ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Analysis of EFL Students&apos; Needs and Evaluation of English Curriculum: A Case Study from Korea
Author: Hwang, Haerim
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Needs,Comparative Analysis,Second Language Instruction,Second Language Learning,English (Second Language),Curriculum Development,Instructional Effectiveness,National Curriculum,Elementary School Students,High School Students,Student Attitudes,Time Management,Goal Orientation,Student Surveys,Case Studies,Foreign Countries

Given the important status of students as major stakeholders of the National English Curriculum, this study investigated specific needs of curriculum-takers for an English curriculum and compared the results with analyses of curriculum evaluation from curriculum-completers. We implemented a needs assessment survey targeting 68 elementary school students (current curriculum-takers) and an evaluation survey targeting 27 high school students (curriculum-completers) in Korean EFL context. Results showed similarities between students' needs and evaluation in terms of the ideal time for starting English education and time allotments. However, we found significant gaps between the two groups in several domains related to their specific goals of learning English. While the current curriculum-takers showed a high motivation to learn English for both instrumental purposes and integrative purposes, the curriculum-completers were strongly biased toward instrumental purposes. Our findings provide useful insight into curriculum development and improvement for seeking educational effectiveness in EFL settings. This study also provides helpful resources for conducting needs and evaluation analyses.
Specifics of Logit and Probit Regression in Education Sciences -- Why Wouldn&apos;t We Use It?
Author: Opic, Siniša
Date: 2020-00-00
Type: Journal Articles
Subjects: Regression (Statistics),Statistical Analysis,Differences,Educational Research,Social Science Research

Regression is one of the dominant analysis methods used in the social sciences and educational sciences. There are different regression methods based on the type of research that is being conducted. The probit and logit regression models are regression methods which are being used recently by most researchers. However, their interpretations are not straight-forward and most researchers end up misinterepreting the results from the probit and logit regression models. This research therefore aims to examine the differences between the probit and logit models, in comparison with other linear regression models. Using a comparative research design, this study utilises resources from previous researchers, hence, the study took a form of a literature review. The results of this study is essential to educational and social sciences researchers who make use of the probit, logit and other regression methods. The research also explains why logit and probit should be used in place of other regression models.
The Impact of Entrepreneurial Education and Competitiveness on Business Performance of Indonesian SMEs: Moderating Role of Self-Efficacy
Author: Hairudinor
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Business Administration Education,Competition,Innovation,Small Businesses,Organizational Effectiveness,Performance Factors,Self Efficacy,Correlation,Foreign Countries

The prime concern of the present study is the investigation of the link between effective entrepreneurial education and competitiveness that influence the business performance of Indonesian SMEs. The study was conducted to determine the empirical examination between constructs through utilization of PLS. The results of the study found that entrepreneurial education and competitiveness significantly and positively influence the business performance, but moderation role of self-efficacy was not observed between constructs. Therefore, H1 and H2, which were the direct hypotheses were accepted statistically but moderating hypotheses H3 and H4 were rejected on statistical grounds. The study provides guidelines for SMEs to initiate entrepreneurial activities for business performance. However, it is observed that various limitations are also attached with the present study. For example, this study is limited in terms of some qualitative analysis where the interview session with the respondents would be quite meaningful. In addition, this study missed the implication on some bigger business firms or large industries as it is only addressing the SMEs firms that are working in the region of Indonesia. Future studies are highly recommended to focus on these limitations.
What Do We Know about Teachers&apos; Knowledge? Assessing Primary Science Teachers&apos; Content Knowledge in the Jewish and Arab Sectors
Author: Greensfeld, Hava
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Elementary School Teachers,Science Teachers,Teacher Evaluation,International Studies,Scientific Concepts,Jews,Arabs,Foreign Countries,Cultural Differences,Preservice Teachers

This study concerns the importance of assessing teachers' content knowledge (CK) and it is one of the very few international studies that directly measures science teachers' CK. We developed a comprehensive content knowledge test (CKT), relating to the content strand: &quot;states of matter.&quot; The study compared teachers from the Jewish and the Arab sectors in three stages of professional development: Results showed that all participants' CK level was low (M = 61.3%). Comparison between the sectors showed that CK scores among the Arab pre-service and science teachers were significantly higher than CK scores among the Jewish pre-service and science teachers. Our study is an example of a direct CK assessment of teachers that provides valuable diagnostic information. Its dismal findings illuminate the need for innovative methods to measure teachers' CK directly in various disciplines, and contributes strong impetus for a renewed focus on the training and professional development of teachers.
The Relationship between Commitment to Teaching, Teacher Efficacy, Marginalisation and Isolation: A Study on Physical Education Teachers
Author: Ulas, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Motivation,Physical Education Teachers,Athletics,Self Efficacy,Teacher Competencies,Teaching Skills,Teaching (Occupation),Goal Orientation,Professional Isolation,Performance Factors,Gender Differences,Elementary Secondary Education,Self Concept Measures,Foreign Countries

This study aimed to examine the relationship between commitment to teaching, teacher efficacy, physical education teachers' marginalisation and isolation. Four hundred and eight physical education and sports teachers voluntarily participated in the study. Klein et al.'s Unidimensional Target-Free Commitment Scale was used to assess physical education teachers' commitment to teaching by designing the items to measure commitment to teaching. Perceptions of marginalisation and isolation were evaluated by using the Physical Education-Marginalisation and Isolation Scale. The Ohio Teacher Efficacy Scale was used to determine the level of efficacy beliefs. According to the results, teachers' efficacy positively predicted commitment to teaching, while a high correlation was found between these factors. Teachers' efficacy and commitment to teaching are negatively associated with marginalisation and isolation. Consequently, this study revealed that teachers having a sense of efficacy become more committed to teaching. Correspondingly, this will result in a reduction in marginalisation and isolation.
Voices from EFL Thai Learners towards English Writing
Author: Sundrarajun, Chutamas
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Writing Skills,Writing Instruction,Writing Strategies,Difficulty Level,Academic Language,Business English,Peer Evaluation,Feedback (Response),Creativity,Technology Integration,Web 2.0 Technologies,Undergraduate Students,Student Attitudes,News Writing,Foreign Countries

English language writing is seen as one of the most difficult skills for undergraduate students. When composing a piece of writing, students usually face various problems ranging from grammatical aspects to expressing ideas and opinions. To answer the research questions, this study employed a mixed method of both qualitative and quantitative approaches to identify the students' perceptions towards Business Article Writing Course, as well as to pinpoint their challenges when working on the written assignments. The intensive data were collected from 20 fourth year students majoring in Business English via the use of questionnaire and a semi-structured interview. The findings give teachers, course designers, and educational organizations an insight into students' problems in learning English language writing. It also highlights the need to integrate different genres of writing to enhance students' writing skills so that they can use such techniques to overcome any struggles when composing a piece of writing.
A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System
Author: Asim, Hafiz Muhmmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Outcome Based Education,Outcomes of Education,Postsecondary Education,Competency Based Education,Active Learning,Educational Research,Evaluation Methods,Educational Objectives,Difficulty Level,Cognitive Style,English (Second Language),Language Proficiency,Employment Qualifications,Developing Nations,Foreign Countries

Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is necessary for all students to be able to do at the end of their learning. OBE proposes an influential and interesting option of transforming and organizing medical education. Therefore, the basic aim of this review is to highlight the tertiary education system of Pakistan and the need to shift from teacher centered to Outcome Based Education system. The review also addresses the major factors that impact student learning outcomes. Data bases were searched including Cochrane and Medline. Search strategy was designed by combining Boolean operators and key terms related to review objectives. Seven studies were included in the paper regarding the effectiveness of Outcome Based Education in different disciplines of education. The findings suggested five important factors from the literature that impact student learning outcomes including, assessment strategies, learning objectives based on level of complexity, student preferred learning styles, English language competency and Employer requirements. However, limitations were recognized in the methodology section and further recommendations were given for future researchers.
Comparative Study of Divergent Thinking among Participants in a German Science Competition and Pupils in a Control Group
Author: Müller, Swantje
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,Competition,Science Activities,Extracurricular Activities,STEM Education,Chemistry,Scientists,Secondary School Students,Adolescents,Gender Differences,Parent Background,Educational Background,Student Participation,Foreign Countries

Creativity is an important skill that will increasingly play a role in the future professional sphere, not only in arts and crafts professions but also in science, technology, engineering and mathematics (STEM) professions. It is precisely in this field that new methods and products have to be constantly developed. Therefore, the promotion of high creative potential needs to start at school. Extracurricular learning activities that prepare pupils for science competitions can also have an impact on this promotion. Since few studies have explored divergent thinking in school chemistry classes and extracurricular science competitions, this study aims to show differences in divergent thinking based on gender, parental academic background and prior participation in a science competition, using a validated test.
Errors by Simpson and Dervin (2019) in Their Description of the Council of Europe&apos;s Reference Framework of Competences for Democratic Culture
Author: Barrett, Martyn
Date: 2020-00-00
Type: Journal Articles
Subjects: Criticism,Guidelines,Error Patterns,Misconceptions,Error Correction,Foreign Countries,Democracy,Intercultural Communication,Dialogs (Language),Citizenship Education,Peace,Civil Rights,Reference Materials,Program Descriptions,Language Usage,Models,Competence,Cultural Awareness,Disadvantaged,Discourse Analysis

In a recent paper, Simpson and Dervin (2019a) offer a radical critique of the Council of Europe's &quot;Reference Framework of Competences for Democratic Culture&quot; (RFCDC). However, Simpson and Dervin's paper contains numerous factual errors, interpretative errors and category errors in its description of the RFCDC. We identify 12 such errors which invalidate the conclusions drawn by them. We correct all of these errors, and suggest that, rather than using Simpson and Dervin's paper as a source of information about the RFCDC, readers should read the RFCDC itself, before drawing their own conclusions about the RFCDC and the adequacy of the arguments offered by Simpson and Dervin.
The Evolution of Intercultural Communicative Competence: Conceptualisations, Critiques and Consequences for 21st Century Classroom Practice
Author: Hoff, Hild Elisabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Curriculum Development,Instructional Materials,Criticism,Models,Academic Language,Teaching Methods,Learning Processes,Educational Theories,Self Concept,Cultural Awareness,Second Language Learning,Second Language Instruction,Literacy

This article discusses intercultural communicative competence (ICC) as a present-day theoretical and practical concern. Byram's (1997) model of ICC serves as a point of departure for the discussion since this is a theoretical construct which has had considerable impact on curriculum development and teaching materials in a number of countries over the past two decades. However, several theoretical criticisms have been directed at the model in recent years, and Byram's own theoretical stance has evolved since the model was introduced. The aim of the article is to provide insight into how these recent perspectives lay the foundation for a state-of-the-art understanding of ICC. First, the article provides an overview of key issues which have been raised in critiques of Byram's model. It considers the merits of such evaluations and shows how some of this criticism has been met by Byram's later work. Second, the article deliberates how reconceptualisations and alternative voices in the academic discourse have illuminated aspects of intercultural communication on which Byram's model is unclear. In connection with this discussion of theoretical matters, some practical implications for teaching and learning are considered. The article concludes by pointing to the need for a new theoretical model which is suited to serve as a comprehensive guideline for intercultural teaching and learning in the 21st century classroom.
Engagement beyond a Tour Guide Approach: Korean and US Elementary School Students&apos; Intercultural Telecollaboration
Author: Kim, Soojin
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Intercultural Communication,Case Studies,Social Networks,English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Communicative Competence (Languages),Computer Mediated Communication,Native Speakers,Program Descriptions,Tourism,International Educational Exchange,Cultural Awareness,Catholic Schools,Foreign Countries,Photography

This paper reports findings from a case study of intercultural telecollaboration between elementary school students in South Korea and the United States via the social networking service &quot;Classting.&quot; The goal was to provide an opportunity for Korean students with limited exposure to authentic English language communication to interact with native speakers of English and for the US students to experience online intercultural activity in class with the hope of promoting intercultural communicative competence (ICC) in both student groups. The study applies Byram's (1997) model of ICC to analyze patterns of engagement within the communication between students. Findings indicate that although both student groups endeavored to create common ground in their intercultural encounters, there was a tendency to relate to each other by enacting a &quot;Tour Guide Approach&quot; towards their own culture and a &quot;Tourist Approach&quot; (Byram, 1997) towards the other culture. Findings also show, however, that students went beyond such approaches during &quot;off task&quot; interactional moments, drawing on shared small cultures to initiate more authentic interpersonal engagement and opportunities for knowledge exchange.
Informal Formative Assessment Conversations in Mathematics: Focusing on Preservice Teachers&apos; Initiation, Response and Follow-Up Sequences in the Classroom
Author: Park, Mihwa
Date: 2020-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Mathematics Education,Elementary Education,Preservice Teacher Education,Preservice Teachers,Microteaching,Methods Courses,Sequential Approach,Fractions,Group Discussion,Classroom Communication,Student Role,Questioning Techniques,Feedback (Response),Hispanic American Students,Research Universities

This study highlighted the characteristics and patterns of preservice teachers' informal formative assessment conversations woven into mathematics classrooms. Participants were four preservice teachers from an elementary mathematics methods course whose videotaped lessons were analyzed using an analytic framework based on Initiation, Response and Follow-up (IRF) sequences. Findings indicated that the patterns of IRF sequence were varied across the preservice teachers, although they taught the same topic. We also found common patterns in their IRF sequences in that preservice teachers mainly initiated and drove classroom conversations of mathematics, while students' roles were passive. In addition, they used frequent follow-up questions; however, most of them were closed questions intended to guide students to quickly give correct responses. Regarding feedback, their feedback were mostly made to affirm or elaborate on what students said or to clarify meanings of statements, not to explore students' initial ideas or reasoning processes.
In Pursuit of Intercultural Competence: Exploring Self-Awareness of EFL Pupils in a Lower-Secondary School in Norway
Author: Khanukaeva, Anastasia
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Metacognition,Student Attitudes,Secondary School Students,Foreign Countries,Intercultural Communication,Second Language Learning,Second Language Instruction,English (Second Language),Class Activities,Educational Technology,Portfolios (Background Materials),Intervention,Cues,Self Concept,Teaching Methods,Case Studies

This paper focuses on self-awareness as an integral component of intercultural competence (IC) in the English as a foreign language (EFL) context. For the purposes of this study, an EPortfolio of Intercultural Competence (EPIC) was developed by the researcher and employed during an intervention as a series of tasks and reflection prompts through various forms of media (written texts, drawings etc.). Triangulated qualitative data (in the form of EPIC entries and focus group interviews) were gathered from 56 participants, aged 14-15. The findings indicate that supporting pupils in raising their self-awareness may lead to deeper reflection on the Self as being multiple, which in turn may lead to the recognition of &quot;multiple selves&quot; of others (Rivers &amp; Houghton, 2013, p. 2). The study contributes to the pool of research studying IC and grants insights into how an eportfolio approach might be integrated into EFL secondary teaching by encouraging learners to enrich their understanding of the Self through their reflections on EPIC tasks and classroom activities.
Indonesian Pre-Service Science Teachers&apos; Views on Socio-Scientific Issuesbased Science Learning
Author: Nida, Safwatun
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Positive Attitudes,Intention,Science and Society,Skill Development,Competence,Values Education,Teaching Methods,Barriers,Controversial Issues (Course Content),Interdisciplinary Approach,Relevance (Education),Junior High Schools,Public Colleges,Foreign Countries

This study explores the views of Indonesian junior high school pre-service science teachers (PSTs) towards teaching based on socio-scientific issues (SSIs). Questionnaires were analyzed qualitatively and descriptively. The PSTs (N=62) acknowledged that student competencies ranging from personal to socially relevant skills as well as character formation can potentially be developed through SSI-based instruction. The PSTs mentioned several challenges which may hinder implementation of SSI-based instruction. These include the interdisciplinary and controversial nature of SSIs, a lack of familiarity regarding SSIs, the lack of necessary student skills, insufficient teacher expertise, and curriculum constraints. The PSTs viewed SSIs as able to potentially enhance their personal competencies through SSI-based instruction, mostly with regard to pedagogical skills. The relevance of SSI-based instruction was, however, not seen in as positive a light as the participants' views on the need of character building. The PSTs' intentions to later implementing SSI-based instruction ranged from medium to high.
Integrating Online Diagnostic Tests in a First Year Engineering Class
Author: Brijlall, Deonarain
Date: 2020-00-00
Type: Journal Articles
Subjects: Introductory Courses,Engineering Education,Mathematics Education,Mathematics Skills,Mathematical Concepts,Fundamental Concepts,Calculus,Algebra,Numbers,Fractions,Problem Solving,Diagnostic Tests,Electronic Learning,Learning Analytics,Integrated Learning Systems,College Freshmen,Repetition,Foreign Countries

The narrative permeating higher education institutions globally is the assimilation of advancing information and communications technology into mainstream Mathematics Education. In this paper we report on a mixed mode case study which explored possible mathematical gaps that created barrier/s when engineering students (n=162) worked with the online diagnostic tests. These engineering students were provided with online tasks on the learner management system (LMS) on factorization, fractions and logarithms. The study was carried out at a University of Technology in South Africa. The data collected from the LMS and written responses of students to quizzes were analysed. Findings emanating from the data analysis indicated that 1) all diagnostic tests logged positive increase in group averages, 2) greater repetition by students invoked better procedural proficiency and 3) better understanding of the basic mathematics leads to greater success in higher mathematics.