papers was enormous, even within specific journals (e.g., one JLD study reached 61 citations, while others were not even quoted once). It is essential that key findings about how to effectively support individuals with LDs are disseminated as widely as feasible. Only then will it be possible for them to reach their potential and find their place in the mainstream of society.
An Examination of Digital Geography Games and Their Effects on Mathematical Data Processing and Social Studies Education Skills
Author: Demirci, Ömer
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Games,Geography Instruction,Mathematics Education,Data Processing,Social Studies,Mathematics Skills,Problem Solving,Expertise,Elementary Education,Foreign Countries

This study aims to advance the development of the mathematical processing skills of students by suggesting the use of digital geography games. This includes an analysis of its contribution to the standard mathematics curriculum in areas such as data processing as well as its contribution to social studies curricula in areas such as map literacy, location analysis, problem solving, and other skills related to understanding tables, graphs, and diagrams. The study also examines the findings of the experts that relate to these dynamics. A case study of a digital geography game called Gezgin, developed by Ineç (2021) is examined in this research using qualitative research approaches. Under this framework, the data obtained by critical case sampling from six experts through a semi-structured online interview were collected with cloud technologies and examined by using a content analysis. The findings obtained showed that the use of Gezgin can help develop skills related to data processing, problem solving, problem formulation, general mathematical processes, the ability to transfer mathematics to real life, and the ability to create and correctly interpret tables and graphs. The findings also indicate that the real-life context that is provided by this game supports educational development in the areas of map literacy, location analysis, problem-solving skills and graph, table and diagram creation and interpretation for social studies curricula. The expert opinions about Gezgin were determined to be mostly positive, especially with respect to the interdisciplinary structure and its rich content, but some of its functions were found to be limited.
Implementing Acceptance and Commitment Therapy and Check-In/Check-Out with a Struggling Learner: A Case Report
Author: Haydon, Todd
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Students with Disabilities,Psychotherapy,Suicide,Behavior Modification,High School Students,Grade 12,Trauma Informed Approach,Outcomes of Treatment

The authors present a case report for an adolescent student with a learning disability who has academic, behavioral, and intensive mental health needs. A therapeutic package to support and maintain student progress is discussed. The case report outlines specifically how the student's mental health needs were supported through the implementation of Acceptance Commitment Therapy and a Check-In, Check-Out procedure. The authors discuss how the interventions are applied to the student's academic engagement, emotional stability, and improved quality of life. Major takeaways and implications for school teams are discussed.
Interventions for Students with Developmental Dyscalculia: A Systematic Literature Review
Author: Holman, Kenneth
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Learning Disabilities,Mathematics Instruction,Developmental Disabilities,Evidence Based Practice,Intervention,Executive Function,Music Activities,Mathematics Skills,Brain,Short Term Memory,Program Effectiveness

Developmental dyscalculia (DD) affects 2-6% of the population. Yet, a readily accessible list of potential interventions for DD is not available or can be easily found by educators. With a large percentage of the population afflicted with DD, educators should be made aware of what supportive approaches are available. The purpose of this study was to construct a literature review to locate and identify strategies tailored for this particular learning disability that can be used in the classroom. Results indicated that a total of seven evidence-based interventions are available for DD. Of the seven available options, all reported evidence of effectiveness in terms of helping to improve mathematical learning abilities for individuals. The need for future research into interventions for DD will assist students in improving their understanding of how they can handle mathematical tasks.