ethanporcaro/eric-fulltext-meta huggingface dataset:
Lived Experiences of Adolescent Boys with Conduct Disorder in Manzini Secondary Schools, Kingdom of Eswatini
Author: Mary, Hlatshwako Thuleleni
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Males,Secondary School Students,Behavior Disorders,Student Attitudes,Peer Influence,Alcohol Abuse,Drug Abuse,Low Achievement,Depression (Psychology),Anxiety,Self Esteem,Truancy,Foreign Countries,Antisocial Behavior,At Risk Students,Personality Traits

Adolescent boys with conduct disorder in Manzini secondary schools exhibit undesirable behaviour which disrupts the general moral fibre in the schools and the community in general. The purpose of this study was to explore lived experiences of adolescent boys with conduct disorder in Manzini secondary schools of the Kingdom of ESwatini. This study was qualitative in nature, and it used an interpretive phenomenological research design because the intention was to get an 'insight' and in-depth information about the phenomenon studied. A group of 20 adolescent boys who were purposively sampled was interviewed and participated in focus group discussions. Thematic content analysis was used to determine some common themes which emerged from the study and these were scrutinised to understand the lived experiences of adolescent boys with conduct disorder in Manzini secondary schools of the Kingdom of ESwatini. It was revealed from the study that adolescent boys with conduct disorder failed to resist negative peer pressure, abused alcohol and other drugs, poorly performed academically and experienced depression, anxiety, and low-self-esteem which led to an array of behaviour problems such as substance abuse, aggression, truancy, and defiant behaviour. It may be concluded from the study that adolescent boys with conduct disorder experience emotional challenges such as depression, anxiety and low self-esteem which led to antisocial behaviours. It may be recommended from the study that parent-child communication should be improved; adolescents should be shown love, adolescents should attend motivational speeches, talk shows and should receive professional and spiritual counselling.
Teacher Evaluation Training and Its Effect on EFL Teacher Evaluators&apos; Perceptions and Practices
Author: Shafaghi, Mohsen
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Evaluators,Language Teachers,English (Second Language),Second Language Instruction,Professional Training,Assessment Literacy,Direct Instruction,Instructional Effectiveness,Observation,Private Schools,Foreign Countries

The current study sought to examine whether explicit instruction affects teacher evaluators in terms of a six-factor Teacher Evaluation (TE) model encompassing Perception, Method, System, Content, Purpose, and Outcome. Moreover, it explored how training of the evaluators affects their practices in actual evaluation. To this end, twenty EFL teacher-evaluators selected as the participants of the study filled out a TE questionnaire (developed by the researchers) and participated in a semi-structured interview. In addition, the evaluators' actual practice was examined through recording of post-observation debriefing sessions between the evaluators and the teachers they supervised. Subsequently, a four-session training course on various aspects of teacher evaluation was held. After four weeks, the interviews, questionnaires, and debriefing sessions were repeated. To analyze the data, a two-way repeated measures Analysis of Variance (ANOVA) was run and the comparison of the results showed that the training course had positively affected many aspects of evaluators' perceptions and practices. Likewise, the content analysis of the interviews and debriefing sessions identified the features of the training course that the evaluators found most valuable such as the methods of observation, the strategies required for overcoming the evaluators' communication problems with teachers and managing the debriefing sessions. The results also revealed that the TE factor outcome was not affected by the training instruction course.
Invention Education as a Context for Children&apos;s Identity Exploration
Author: Garner, Joanna K.
Date: 2021-08-00
Type: Journal Articles
Subjects: Innovation,Technological Advancement,Kindergarten,Elementary Secondary Education,Outreach Programs,Self Concept,Middle School Students,STEM Education,Elementary School Students,Student Attitudes,Creative Activities,Problem Solving,Cooperation,Persistence,Program Evaluation,Self Esteem,Preferences,Novelty (Stimulus Dimension),Personal Autonomy,Safety,Gender Differences,Outcomes of Education

Generating solutions for society's complex problems will require the development of a diverse workforce that is committed to technological and social innovation. In the United States, this need is being addressed by the invention education movement, a goal of which is to promote the adoption of an inventive mindset among K-12 students through outreach and out-of-school time programming that promotes habitual problem finding, creative problem solving, collaboration, and persistence (Lemelson Foundation, 2020). In this study we examined a STEM-based invention education program, Camp Invention®, for its potential as a context for inventive mindset development. Our analysis of pre- and post-camp questionnaire responses from 108 upper elementary and middle school-aged children generated a measure of inventive mindset which was stable over time but largely independent of children's identification with three STEM subjects typically encountered in school. In alignment with prior studies examining features of educational contexts that support identity development (Kaplan et al., 2014), we found that children's most preferred activities supported perceived confidence, task novelty, and task utility, and least preferred activities received lower ratings on perceived autonomy and psychological safety. We consider theoretical and practical implications for the design and evaluation of STEM-based invention education programs.
Developing Students&apos; English Oral Presentation Skills: Do Self-Confidence, Teacher Feedback, and English Proficiency Matter?
Author: Waluyo, Budi
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Esteem,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Feedback (Response),Scores,Oral Language,Skill Development,Language Tests,Performance,Teacher Student Relationship,Predictor Variables,Factor Analysis,Scoring Rubrics,Student Attitudes,Undergraduate Students,Foreign Countries

This study examined the interplay among self-confidence, teacher feedback, and English proficiency in terms of developing students' English oral presentation competence. The study involved learners in the fields of Sciences and Technology, and Humanities and Social Science (N=390; 75% female; 26% male). It looked at how presentation courses, which are structured to include various stages of presentation preparation as well as teacher feedback over the course of a semester (12 weeks), can help Thai EFL students improve their self-confidence and oral presenting skills. The collected data consisted of students' presentation scores, results of an English proficiency test, and survey data concerning students' self-confidence and teacher feedback regarding students' presentation performances. The data analyses involved descriptive statistics, exploratory factor analysis (EFA), independent t-tests, one-way ANOVA, multiple-linear regression, and mediation analysis. The results revealed: (1) two underlying factors regarding self-confidence, are situational and potential confidence and communication confidence, and one underlying factor regarding teacher feedback, named perceived teacher feedback practice; and (2) English proficiency as the only significant predictor of students' presentation performance. Although it may seem intuitive that English proficiency scores are a strong predictor, this study indicates that students' self-confidence and instructor evaluation have no direct link to students' English presentation performance, which was perhaps unanticipated. The small effects of self-confidence and instructor feedback are likely due to the large number of low-level students in the study. Additionally, variables such as student gender and field of study did not make significant differences. This study contributes to the development of research in the area of oral presentations in English.
Emotional Intelligence as a Predictor of EFL Learners&apos; Willingness to Communicate
Author: Dastgoshadeh, Adel
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Predictor Variables,English (Second Language),Second Language Learning,Student Attitudes,Language Usage,College Students,Foreign Countries

Emotional intelligence (EI) as a recent notion in psychology has rightly found its way into studies related to foreign language learning (FLL). Appreciating its significance, the present study was conducted to test EI in relation to English as a foreign language (EFL) learners' willingness to communicate (WTC). To do so, 67 EFL learners filled out the EI questionnaire and WTC in a foreign language questionnaire. Pearson product moment correlation was employed to explore the existence of any possible correlation between the two variables, and Multiple Regression analysis was used to indicate the degree of prediction of each EI component in EFL learners' WTC. The results indicated a significant correlation between the participants' EI and their WTC. Among the six components of EI, Utilization of Emotions in Problem Solving (UEPS) and Emotional Regulation of Others (ERO) proved highly capable of predicting the participants' WTC. As it is plausible to promote and heighten emotional aspects alongside social interactional aspects in classrooms on the one hand and as EI facilitates communication considerably on the other, giving special consideration and importance to EI in EFL classrooms seems to be highly effective.
Academic Vocabulary in Psychology Research Articles: A Corpus-Based Study
Author: Xodabande, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Language,Word Lists,Computational Linguistics,Psychology,Research Reports,Language Usage,Teaching Methods,Educational Resources,Vocabulary Development,English for Academic Purposes,Second Language Learning,Second Language Instruction

The current corpus-based study investigated the lexical profile of psychology research articles based on General Service List (GSL) (West, 1953) and Academic Word List (AWL) (Coxhead, 2000). To this end, a corpus of 8,500 psychology research articles with around 74 million words was analyzed. The results showed that the AWL accounted for 13.12% of the tokens in the corpus. Further computer analysis of the corpus revealed that 472 out of 570 word families in the AWL have been used frequently in psychology research articles. The study also identified 693 word types outside the GSL and the AWL which occurred frequently in the corpus and accounted for 6.1% of the tokens. Finally, the findings of this study revealed that 1,537 high frequent AWL and non-GSL/AWL word types (rather than word families) provided around 17.91% coverage of the corpus, while the high ranking 570 word types in this list accounted for about 13.44% of the corpus which is higher than the coverage of the 570 AWL word families combined (with about 3000 types). Based on these findings, the study concluded that although the AWL is a valuable pedagogical resource for teaching academic vocabulary, there is a need to develop more restricted and discipline specific word lists to cater for the needs of students in different subject areas. The study also highlights the significance of these findings.
Enhancing Students&apos; Genre Writing Skills in an English for Specific Purposes Class: A Dynamic Assessment Approach
Author: Mauludin, Lutfi Ashar
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Improvement,English for Special Purposes,Second Language Instruction,Second Language Learning,Instructional Effectiveness,Formative Evaluation,Feedback (Response),Vocabulary Development,College Students,Student Attitudes,Public Colleges,Self Evaluation (Individuals),Foreign Countries

Dynamic assessment integrates the teaching and testing process. Several studies have been conducted to find out the role of dynamic assessment in enhancing students' writing skills (Alemi, 2015; Amiri &amp; Saberi, 2016; Sadek, 2015; Shresta &amp; Coffin, 2012). However, studies on its implementation in English for Specific Purposes (ESP) settings are limited. This study aimed to find out the effectiveness of dynamic assessment in improving students' writing skills, especially the genre of descriptive text in an ESP class. A mixed-method design was used. Seventy students in a Library Technician Program at a public university in Indonesia participated in the study. The data were gathered through pretests and posttests. An analysis of T-test scores showed that they were statistically significant, suggesting that the dynamic assessments had a positive influence on students' abilities in composing texts. Following these tests, an open-ended questionnaire was administered to obtain students' opinions. The responses from the questionnaire revealed that most students had positive views toward dynamic assessments as it helped them assess their writing skills, find specific vocabulary, and reduce anxiety.
Rubric for Assessment of Learning Process in EFL Online Classrooms: Validation and Revision
Author: Mustafa, Faisal
Date: 2021-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Student Evaluation,English (Second Language),English Language Learners,Scoring Rubrics,Grades (Scholastic),Student Attitudes,Expectation,Computer Assisted Testing,Educational Technology,Technology Uses in Education,Foreign Countries,College Students,Grading,Student Participation

Assessment of the learning process refers to assessing the quality of students' learning as they complete learning activities, such as how much time they spend reading materials, how many times they repeat quizzes when they get low scores, or whether their posts in a forum are helpful for other students. Assessment of process is more appropriate for online learning, and the use of a rubric has been suggested to ensure the objectivity of learning process assessment (Wilen, 2004). The objective of the present study was to validate such a rubric for the assessment, proposed by Mustafa et al. (2019) on the basis of feedback solicited from students. Sixty percent of the students who had successfully completed and passed a compulsory online class, English as a foreign language (EFL), were recruited to participate in the study (N = 72). The data consisted of a questionnaire which explored whether the rubric grades (for each criterion and the overall passing grade) were adequate from the perspective of students. It also explored whether or not the rubric grade they received matched students' expectations; significant differences between the rubric and students' expectations were determined quantitatively. Both grades were compared using the one-sample Wilcoxon sign rank test at the significance level of 0.01. The results showed that the grades for seven out of twenty criteria in the rubric required revision because they were significantly different from the grades proposed by the students. The new revised version of the rubric can be used to improve student satisfaction with their assessment results in an online learning classroom.
Instructional Coaching in a TESOL Teacher Preparation Program: An Exploratory Case Study
Author: Keh, Melissa Latham
Date: 2021-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Case Studies,Faculty Development,Preservice Teachers,Language Teachers,College Faculty,Licensing Examinations (Professions),Teacher Student Relationship,Reflection,Goal Orientation,Scheduling,Writing (Composition),Electronic Mail,Telecommunications,Feedback (Response),Literacy Education,Teacher Attitudes,Student Attitudes

Instructional coaching is a professional development model that seeks to improve classroom practice through collaborative, non-evaluative partnerships between teachers and coaches. Although existing literature suggests that coaching in pre-service teacher programs is relatively uncommon, the limited research on its use is promising. This exploratory case study examined one coaching partnership between a pre-service English as a Second Language (ESL) teacher and an English language teaching (ELT) faculty member during a course for adult paraprofessional educators learning to take an exam required for teaching licensure. The results of a qualitative document analysis of reflective writing, email correspondence and an audio-recorded phone conversation suggest that instructional coaching supported the pre-service ESL teacher through the use of unique coaching elements, including modeling, a window on the coach's reflective process, opportunities to request specific feedback and the coach's familiarity with the pre-service teacher's students. The coaching partnership also provided an opportunity for the ELT faculty member to grow professionally. Our findings point to the importance of positive interpersonal dynamics in the coaching relationship and the need for clear goal setting, expectations and scheduling logistics.
Applying Cooperative Development in Exploring College English Teaching in a Large Class Format in China
Author: Fan, Yang
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Large Group Instruction,College Faculty,Language Teachers,Teaching Methods,Classroom Techniques,Teacher Attitudes,Metacognition,Affective Behavior

Given the fact that the large class phenomenon cannot easily be eliminated, it is important for teachers to develop effective strategies to teach English in large classes. The purpose of this study was to understand in what ways post-observation discussions lead to increased self-awareness of a college English teacher concerning pedagogy with special reference to large class teaching. Data were collected from document analysis, observations, and discussions. The post-observation discussions were structured using the theoretical frameworks of the Cooperative Development model and the Collaborative Conversation Approach. Data analysis generated four themes: Student participation, affective factors, classroom management, and instructional strategies. This study provided insights which might be useful to teachers who teach large classes in China and around the world. It also provided implications and recommendations for further research.
Looking at the Past, Present, and Future of ELT: A Conversation with Donald Freeman
Author: Lengeling, M. Martha
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,COVID-19,Pandemics,Teacher Education,Pedagogical Content Knowledge,Interviews,College Faculty,Teacher Attitudes,Teacher Educators

Within the English language teaching (ELT) profession, Donald Freeman is well known for his research in teacher education, teacher knowledge, and teacher learning. He was an invited guest for the XI Seminar of Applied Linguistics at the University of Guanajuato in May 2020. This interview of Professor Freeman examines how he started out in the profession and his transition to the area of teacher education. As well, Professor Freeman discusses three phases of teacher education, his perceived gaps in ELT, the impact of COVID-19 on teachers, and lastly, he provides reflection for English teachers throughout the world.
Identifying Student Responsibilities While Watching Mathematics Instructional Videos
Author: Kelley, Sue
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Films,Video Technology,Electronic Learning,College Mathematics,College Students,Student Responsibility,Student Attitudes,Synchronous Communication,Mathematics Instruction,Prior Learning,Problem Solving,Algebra,Flipped Classroom

This study investigated the ways in which college algebra students watch mathematics instructional videos about completing the square with the goal of identifying student responsibilities within a particular video and across different videos. Guided by the theory of didactic situations that has defined implicit teacher and student responsibilities within the context of the face-to-face mathematics classroom, participants watched three different videos about completing the square and answered interview questions. Using categories previously identified by the didactic contract for the face-to-face classroom, this study expanded the types of student responsibilities identified specifically for video watching and found that participants, regardless of overall prior knowledge but who had prior knowledge of completing the square, held a responsibility to use the specific set of steps they were taught by their teacher to solve problems. Findings may be useful to both mathematics teachers and video creators.
Online Assessment in the Era of Digital Natives in Higher Education Institutions
Author: Ndibalema, Placidius
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,College Students,Age Groups,Student Attitudes,Online Courses,Formative Evaluation,Foreign Countries,Independent Study,Blended Learning

This study explored students? opinion towards the opportunities and inhibitive factors for online formative assessment. A Google form survey questionnaire was administered to 124 students to generate the information regarding the opportunities of online assessment. Purposive sampling technique was employed on the basis that participants were students registered through Edmodo LMS studying multimedia courses. A system walk-through strategy was used to collect qualitative data from Edmodo platform. A descriptive analysis on the data generated from a survey monkey questionnaire was employed while content analysis was carried out for qualitative data. The findings are presented based on the research questions as follows: First, it was revealed that there were several opportunities from online assessment which included divergent thinking, self-reflection and immediate feedback among students. However, the study revealed several inhibitive factors towards online assessment such as unreliable internet accessibility, lack of technological devices and negative attitudes among students. The study established that in order to have effective online formative assessment, the capacity building to both instructors and students is inevitable. Furthermore, the study calls for the need to harmonize the curriculum by capitalizing on the integration of online formative assessment to support blended learning among digital native students at all levels of education.