ethanporcaro/eric-fulltext-meta huggingface dataset:
Intersectional Identity Studies in Colombian ELT: A Profiling Research Study
Author: Benavides-Buitrago, Catherine
Date: 2023-00-00
Type: Journal Articles
Subjects: Intersectionality,Self Concept,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Research Reports,Trend Analysis,Teaching Methods,Profiles,Bibliometrics,Language Teachers,Professional Identity,Race,Ethnicity,Social Class,Student Characteristics,Learning Experience

This article aims at sharing the preliminary literature review of the main developments related to Intersectional Identities in Colombian English Language Teaching and general educational contexts worldwide. First, I trace the research work concerning the topic at both national and international levels through a bibliometric analysis in Scopus to see the main developments regarding intersectionality from a decolonial perspective. Then, I show through a complementary bibliometric study, 50 articles that were collected from different databases, and the trends found as representation of intersectional studies. The analysis indicates two core trends: (1) Intersectional studies in general educational contexts and (2) Intersectional studies in ELT contexts. Finally, I present how this profiling research study shows that the topic of Intersectional Identities in Colombia seems scarce within the field of ELT.
Remote Learning in Times of COVID-19 in Colombia
Author: Jaime-Osorio, María Fernanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Middle School Students,Student Attitudes,Student Experience,Distance Education,COVID-19,Pandemics,Foreign Countries,Electronic Learning

Remote learning replaced for almost a year the traditional face-to-face education to maintain and ensure the continuity of the teaching-learning process during the COVID-19 pandemic. This article reports the results of an exploratory and descriptive-transversal study that exposes primary and secondary school students' perceptions about their experience with remote learning during 2020. Though the research study was also aimed at finding out potential teaching and learning issues inherent to remote education, we only focus on reporting the main findings on the determining factors that hindered or enhanced students' learning during their remote education experience. Data were collected through two different surveys addressed to 101 secondary and primary school students from Neiva and Pitalito, the two most populated towns in the state of Huila, Colombia. The findings showed that the students' learning was both positively and negatively influenced by several factors affecting interaction inside and outside of the classroom setting.
Culture-Related Issues in Teacher Education Programs: The Last Decade in Colombia
Author: Ramírez-Espinosa, Alexánder
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Periodicals,Trend Analysis,Second Language Learning,Second Language Instruction,Language Teachers,Cultural Awareness,Role,Curriculum Design,Educational Trends,Research Reports,Foreign Countries,Teacher Attitudes,Preservice Teachers,Student Attitudes,Teacher Educators,Educational Theories,Multicultural Education,Faculty Development

This paper showcases a literature review in 13 Colombian refereed journals, covering the last decade, from 2011 to 2021. Data were collected from the virtual platforms where each journal hosts published issues. A thematic analysis was conducted with the sample of papers. The purpose of the review was twofold. On the one hand, it aimed at establishing the main research concerns of Colombian scholars regarding the place of culture in the context of Foreign Language Teacher Education programs. On the other hand, the review aimed at exploring the implications for curriculum design in Colombia that can be drawn from culture-related literature produced by scholars in the last decade. Results suggest that the treatment of culture-related issues in Foreign Language Teacher Education programs has gained currency, although scholarship in the last decade has mainly focused on a diagnostic stage.
Knowledge Hiding Behaviors as Moderator between Machiavellianism, Professional Envy and Research Productivity: Empirical Evidence from Emerging Economy
Author: Chughtai, Muhammad Salman
Date: 2022-12-00
Type: Journal Articles
Subjects: Work Environment,Psychological Patterns,Productivity,College Faculty,Teacher Behavior,Research Projects,Cooperation

Working in a toxic environment makes it harder to be productive. This study examines the direct impact of Machiavellianism and professional envy on research productivity (individual and group) with the moderating role of knowledge-hiding behaviors. For this purpose, through convenience sampling, an online survey through Google Docs was conducted, and 221 permanent faculty members from private sector higher education institutions participated. The impact of moderating variables between predictors and criterion variables was tested through PROCESS-macro. The findings of this study revealed that Machiavellianism and professional envy have a significant negative influence on individuals and as well group-based research productivity. In contrast, knowledge hiding behaviors of faculty members moderate the relationships between Machiavellianism, professional envy, and individual and group-based research productivity.
Kahoot, Quizizz, and Quizalize in the English Class and Their Impact on Motivation
Author: España-Delgado, José Antonio
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Gamification,Online Courses,Second Language Learning,English (Second Language),Game Based Learning,Electronic Learning,Second Language Instruction,Student Motivation,Grade 6,Middle School Students,Synchronous Communication,COVID-19,Pandemics,Foreign Countries

The COVID-19 pandemic changed the way education was being taught. Due to school closures to prevent the spread of the disease, the education system resorted to distance learning to grant students' learning process. This research article reports a mixed-method study on technological resources and their impact on motivation during online lessons. The study seeks to explore the students' perceptions regarding the implementation of some game-based learning platforms (Kahoot, Quizizz, and Quizalize) during their EFL virtual classes and to determine the impact of these platforms on students' motivation toward language learning. A convergent parallel design was implemented to gather quantitative and qualitative data from the twenty-seven participants of the study simultaneously. A four-point Likert scale questionnaire and a focus group were the instruments employed to collect this statistical and descriptive information. The results show that the students perceived Kahoot, Quizizz, and Quizalize as useful, entertaining, fun, and engaging tools. As a conclusion, the enjoyment factor of these tools increases learner motivation and level of attainment.
Stories to Wake Up: Women Narratives Reconstructing Themselves as Sociohistorical Subjects
Author: Barbosa-Corredor, José Adriano
Date: 2023-00-00
Type: Journal Articles
Subjects: Females,Personal Narratives,College Students,English (Second Language),Second Language Instruction,Social History,Cultural Influences,Family Influence,Context Effect,Experience,Expectation,Foreign Countries,Art Products

This article reports on a research conducted at a private university in Colombia, as part of an English language course in which the topics of study addressed the culture and history of Colombia and Boyacá through art. Narratives from three female students were analyzed, from a decolonial perspective, to observe their processes of reconstruction as sociohistorical subjects considering their experiences in the contexts where they study, live in, and come from. The data for this research was gathered inside and outside the classroom through learners' diaries and dialogical interviews held with the researcher. Narratives served the purpose of making visible elements of those processes and allowed to explore three of them: (1) The construction of particular relationships in and with the world; (2) a perception of unity of past, present, and future; and (3) a sense of their personal and spiritual growth in time. Nevertheless, the narrative of each participant had unique features and values. The results showed that each female had specific anecdotes constructing their experiences, relationships, and plans in their world. One conclusion of the study refers to how the relevance of family, context, childhood memories, and life expectations offer meaningful and memorable topics of discussion within English language lessons for undergraduate learners.
Teachers&apos; Views on Using the Writing Process Approach to Improve ESL Learners&apos; Writing Skills
Author: Albesher, Khaled B.
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Language Teachers,English (Second Language),Teacher Attitudes,Writing Instruction,Writing (Composition),Process Approach (Writing),Writing Skills,Writing Evaluation,Evaluation Methods,Student Evaluation,College Faculty

Despite intensive essay writing courses at Saudi universities, ESL students are unable to develop their English writing skills. Finding an appropriate teaching approach, such as the process approach, may help them improve their writing abilities and enable them to do so more successfully. This research aims to find out how and what Saudi ESL English language teachers think about using the process approach to writing instruction in the classroom. According to the study's findings, teaching and motivating students to write is critical by engaging them in prewriting activities, drafting, revising, and editing. The majority of participants thought that the student's writing process strategy helps students write critically and analytically. This is clear when students do activities and use methods that help them write in a critical way, like coming up with ideas together, talking with other students, collecting ideas, and making outlines.
Academic Achievement in a Mandatory EFL Program in the UAE: Limiting Conditions for Autonomous Motivation and Competence Perceptions
Author: Lauder, Scott
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Grades (Scholastic),Student Characteristics,English (Second Language),Second Language Programs,Required Courses,Academic Achievement,Learning Motivation,Personal Autonomy,Competence,Self Concept,Language Tests,Second Language Learning,Secondary School Students

Many institutions around the world use the International English Language Testing System (IELTS) to assess test-takers' proficiency in English, including the United Arab Emirates (UAE), where a given Band score (or its equivalent) is required for direct entry to majors taught in English. However, despite the test's importance and despite being one of the most prosperous countries in the Middle East, scores on IELTS for UAE-based test-takers have consistently been amongst the lowest globally (IELTS: Test-Taker performance, 2021). In a step towards better understanding why, and guided by the academic achievement literature, the present exploratory study examines the relationship between grades and a small number of student characteristics at a higher education institute in the country. Two studies (N = 166 and N = 80) using the Academic Self-Regulation Questionnaire (SRQ-A; Ryan &amp; Connell, 1989), the Perceived Competence Scale (PCS; Williams &amp; Deci, 1996), and PISA's (Program for Student Assessment) Student Background Questionnaires (OPEC: Technical report, 2015) were conducted to measure students' autonomous and controlled motives, competence perceptions, and wealth, respectively. Results indicated that contrary to much of the relevant literature, participants' autonomous motives and wealth were negatively associated with grades while the relationship between perceived competence and grades was weaker than expected. Explanations for these findings along with their implications for future research are discussed.
Educators&apos; Acceptance of Online Platforms for Personal and Professional Development during the COVID-19 Pandemic
Author: Wijewickrama, Bhashini N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Online Systems,Faculty Development,Individual Development,COVID-19,Pandemics,Electronic Learning,Emergency Programs,Distance Education,Teacher Behavior,College Faculty

With the pandemic, academic activities of education institutes such as teaching, learning, and assessment as well as programmes targeted for educators' personal and professional development have been transformed to online from physical mode. The use of online platforms has become an essential pedagogical tool. This study investigated educators' acceptance of online platforms for their personal and professional development during the COVID-19 pandemic in Sri Lanka. One hundred and ninety-nine responses were received for the survey, and data were analysed using statistical methods. The study found the importance of belief structures- attitudinal, normative and control beliefs, and attitude toward the behaviour, subjective norms, and perceived behavioural control in determining educators' acceptance of online platforms for their personal and professional development purposes. This paper concludes with a discussion on implications of the findings for theory and practice on educators' acceptance of new technologies for teaching and learning purposes.
Teacher Residency as an Alternative Teacher Preparation Program: A Program Review
Author: Afacan, Kemal
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Alternative Teacher Certification,Preservice Teachers,Research Reports,Teaching Experience,School Districts,Teacher Persistence,Internship Programs,Beginning Teacher Induction,Program Effectiveness,Teacher Shortage,Special Education,Student Recruitment,Masters Programs,Financial Support,Program Evaluation,Evaluation Criteria,Elementary Secondary Education

Teacher residency programs have emerged as an alternative teacher preparation program that prepares teacher candidates; also known as residents, for high-need areas such as special education in the United States of America. The purpose of this study was to conduct a systematic review of the literature on teacher residency programs in the United States of America. Electronic databases were searched for articles examining teacher residency programs. Forty-five articles met the inclusion criteria. Results from the analysis of the articles and some selected teacher residency programs showed that the most common characteristic of teacher residency programs was a yearlong clinical residency experience. Residents also committed to teaching in a high-need school district upon completion of their programs. The most common goal was to increase teacher retention in high-need schools. Moreover, the programs offered induction support for residents upon completion of their programs. Limitations of teacher residency programs and directions for future research were provided.
Understanding Gender in the Dynamics of the Hidden Curriculum: An ELT Colombian Case Study
Author: Mojica, Claudia Patricia
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hidden Curriculum,Language Teachers,English (Second Language),Second Language Instruction,Gender Bias,Gender Issues,Grade 3,Elementary Education

This article describes the main findings of a Colombian case study in which an English language teacher, who was enrolled in a gender-based optional course, carries out small-scale research to understand gender in her ELT practices. The study aims at describing what and how English language teachers learn when they incorporate their gender consciousness in their teaching practices. The study focuses on Martha's case who seeks to understand how her learning comes about when integrating the gender perspective in her educational practices and teaching context. The qualitative analysis indicates, among other things, that Martha becomes aware of how the dynamics of the hidden curriculum affect her students' gender subjectivities. Through this learning process, Martha adopts discourses and practices to promote gender equity, eradicate differential treatments, and contribute positively to her students' learning experience.
Does Service-Learning Training Make a Difference? An Exploratory Study of Jordanian EFL Teachers&apos; Performance in and Attitudes towards Writing
Author: Bataineh, Ruba Fahmi
Date: 2022-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Writing Attitudes,Positive Attitudes,Service Learning,Public School Teachers,Teacher Attitudes,Wastes,Recycling,Forestry,Conservation (Environment),Video Technology,Teaching Guides,Writing Skills,Writing Evaluation,Grade 12,High School Students,Faculty Development,Outcomes of Education

This study examines the potential effect of service-learning training on 38 EFL teachers from the public schools of the North-Eastern Badia Directorate of Education, Mafraq, Jordan. A quasi-experimental design was used, and the participants were randomly assigned into an experimental group (n=18) and a control group (n=20). As part of the treatment, the participants of the experimental group were asked to serve their community through collecting paper waste, recycling, and planting trees. They were then asked to videotape their activities to use them in their writing tasks in the classroom. The control group did not receive any treatment and taught the writing tasks per the guidelines of the prescribed Teacher's Book. The findings revealed statistically significant differences in the overall writing performance of both the experimental and control groups, in favor of the former. The findings also revealed that the use of service-learning training helped teachers form positive attitudes towards EFL writing.
The Impact of the iPad on Mexican English Language Teachers&apos; Cognition
Author: Luna-Martínez, Héctor Rubén
Date: 2023-00-00
Type: Journal Articles
Subjects: Handheld Devices,Mexicans,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Teachers,Females,Language Teachers,Grounded Theory,Teacher Attitudes,Emotional Response,Technology Uses in Education,Teaching Methods,Foreign Countries

This article reports the results of a study that was part of a master's thesis. The research focused on a private primary school in Pachuca, Hidalgo, Mexico. It aimed to explore English language teachers' cognition, specifically into the teaching practice and emotional responses reported when implementing the use of the iPad in their lessons. Four female English language teachers were selected to be part of the project. A grounded theory method was selected to carry out the study, and two instruments were chosen to collect and triangulate the data obtained. Those instruments were guided teachers' narratives and individual interviews. Results show that teachers' practices and emotional responses evolve during the process of the iPad implementation by following four main stages: initial reactions, sense of realization, change, and adaptation. Furthermore, similar emotional reactions and teaching practices were found in the four participants.
Effects of Content and Language Integrated Learning Instruction Model on Learning Outcomes in Chinese STEM Program: A Quasi-Experimental Comparative Study
Author: Han, Yangxi
Date: 2022-12-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,English for Academic Purposes,Foreign Countries,STEM Education,Comparative Analysis,Teaching Methods,Cooperative Education,In Person Learning,Blended Learning,Flipped Classroom,Undergraduate Students,Majors (Students),Learner Engagement,Instructional Effectiveness,Outcomes of Education,Second Language Learning,Second Language Instruction

English language acquisition is a major challenge for Chinese students in the fields of science, technology, engineering, and mathematics (STEM) cooperative educational programs. The general academic English courses in China serve as preliminary courses for future advanced Content and Language Integrated Learning with science and engineering in the programs. The present general academic English courses are often criticized for form-focused instruction and language skills training rather than focusing on developing cognitive skills and social awareness. Additionally, present English courses are faced with an excessive number of students and limited time and resources, thereby, constraining effective course implementation. This comparative research study investigated the effects of different instructional models (face-to-face, blended learning [BL], and flipped learning) in three groups of 100 Chinese undergraduate students each majoring in STEM. A quasi-experimental design and student engagement questionnaires were used for data collection. The Kruskal-Wallis test and an analysis of variance revealed a significant difference between experimental group 2 and the other two groups, while no significant differences were found between the first two groups. The findings indicate that flipped BL, along with modified teaching strategies and activities improved the participants' learning results and engagement levels.
The Impact of TBI on Intermediate Students&apos; Writing Skills in Online Classes at a Private Institute in Cartagena de Indias
Author: Garcia-Echeverry, Adriana
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Check Lists,Writing Skills,Online Courses,Journal Writing,Writing Workshops,Writing Strategies,Revision (Written Composition),Editing,Peer Evaluation,Task Analysis,Teaching Methods,Learning Processes,Information Technology,Foreign Countries,Instructional Effectiveness,Vocabulary Development

This qualitative research project aims to determine the impact that Task-Based Instruction had on fifteen Intermediate English language students´ writing skills in online classes at a private institute in Cartagena. A journal, a questionnaire, and a checklist were used as instruments to collect information during the diagnostic stage. During the action stage, six workshops were implemented, each with a different writing strategy: webbing, peer-editing, asking questions to revise writing, revising and editing, using templates, and reorganizing ideas. At this stage, the same instruments were used to measure the impact of the strategy and to achieve the research objectives. Results show that implementing six online workshops predicated on the task-based instruction helped the students to improve their writing, learning new vocabulary, use ICT tools, and writing strategies, thus having a positive impact on their English language learning process not only in writing but also in other skills. TBI was favorably accepted by learners and affected positively their writing skills.