ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship between Language Learning Beliefs and Foreign Language Classroom Anxiety
Author: Palinkaševic, M. A. Radmila
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Likert Scales,Anxiety,Measures (Individuals),Second Language Learning,Second Language Instruction,Correlation,Student Attitudes,Preschool Teachers,Teacher Education Programs,Positive Attitudes,Attitude Change,Teaching Methods,Foreign Countries

Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vrsac and Teacher Training Faculty in Belgrade (Vrsac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.
Teachers&apos; Feelings of Safeness in School-Family-Community Partnerships: Motivations for Sustainable Development in Moral Education
Author: Thi Ngoc Lien, Nguyen
Date: 2021-03-00
Type: Journal Articles
Subjects: Psychological Patterns,Safety,Teacher Motivation,Sustainable Development,Ethical Instruction,Foreign Countries,Partnerships in Education,Multiple Regression Analysis,School Community Relationship,Family School Relationship,Individual Differences,Predictor Variables

This study aims to get insights into teachers' safety feelings in families, schools, and communities' partnerships to facilitate the Vietnam context's moral education process. We used a survey method with the instrument having 19 Likert-scale items, namely teachers' feelings of safeness in SFC partnerships (SSFC). The data from 371 Vietnamese teachers followed a simple random sampling strategy. We conduct multiple regression analyses to get insight into the relationship between four groups of variables and teachers' feelings of safeness, namely teachers' background, collaborated actions between teachers and families, families' mental encouragement for teachers, and collaborated actions between families and communities. These results find that the school level, collaborated actions between teachers and families, and families' mental encouragement for teachers are statistically significant to teachers' feelings of safety. Moreover, the variable group of collaborated actions between teachers and families records the highest positive beta value in multiple regression analyses. In other words, the improvement of collaborated actions between teachers and families is a critical motivation to leverage teachers' feelings of safeness in SFC partnerships. These results provide valuable information for sustainable development in moral education.
Effectiveness of Science Infographics in Improving Academic Performance among Sixth Grade Pupils of One Laboratory School in the Philippines
Author: Basco, Raymart O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Aids,Data Interpretation,Instructional Materials,Instructional Effectiveness,Science Instruction,Academic Achievement,Skill Development,21st Century Skills,Thinking Skills,Communication Skills,Feedback (Response),Teamwork,Learning Motivation,Self Efficacy,Intellectual Development,Recall (Psychology),Laboratory Schools,Grade 6,Foreign Countries

This study determined the effectiveness of science infographics in improving academic performance among sixth-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. Based on the results of the multiple pre-test and post-tests of 26 pupils, the findings elucidated that the respondents performed significantly better in their post-test. The results implied that infographics were significant in terms of improving academic performance in Science among learners. Additionally, findings revealed that critical thinking skills, recall information, understanding complex information, and organizing information into logical groups may be improved through infographics. Further, infographics were found to improve learners' ability to communicate to others what they have learned, improve presentation skills, acquire teamwork, increase motivation to learn, improve the ability to give and receive feedback, and gain self-confidence to learn and succeed. An infographics paradigm was developed based on the study results to understand further the infographics' potentials in the teaching and learning process.
Examining Teachers&apos; Disposition towards Sustainable Education through Discriminant Analysis
Author: Köybasi Semin, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Characteristics,Secondary School Teachers,Social Studies,Environmental Education,Sustainable Development,Teaching Methods,Curriculum Evaluation,Student Centered Learning,Predictor Variables,Foreign Countries

This research aimed at predicting teachers' disposition to sustainable education from their views regarding the evaluation of curricula and student-centred teaching methods. The attempt was made to develop a convenient discriminant function for placement of teachers in lower, medium and higher levels of disposition to sustainable education. It is a quantitative research conducted on social studies teachers teaching at secondary schools in the central district of Sivas province of Turkey. It was found out that the variables such as perception regarding the evaluation of curricula and attitude towards student-centred teaching methods proved to be statistically significant in distinguishing teachers' attitudes regarding sustainable education by looking at their disposition in this regard. As a conclusion, the discriminant function generated here could provide an accurate classification percentage of 68.7% above the relative chance criterion.
Situating Local Literacies at the Core of ELT Curriculum in Higher Education
Author: Nieto-Gómez, Yuly Andrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,English for Academic Purposes,Local Issues,Foreign Countries,Private Colleges,Sociocultural Patterns,Teaching Methods,Second Language Learning,Second Language Instruction,Curriculum Design,Curriculum Implementation,Personal Autonomy,Sanitation,Conservation (Environment),Access to Education,Physical Activities,Grounded Theory,Group Discussion,Student Attitudes,Relevance (Education),Language Usage

This qualitative interpretive study carried out with four EFL teachers in an English for Academic Purposes (EAP) course at a private university in Bogotá, Colombia addresses the disconnect that exists between curricular content and the life of students in education. From our understanding of literacy as a sociocultural practice, we proposed a pedagogical approach that immersed teachers and students in community explorations to study local issues informed by different disciplines. Therefore, this study describes the ways teachers designed and implemented curriculum using community assets (Kretzmann &amp; McKnight, 2003) to develop student agency. The issues addressed by students in their inquiries included improving civic practices in the cycling route; fostering river preservation; environmental issues with garbage in Bogotá; and possibilities to access higher education for young populations in Colombia. Using a grounded theory approach, we collected and analyzed data from class discussions, curricular units, semi-structured interviews and class observation. Findings reveal that community explorations fostered students' agency towards studying social issues and promoted the construction of context-embedded opportunities for learning using students' realities and topics of local relevance (Canagarajah, 2005). The target language was used to reflect, pose problems, produce texts and participate in social reflections within an academic environment.
Learning Vocabulary through Instructional Subtitled Videos
Author: Romero-Villamil, Jorge Luis
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Audiovisual Instruction,English (Second Language),Second Language Learning,Pretests Posttests,Instructional Effectiveness,Visual Literacy,Foreign Countries,Middle School Students

The purpose of this research is to learn how the implementation of instructional subtitled videos contributed to improving students' range of vocabulary in real life contexts. This mixed method research paper was developed by using action research approach and the applied data collection technique was stratified into five steps: a pre-test, three classroom observations, a teacher/investigation diary, a semi-structured interview, and a post-test. The analysis of the data demonstrated that the employment of instructional subtitled videos helped students learn vocabulary. The students performed better in post-test compared to the pre-test, due to the three cycles of intervention. The target words were contextualized and presented through the simultaneous combination of sounds, images, and text. The data also showed that the participants considered the videos to be useful so as to remember new words and to be able to use them in communicative contexts. After discussing the findings of the study in light of the theory, the implications and limitations are presented, as well as some considerations for further research are suggested.
Promoting an Academic International Profile in Undergraduate Students of Psychology Programs in Colombia
Author: Torres-Escobar, Germán Andrés
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Faculty Development,Psychology,Educational Quality,Bilingual Education,Second Language Learning,Second Language Instruction,English (Second Language),College Faculty,Thinking Skills,Foreign Countries,Barriers,Futures (of Society),Curriculum Implementation,Cultural Awareness,Communication Skills,Profiles,Communicative Competence (Languages),Language Proficiency,Study Abroad

The present reflective article aims to describe some challenges that psychology programs in Colombia must face in the future, in order to let their students achieve an international professional profile and to improve their academic quality. First of all, psychology programs need to implement a bilingual curriculum, with many basic and professional courses in a foreign language like English, to teach students to think social and psychological problems in a wide intercultural way (Coulson &amp; Homewood, 2016; Taylor &amp; Hulme, 2015). Secondly, psychology professors should motivate their students to acquire higher levels of engagement with bilingual communication learning, to have better opportunities of professional development by applying to academic exchange experiences with international universities.
Task-Based Language Assessment: Implications for the Language Classroom
Author: Giraldo, Frank
Date: 2020-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Evaluation Methods,Communicative Competence (Languages),Vignettes,Teaching Methods,Student Evaluation,Language Tests

With a communicative approach to language testing, performance assessment has taken on a prominent role in testing systems around the world. Specifically, Task-Based Assessment (TBA) is now being used to make inferences about people's language ability and what they can do with this construct under realistic communicative scenarios. This reflection paper discusses central issues in TBA, and in doing so, it shows that TBA can be observed through a classroom-assessment lens, an idea I present as Instructional Task-Based Assessment (ITBA). The paper starts by reviewing the meaning of tasks, then discusses problems with TBA and finally offers a list of principles for teachers to explore TBA in classroom contexts. I also include limitations of the proposal and conclusions.
Voices of the Hard-of-Hearing about their L2 Acquisition Struggles: A Case Study
Author: Castillo, Rigoberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Second Language Learning,Second Language Instruction,Language Tests,Standardized Tests,Advocacy,Educational Experience,Nonverbal Communication,Personal Narratives,Difficulty Level,Teacher Student Relationship,Equal Education,Teaching Methods,Inclusion,Faculty Development,Peer Relationship,Case Studies,Communication Problems,Educational Policy,English (Second Language),Foreign Countries,High School Students,Exit Examinations,Barriers,Learning Processes

In the context of advocacy of the rights of minorities, communities should research about the learning rights of individuals with hearing loss. This article reports a case study that looked into the retrospectives and perspectives of three hard-of-hearing participants (HHs) on learning another language. The data on retrospectives refer to the participants' narrative accounts that -as adults today- assess what they have gone through. The data on perspectives refer to what the participants wish were done about by school communities, and society. For HHs the interpretation of language goes beyond the reception of sounds; it draws on reading the body language, context, attitudes, and affectivity. The purpose of examining their testimonies, in the form of narratives, is to contribute to the understanding of how they re-signified their struggles. The results of the study fell into three dimensions: Affective, Attitudinal, and Communicative. These involved family, teachers, classmates, and participants. The results suggest that 1. HHs feel capable of mastering an L2 in integrated classrooms, 2. Language policies and standardized exams misrepresent the HHs' capabilities, and 3. Classroom equity demands material selection and methodological adjustments as well as teacher training in inclusive practices.
Factors Affecting Classroom Teachers&apos; Job Performance: A Qualitative-Dominant Analysis with Q-Sorting
Author: Altunova, Nebi
Date: 2020-00-00
Type: Journal Articles
Subjects: Job Performance,Performance Factors,Elementary School Teachers,Teacher Competencies,Pedagogical Content Knowledge,Communication Skills,Work Attitudes,Organizational Climate,Teacher Characteristics,Teacher Administrator Relationship,Teacher Student Relationship,Parent Teacher Cooperation,Teaching Conditions,Physical Environment,Teacher Evaluation,Professional Development,Educational Policy,Public Schools,Learning Readiness,Teacher Motivation,Foreign Countries

This study aimed at exploring the factors affecting classroom teachers' job performance. Maximum variation sampling was used to select the study group. 72 teachers working at primary schools in a province in Eastern Turkey participated in a qualitative dominant mixed-methods study incorporating a qualitative case study and Q methodology. The data obtained through interviews were content-analyzed, and the Q data were analyzed via the PQMethod 2.35 software program. The results indicated that organizational, managerial, and systemic factors had both negative and positive effects on teacher performance. Teachers expressed similar views via the item configurations provided and built up a similar profile about the factors affecting job performance. Besides general professional competencies, students' readiness level and teachers' mastery of course content were reported to have impacts on classroom teachers' job performance.
Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards
Author: Bradbury, Ondine J.
Date: 2020-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflective Teaching,Professionalism,Standards,Teacher Competencies,Discussion (Teaching Technique),Prompting,Preservice Teacher Education,Foreign Countries,Reflection

A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.
FundaVida: A Holistic Curriculum Evaluation of a Non-Profit English Language Program
Author: Bradley, Monica
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Holistic Approach,Curriculum Evaluation,Nonprofit Organizations,Bilingual Education,Language Arts,Second Language Learning,English (Second Language),Program Evaluation,Youth,At Risk Students,Community Programs

The following document is a curriculum evaluation of an English education program, &quot;Syde by Syde,&quot; for at-risk youths and their mothers in non-profit institution, FundaVida, in three urban communities in the South of San Jose, Costa Rica. The evaluation is based on Stufflebeam's Context, Input, Process, Product Model of curriculum evaluation. It provides the organization with a formal written document for potential donors, volunteers, students, and other interested parties about the organization's activities, methodologies, achievements and continuing needs as well as recommendations for future development of the bilingual English education program of FundaVida.
Gender Roles and Dating Violence: A Mediator Role of Moral Disengagement
Author: Erdem, Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Sex Role,Dating (Social),Violence,Moral Values,Predictor Variables,Cultural Influences

The aim of this study was to investigate the mediator role of moral disengagement in the relationship between gender roles and dating violence. Participants were 425 university students [310 (72.9%) female, 115 (27.1%) male, M[subscript age] = 20.68 years, SD = 2.21] who completed questionnaires package involving the Gender Roles Attitudes Scale, the Attitudes toward Dating Violence Scales, and the Moral Disengagement Scale. The data were analyzed using structural equation modeling. A bootstrapping analysis was conducted in order to determine any indirect effects. The results showed that gender roles predicted moral disengagement and dating violence negatively, and that moral disengagement predicted dating violence positively. It was further found that the structural equation model that proposed that gender roles had a direct and an indirect effect through moral disengagement on dating violence was confirmed. The results of the study were discussed in the light of relevant literature, and suggestions for future studies were made.
Science Teachers&apos; Philosophical Thoughts in Chemistry Lessons: An Epistemological Reflection
Author: Acharya, Kamal Prasad
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Teachers,Chemistry,Science Activities,Teacher Attitudes,Student Attitudes,Beliefs,Teaching Methods,Learning Activities,Teaching Styles,Interaction,Learner Engagement,Cooperative Learning,Inquiry,Teacher Student Relationship,Cooperation,Foreign Countries

The purpose of this study is to explore the epistemological foundation of science teachers' beliefs and understanding of students' activities in chemistry lessons. It also helps to find out the philosophical perspectives of science teachers and students to accomplish practical activities to transfer school science learning to activity-based instruction. Science teachers' teaching style, students' interaction and engagement in chemistry lessons and collaborative inquiry were closely observed and their epistemologies were documented and explored. Chemistry classes with practical activities were observed in two community schools located at Province 3 (Kathmandu), Nepal. Interpretive data were generated and analyzed concerning a philosophical perspective on play-way chemistry learning. The pragmatic methodological approach was applied, focusing on the experiences of students and their collaboration with the science teachers. The analysis of activity discourse showed that the learning and understanding of chemistry depend upon the basic epistemology of science teachers, activity-based learning and the collaboration between a science teacher and the students were conducted. The results suggest that the science teachers' dogmatic epistemology is the major hindrance and an influential factor resulting in students' poor understanding in chemistry lessons.
Turkish Language Teacher Candidates&apos; Perceptions of the Concept of Digital Story: A Metaphor Study
Author: Donmus Kaya, Vildan
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Preservice Teachers,Preservice Teacher Education,Educational Technology,Student Attitudes,Figurative Language,Story Telling,Multimedia Materials,Teaching Methods,Foreign Countries

The study aims to reveal Turkish Language teacher candidates' metaphorical perceptions of the concept of digital story. The study is phenomenological research, which is one of the qualitative research approaches. The study group consists of 68 Turkish Language teacher candidates studying at Firat University, Education Faculty, Department of Turkish Language Education in 2018-2019. The study uses a purposeful sampling method to determine the study group of the study. To determine the teacher candidates' metaphorical perceptions of the concept of the digital story, the study employs a metaphor questionnaire form developed by the researchers. The metaphors obtained are analyzed according to their reasons, and themes are created. As a result of the research, it is revealed that teacher candidates perceive digital stories as an instructional, mind-building, versatile, facilitating, entertaining, curious, relaxing, remarkable, and transparent tool. These results confirm that digital stories should be used in the training of Turkish Language teacher candidates, and other teacher candidates as well.