ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of College Students&apos; Foreign Language Anxiety in English Learning Based on the Teaching Model of Sheltered Instruction Observation Protocol
Author: Wei, Chenhua
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Second Language Learning,Anxiety,English (Second Language),Teaching Methods,Content and Language Integrated Learning,College Freshmen,Business English,Foreign Countries

Foreign language anxiety in English learning has always been a major focus of English teaching research. How to relieve English majors' foreign language anxiety and improve their classroom participation becomes an imperative issue for English teachers. Based on the American teaching model of Sheltered Teaching and Observation Protocol (SIOP), this study explores whether the SIOP teaching model can help relieve English learning anxiety. The experiment on 60 freshmen majoring in business English shows that the SIOP model can relieve students' foreign language learning anxiety and improve their classroom participation. The SIOP teaching model is worth popularizing in business English teaching.
Differences in Educational Expectations between Urban and Rural Junior High School Students: Individual, Family, and Social Structures
Author: Hou, Yuna
Date: 2022-00-00
Type: Journal Articles
Subjects: Rural Urban Differences,Student Attitudes,Migrants,Expectation,Correlation,Junior High School Students,Cognitive Ability,Educational Environment,Equal Education,Social Differences,Student Diversity,Social Structure,Student Characteristics,Foreign Countries,Family Characteristics

This paper studies the current differences in educational expectations between urban and rural students and explores the mechanism from the individual/family and school/society perspectives. The results show significant differences in expectations between rural and urban junior high school students for going on to higher education. In addition, urban students' educational expectations are higher than that of rural and migrant students. These differences are caused by the students' cognitive ability, family background, and school environment, among which the influence of family background is larger than that of cognitive ability, while the effect of the school's hukou structure is the most important influencing factor. The results suggest that building a desirable school education atmosphere, alleviating hukou segregation in schools, and strengthening the integration of widely diverse school populations are important approaches to promoting educational and social equity in China.
Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire during Collaborative Writing Tasks
Author: Payant, Caroline
Date: 2022-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Second Language Learning,Second Language Instruction,Teaching Methods,Multilingualism,Language Usage,Adult Learning,Student Attitudes,Authentic Learning,English (Second Language),Native Language,Spanish,Russian,Romance Languages,French,Task Analysis,Writing Instruction,Profiles,Student Characteristics,Foreign Countries,Universities,English for Academic Purposes

Recent years have witnessed major development in plurilingual pedagogies which support the use of learners' repertoire of languages in language learning contexts (Payant &amp; Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners' perceptions towards the use of their languages during authentic collaborative writing tasks and contrasted these views with their actual behaviours. In this case study, six plurilingual adult learners of English in a Canadian university with three unique L1s (Romanian, Russian, Spanish) completed two collaborative writing tasks on two separate occasions. Each dyad shared the same linguistic profiles and were encouraged to draw on their entire repertoire to complete the tasks. Semi-structured interview data shows differing levels of openness towards L1 and L2 (French) use during language-learning writing tasks. The analysis of the interaction confirms multiple uses for the L1; however, the L2 was seldom observed during interactions. The findings are discussed from a plurilingual lens and pedagogical implications are discussed.
Current Trends in Critical Discourse Studies of Textbooks: A Look at Selected Literature
Author: Smith, Christopher
Date: 2022-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Textbooks,Content Analysis,Databases,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Trend Analysis

Critical Discourse Studies (CDS) has increasingly served to examine the content of textbooks. Given momentum by critical social inquiry pertaining to textbook content, this study looks at peer-reviewed literature drawn from three scholarly databases (JSTOR, ERIC, and SAGE; cross-referenced with searches on Google Scholar) that use CDS for those investigations. Reviewing the selected literature, this study asks: What are the most represented approaches of CDS used for examining textbooks? What contextual themes appear to draw the most attention? In what fields of study are the examined textbooks situated? How do these emergent themes appear to be connected? What areas of research appear lacking in the collected literature? The findings illustrate that, while the methods of CDS and types of textbooks examined are diverse, the lion's share of contextual attention and critical utility appears to be given to foundational approaches to CDS and textbooks used for English language teaching. Further research directions on textbooks from a CDS perspective are discussed.
The Role of Workplace Spirituality in Reducing Organizational Hypocrisy in Schools
Author: Agalday, Bünyamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Environment,Religious Factors,Beliefs,Deception,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Values,Organizational Climate,Secondary Schools

This research aimed to investigate the relationship between workplace spirituality and organizational hypocrisy from teachers' perspectives. The study employed a cross-sectional quantitative survey design. The data for the research was collected from 276 teachers working at lower secondary schools in Turkey. Stepwise multiple regression was performed in the analysis to identify the predictive power of workplace spirituality dimensions for organizational hypocrisy dimensions. The findings suggest that workplace spirituality significantly predicts organizational hypocrisy. In the model, the highest explanatory power of the total variation belonged to workplace spirituality's self-perception, meaningful work, and organizational values dimensions. Consequently, this research emphasizes the importance of workplace spirituality in reducing the effects for schools that have to act hypocritically. This research is the first research on the potential impact of workplace spirituality on organizational hypocrisy behavior in schools. In this context, it was concluded that workplace spirituality was important in reducing perceptions related to hypocritical behavior displayed by school administrations among teachers in the schools.
Dual Language Books Go Digital: &quot;Storybooks Canada&quot; in French Immersion Schools and Homes
Author: Zaidi, Rahat
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Instructional Materials,Multilingualism,Case Studies,French,Immersion Programs,Personal Autonomy,Foreign Countries,Books,Second Language Learning,Second Language Instruction,Native Language,Electronic Publishing,Student Diversity,Family School Relationship,Individualized Instruction,Difficulty Level,Parent Role,Educational History,Kindergarten,Grade 1,Grade 2,Elementary School Students,Open Educational Resources

In response to Canada's growing ethnic, cultural, and linguistic diversity, educators in French immersion classrooms are increasingly responding with enhanced cross-linguistic initiatives, and dual language books are promising resources in the promotion of multilingualism (Zaidi, 2020; Zaidi &amp; Dooley, 2021). This paper details a research project we completed in a 2019 classroom-based qualitative case study in a French immersion school experiencing an increasing enrollment of linguistically diverse students. The researchers sought to determine if &quot;Storybooks Canada,&quot; a free digital platform with 40 dual language books in multiple languages, could help promote literacy engagement and strengthen home-school connections. Five teacher participants identified a range of features that make the platform a useful resource for promoting literacy engagement, text comprehension, learner autonomy, meaning-making, and instructional differentiation. These included (i) the multilingual features, (ii) the ability to project stories on a large screen, (iii) the audio component, (iv) the illustrations, and (v) the different levels of text difficulty. While teachers made almost exclusive use of the French language features of the site, for classroom purposes, they supported cross-linguistic uses of the platform in the home context, with a view of strengthening home-school connections.
Validity and Reliability of Adolescents Academic Inertia Scale
Author: Tagay, Özlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Student Motivation,Self Efficacy,Student Adjustment,Psychological Patterns,High School Students,Foreign Countries,Factor Analysis

The aim of the current study is to conduct the validity and reliability studies of the Academic Inertia Scale for Adolescents (AAIS). Inertia is that occurs from not adapting to the current situation, lack of motivation, insufficient self-control and lack of socializing. It has been stated that living in inertia is a result of the individual's preferences. Increasing academic expectations from adolescents causes fatigue in this process. In order for the adolescents to receive effective psychological support, this state of exhaustion and neglect must be first detected, evaluated, and necessary support provided. Based on the relevant knowledge in the literature, this situation is to be first evaluated and then inertia considered. However, in the literature, to our best knowledge, there is no valid and reliable measurement tool to determine inertia in adolescents. The development of the academic inertia scale will be effective in identifying and evaluating the adolescents' situation and making more research on this subject. The study group of the current research is composed of a total of 410 students (234 females and 176 males) attending high school in Konya in 2019-2020 school year and selected through the convenience sampling method. The factor structure of the scale was investigated with explanatory and confirmatory factor analyses and a five-dimensional construct explaining 46.96% of the total variance was obtained and the fit of this construct was found to be good. In order to determine the reliability of the scale, internal consistency and test-retest reliability analyses were run and acceptable values showing that the scale is reliable were obtained. The findings of the current study was concluded that the Academic Inertia Scale for Adolescents is a reliable and valid scale that can be used in the process of determining the academic inertia level of high school students.
Is Boyer&apos;s &quot;Scholarship Reconsidered&quot; Still Relevant: A Case Study of a College-Wide Professional Learning Community
Author: Houdyshell, Michael
Date: 2022-03-00
Type: Journal Articles
Subjects: Scholarship,Educational Research,College Faculty,Models,Communities of Practice,Faculty Publishing,Teacher Participation,Teacher Collaboration

As universities attempt to integrate academic research into meaningful real-world application, faculty are encouraged to improve, understand, and collaborate on instruction and scholarship. Boyer's writings on the topic in Scholarship Reconsidered: Priorities of the Professoriate attempted to engage faculty in this pursuit. One College of Education explored Boyer's model through faculty participation in a Professional Learning Community (PLC). Using a qualitative case study including a review of documents and faculty focus groups, the researchers studied how faculty were able to infuse components of Boyer's Scholarship Reconsidered in their work. Findings pointed to enhanced understanding of Boyer's writings by faculty, but did not result in increased incorporation of his ideas into practice during the PLC. The researchers concluded that improvements in the leadership, design, and application of the PLC could facilitate faculty participation in a PLC and could result in increased engagement and application of Boyer's writings in their work.
STEAM-ing: Preliminary Insights in Consolidating Arts with STEM
Author: Ramli, Siti Soraya
Date: 2022-01-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Integrated Curriculum,Foreign Countries,Barriers,Secondary School Teachers,Science Teachers,Curriculum Development

Science, mathematics, technology, and engineering (STEM) have long been acknowledged as subjects that are fundamental for national progress and growth. Efforts to integrate the &quot;arts&quot; component in the teaching and learning of STEM subjects have begun over two decades ago through the introduction of KBSR and KBSM in the Malaysian school curriculum; however, its implementation received mixed reactions. The reason is that although &quot;art&quot; can and does make STEM subjects interesting and engaging, it could also distract and remove the focus away from STEM components. Realizing the importance of Arts in complementing the learning of science-based subjects in terms of creativity and collaborative focus, this study aims to uncover the views schoolteachers encounter as they try to integrate Arts in STEM teaching. Using a qualitative approach, the study involved teachers currently teaching STEM subjects in local public and private schools. Data was collected via a semi-structured interview with four experienced Science teachers. Findings revealed all Science teachers unanimously agree the integration of Visual Arts elements in STEM could ease various pedagogical challenges which include students' thinking ability, practical knowledge, and ability in technology; constraints related to teaching aid and ensuring student understanding of &quot;difficult&quot; topics in the lower secondary Science syllabus.
Promising Practice for Building Community through Mixed-Reality Simulation in Teacher Preparation
Author: Spitzman, Emily
Date: 2022-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Computer Simulation,Technology Integration,Preservice Teacher Education,Technology Uses in Education,Teaching Methods

It is critical that pre-service teachers have exposure to practice in order to be successful in their future classrooms. This article describes a step-by-step process of implementing mixed-reality simulation (real-time interaction with avatars, similar to what one would find in a video game) in teacher preparation courses in order to provide teacher candidates with an almost-real classroom experience. Through using this mixed-reality simulation platform, teacher candidates teach student avatars who are being controlled by a live, behind-the-scenes person, trained to facilitate classroom scenarios. Following an overview of the implementation of this mixed-reality technological tool into their classes, authors share successes and challenges, highlighting some key takeaways for those considering integrating this into their future classes.
&quot;French Teachers Can Figure It Out&quot;: Understanding French as a Second Language (FSL) Teachers&apos; Work in the Context of the COVID-19 Pandemic
Author: Smith, Cameron W.
Date: 2022-00-00
Type: Journal Articles
Subjects: French,Language Teachers,Second Language Instruction,COVID-19,Pandemics,Distance Education,Foreign Countries,Teaching Experience,Educational Technology,Barriers,Affordances,Elementary School Teachers,Secondary School Teachers

In 2020, the coronavirus (COVID-19) pandemic forced teachers in Ontario to move online. Since then, teaching online or in hybrid models has been common across the province. To understand how French as a Second Language (FSL) teachers navigated these spaces, four Ontario French teachers were interviewed about their experience using educational technology and teaching online. Findings were analyzed in light of Hargreaves and Fullan's (2020) reframing of classic understandings of teachers' work in the context of the global pandemic. Findings show that factors influencing these teachers' professional capital reflect common concerns among Canadian educators, alongside those specific to the FSL context. Participants' professional marginalization and seclusion demonstrates the importance of both the psychic rewards of teaching and cultures of collaboration. Ongoing efforts to capture ways in which teaching FSL has been shaped by the pandemic experience, therefore, require looking beyond individual classrooms to connected systems and systematic efforts of reform.
Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement between Academic Fields
Author: Daniels, Belinda
Date: 2022-00-00
Type: Journal Articles
Subjects: Canada Natives,American Indian Languages,Foreign Policy,Females,Whites,Applied Linguistics,Language Maintenance,Ethics,Interdisciplinary Approach,American Indian Culture,Researchers,American Indians,Foreign Countries,College Faculty,Teacher Attitudes,Personal Narratives,Second Language Learning,Second Language Instruction

This conceptual paper examines the relationship between two academic areas: applied linguistics and Indigenous language revitalization. While the two domains have shared interests, they tend to operate separately. This paper examines: 1) possible reasons for this separateness; 2) mutually beneficial reasons to be in closer conversation and 3) changes necessary for the creation of an ethical space of engagement (Ermine, 2007) between these academic areas. We write from distinct positions: Belinda, a nehiyaw woman working in Indigenous language resurgence and Andrea, a white settler woman working in language issues related to settler-colonialism. Drawing from our joint and individual experiences, we explore how these research fields can complement each other as well as intersect to create richer interdisciplinary knowledge.
Production of Third-Person Singular &quot;-s&quot; and &quot;be&quot; Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
Author: Nguyen, Bao Trang Thi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Morphemes,Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Undergraduate Students,Task Analysis,Grammar,Oral Language,Error Analysis (Language),Decision Making,Vietnamese People,Accuracy,Verbs

Research on the acquisition order of inflectional morphemes in English has shown that third-person singular &quot;-s&quot; (3SG&quot;-s&quot;) is challenging to acquire and acquired later than &quot;be&quot; copula by both L1 and L2 learners of English. In a departure from the usual practice of controlled elicitation, the current study investigated the production of these two forms by Vietnamese EFL learners in oral communication tasks performed in intact classrooms. Vietnamese L1 does not inflectionally mark 3SG&quot;-s&quot; although the construction of &quot;be&quot; copula in Vietnamese and English shares some features. These differences motivated the selection of the two target forms. Nine pairs of Vietnamese EFL university students were recorded performing five communicative tasks generated contexts for use of 3SG&quot;-s.&quot; over three weeks in their normal classes. Performance data were transcribed and analyzed for frequencies of production and omission of the two target forms in obligatory contexts. After completing the tasks, the students were interviewed about what they attended to when performing the tasks. Interview transcripts were analyzed thematically. Results show that the learners omitted 3SG&quot;-s&quot; in most obligatory contexts and across all tasks. They were better at accurately producing &quot;be&quot; copula than 3SG&quot;-s&quot; but accuracy rates varied between learners. Interview data revealed the conscious decisions learners made concerning the accuracy of their language production. The findings are discussed with reference to different theoretical models. The study advances understanding of acquisition of 3SG&quot;-s&quot; and &quot;be&quot; copula by EFL learners and offers pedagogical implications for how a focus on inflectional forms can be managed in oral communicative task performance.
Academic Procrastination and Cyberloafing Behavior: A Case Study of Students in Indonesia
Author: Margaretha, Meily
Date: 2022-00-00
Type: Journal Articles
Subjects: Time Management,Student Behavior,Foreign Countries,Internet,COVID-19,Pandemics,College Students

Internet is a tool widely used by students to advance online and offline learning, especially during the Coronavirus disease-19 (COVID-19) pandemic. However, overdependence on internet use in the learning process may negatively affect the academic progress of students. Some students delay submitting academic assignments without tangible reasons. Students often use the internet for activities unrelated to academics. This study aimed to investigate the relationship between cyberloafing behavior and academic procrastination of Indonesian students during COVID-19 pandemic. The effect of self-regulated learning in explaining the relationship between cyberloafing behavior and academic procrastination was also discussed. This study used a descriptive study. The data collection technique was the survey method with the help of questionnaires. Sample size for this research was 732 students drawn from both the state and private universities in Indonesia. The results of the study showed that cyberloafing significantly affects students' academic procrastination. Moreover, the relationship between these two variables was moderated by self-regulated learning. This research is expected to provide input to all parties involved in the student learning process and help develop information technology integration in the learning process.
Developing Cognitive Independence in High School Students through Physical Education Lessons
Author: Kayrgozhin, Dulat U.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Processes,High School Students,Physical Education,Cognitive Development,Foreign Countries

The article aims to present the results of experimental work on the implementation of a model for the development of cognitive independence of high school students in physical education lessons. Experimental work involved the development of the substantive foundations of the process of developing cognitive independence of high school students in physical education lessons, for this purpose, a phased implementation of this process was organized. The total participants of the research were 210 students between grades 10 and 11. The effectiveness of the implementation of the constructed model and technology is confirmed by the significant differences in the dynamics of the development of cognitive independence among high school students in control and experimental groups. The revealed differences allow us to state the effectiveness of the conducted experiment on the development of cognitive independence in physical education lessons among high school students in terms of motivational-value, cognitive-reflexive, and creative-activity components of cognitive independence.