ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Regulated Learning Using Multimedia Programs in Dentistry Postgraduate Students: A Multimethod Approach
Author: Lloret, Miguel
Date: 2009-10-00
Type: Journal Articles
Subjects: Foreign Countries,Dentistry,Graduate Students,Independent Study,Learning Processes,Mixed Methods Research,Metacognition,Computer Uses in Education,Pretests Posttests,Protocol Analysis,Quasiexperimental Design,Epidemiology,Multimedia Materials,Program Effectiveness,Student Behavior,Intervention

The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated activities were identified with the MSLQ questionnaire. Results of the MSLQ pretest/post-test questionnaire didn't show an intervention effect. In contrast, the qualitative methodology allowed the registration of a high frequency of self-regulated dimensions on the metacognitive area, on the making of inferences (cognitive area), and on the planning time and effort (behavioural area). Our data revealed the usefulness of a qualitative methodology for the understanding of the complex nature of the self-regulatory processes on learning environments based on computers.
Evaluation of Learning and Teaching Process in Turkish Courses
Author: Coskun, Eyyup
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Curriculum Development,Educational Change,Elementary School Curriculum,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Student Attitudes,Semi Structured Interviews,Teaching Methods,Instructional Effectiveness,Curriculum Evaluation,Lesson Plans,Praxis,Student Evaluation,Change Strategies,Access to Information,Learning Processes,Educational Resources,Observation

A radical educational reform occurred in Turkey in 2005; and curriculum of primary education courses was renewed. New curriculum was prepared based on constructivist approach. In this scope, curriculum of Turkish course was also renewed. This study aims at evaluating applications and opinions of teachers and students about learning and teaching process prescribed in Turkish Course (1st-5th Grades) Curriculum. Within the scope of the study, semi-structured interview was made with 10 teachers and 12 students. In addition, process teaching a text was evaluated via structured observation method in 5 different classes. According to the results of the study, primary school teachers find some stages in learning--teaching process prescribed in the curriculum unnecessary and therefore do not apply them. Teachers mentioned that some texts are above the student level; and they sometimes experience time and material problems. It was seen in the present study that teachers do not have enough information about learning and teaching process in the new curriculum; they do not have high success levels in the applications; and they usually do not apply the forms for evaluating the process in the curriculum. It was found out that, in spite of these problems, courses are student-centred as prescribed in the curriculum; and students have positive opinions about stages of learning and teaching process.
On the Development and Measurement of Spatial Ability
Author: Yilmaz, H. Bayram
Date: 2009-03-00
Type: Journal Articles
Subjects: Spatial Ability,Perceptual Development,Measurement,Gender Differences,Literature Reviews,Biological Influences,Social Environment,Cultural Context

The importance of spatial ability in learning different school subjects and being successful at certain jobs has been recognized globally. The vast majority of the studies on the topic have focused on the nature of the phenomenon, the factors that affect its development), and the difference between males and females on spatial ability. However, still there is a need to conduct research studies to have a better understanding of the construct, its relations with other abilities, and the ways to foster its development. By providing a literature review, this study addresses those issues and summarizes different ways of measuring spatial ability and fostering its development to suggest study directions to future researchers.
Exploring Elementary Students' Understanding of Energy and Climate Change
Author: Boylan, Colin
Date: 2008-10-00
Type: Journal Articles
Subjects: Elementary School Students,Energy,Climate,Concept Formation,Scientific Concepts,Science Curriculum,Prior Learning,Student Surveys,Sustainable Development,Foreign Countries,Environmental Education,Educational Technology,Grade 3,Grade 5,Grade 4,Grade 6,Knowledge Level,Fuels,Natural Resources,Food

As environmental changes become a significant societal issue, elementary science curricula need to develop students' understanding about the key concepts of energy and climate change. For teachers, developing quality learning experiences involves establishing what their students' prior understanding about energy and climate change are. A survey was developed to explore what elementary students know and understand about renewable and non-renewable sources of energy and their relationship to climate change issues. The findings from this survey are reported in this paper.
Teacher Variables as Predictors of Academic Achievement of Primary School Pupils Mathematics
Author: Tella, Adedeji
Date: 2008-10-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Academic Achievement,Elementary School Teachers,Predictor Variables,Mathematics Achievement,Self Efficacy,Teacher Attitudes,Teacher Qualifications,Teaching Experience,Multiple Regression Analysis,Correlation,Interests,Teacher Characteristics,Measures (Individuals),Reliability

This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils' academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self-efficacy and interest had significant correlation with pupils achievement scores. Teacher's self-efficacy being the best predictor of pupils' academic achievement in mathematics was followed by teacher's interest. Attitude, qualification and experience were not significant correlation with pupil's achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils' achievement in mathematics.
Justifying the Design and Selection of Literacy and Thinking Tools
Author: Whitehead, David
Date: 2008-10-00
Type: Journal Articles
Subjects: Meta Analysis,Foreign Countries,Secondary Education,Literacy Education,Thinking Skills,Formative Evaluation,Prompting,Design,Best Practices,Teaching Methods,Elementary Education,Critical Thinking,Critical Literacy,Reflection,Caring,Classification,Creative Thinking,Criteria,Developmentally Appropriate Practices

Criteria for the design and selection of literacy and thinking tools that allow educators to justify what they do are described within a wider framework of learning theory and research into best practice. Based on a meta-analysis of best practice, results from a three year project designed to evaluate the effectiveness of a secondary school literacy initiative in New Zealand, together with recent research from cognitive and neuro-psychologists, it is argued that the design and selection of literacy and thinking tools used in elementary schools should be consistent with (i) teaching focused (ii) learner focused, (iii) thought linked (iv) neurologically consistent, (v) subject specific, (vi) text linked, (vii) developmentally appropriate, and (viii) assessment linked criteria.
An Investigation of Young Children's Perceptions of Teasing within Peer Relationships
Author: Harwood, Debra
Date: 2010-03-00
Type: Journal Articles
Subjects: Bullying,Peer Relationship,Student Behavior,Elementary School Students,Kindergarten,Grade 1,Grade 2,Freehand Drawing,Interviews,Personal Narratives,Social Development,Young Children,Listening,Foreign Countries,Coding,Victims,Gender Differences,Age Differences

The paper analyzed children's perceptions of teasing within their real world peer relationships through participants' drawings and accompanying narratives. The case study research was approached from an ethic of listening to children to discover and uncover children's perceptions and experiences with the phenomenon of peer teasing. Fifteen children from kindergarten to grade 2 participated in drawing and narrating their complex understandings of the multi-faceted aspects of peer teasing. The participants attended two 30-40 minute sessions of conversational interviews with the first session also involving drawing and narrating personal stories of teasing. The results of the study indicate the significance of teasing within the young peer relationship as well as several distinct perceptions and insights. Ultimately, these insights may help teachers to broaden curricular approaches within the school culture and enhance current theoretical conceptualizations of peer teasing.
Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners
Author: Dunne, B. Greg
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Mail,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Task Analysis,Asynchronous Communication,Self Concept,Introductory Courses,Program Descriptions,Intercultural Communication,Undergraduate Students,Communicative Competence (Languages),Communication Problems,Instructional Design,Group Dynamics

Using O'Dowd and Ritter's (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email telecollaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes.
An Exploratory Study into Trade-Off Effects of Complexity, Accuracy, and Fluency on Young Learners' Oral Task Repetition
Author: Sample, Evelyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Oral Language,Language Fluency,Task Analysis,Accuracy,Guidelines,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Qualitative Research,Familiarity,Foreign Countries,Elementary School Students,Asians,Teaching Methods,Linguistic Theory,Instructional Effectiveness

Studying task repetition for adult and young foreign language learners of English (EFL) has received growing interest in recent literature within the task-based approach (Bygate, 2009; Hawkes, 2012; Mackey, Kanganas, &amp; Oliver, 2007; Pinter, 2007b). Earlier work suggests that second language (L2) learners benefit from repeating the same or a slightly different task. Task repetition has been shown to enhance fluency and may also add to complexity or accuracy of production. However, few investigations have taken a closer look at the underlying relationships between the three dimensions of task performance: complexity, accuracy, and fluency (CAF). Using Skehan's (2009) trade-off hypothesis as an explanatory framework, our study aims to fill this gap by investigating interactions among CAF measures. We report on the repeated performances on an oral spot-the-difference task by six 9-year-old EFL learners. Mirroring earlier work, our data reveal significant increases of fluency through task repetition. Correlational analyses show that initial performances that benefit in one dimension come at the expense of another; by the third performance, however, trade-off effects disappear. Further qualitative explanations support our interpretation that with growing task-familiarity students are able to focus their attention on all three CAF dimensions simultaneously.
A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis
Author: Park, Moonyoung
Date: 2014-00-00
Type: Journal Articles
Subjects: Needs Assessment,Second Language Learning,English (Second Language),Language Teachers,Second Language Instruction,Language Skills,Task Analysis,Telecommunications,Handheld Devices,Semi Structured Interviews,Teaching Methods,Teacher Attitudes,College Faculty,Classification,Listening Skills,Oral Language,Internet,Curriculum Development,Lesson Plans,Qualitative Research,Questionnaires,Online Surveys

In response to the research priorities of members of TESOL (Teachers of English to Speakers of Other Languages), this study investigated language learners' realworld tasks in mobile-assisted language learning (MALL) to inform the future development of pedagogic tasks for academic English as a second language (ESL) courses. The data included initial semistructured interviews with four ESL teachers and four college ESL students followed by an online task-based needs analysis conducted with 23 ESL teachers and 76 college ESL students at a university in the midwestern United States. Through the interviews and surveys, we identified how teachers and students used mobile devices and how they felt mobile devices could be used in language learning, and we categorized their target tasks in MALL according to the four language skills (reading, listening, speaking, and writing). The study found that ESL learners already use various mobile device functions, but that ESL instructors were less inclined to use these for teaching, suggesting that teachers may need further support and ideas before they can help their learners take advantage of their mobile devices for language learning. Both learners and teachers gave high rankings to tasks for listening and speaking as well as to activities integrated with SMS and the Internet. Based on the identified tasks, we created a MALL task typology to provide an initial authentic and sound resource for the future development of MALL tasks, lesson plans, and curricula.
Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context
Author: Douglas, Scott Roy
Date: 2014-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Task Analysis,Teaching Methods,Incidence,Educational Benefits,Language Proficiency,Qualitative Research,Essays,Interviews,Time Factors (Learning),Instructional Effectiveness,Expectation,Cultural Context,Teacher Surveys,Phenomenology,Foreign Countries

English for Academic Purposes (EAP) programs designed to meet postsecondary English language proficiency requirements are a common pathway to higher education for students from non-English-speaking backgrounds. Grounded in a Canadian context, this study seeks to examine the prevalence of Task-Based Language Teaching (TBLT) in EAP, common examples of EAP tasks, and the benefits and drawbacks of this approach for EAP students. EAP professionals (n = 42) were recruited from the membership of TESL Canada, and participants completed a questionnaire on their perceptions of TBLT for EAP. Of those who participated, 69% reported using TBLT in at least half of their lessons, with 86% of the participants indicating that TBLT was suitable for EAP instruction. Further qualitative analysis of the data revealed that presentations, essays, and interviews were the top three tasks employed by EAP teachers; the practicality, effectiveness, and learner-centredness of TBLT were its major benefits; and mismatched student expectations, lack of classroom time, and excessive instructor preparation were TBLT's major drawbacks. Ambiguity regarding what constitutes TBLT was also found in the data. It appears that TBLT is used by participants across Canada and is well accepted as a teaching approach. However, some concerns associated with TBLT in EAP remain to be addressed.
Incorporating Language Structure in a Communicative Task: An Analysis of the Language Component of a Communicative Task in the LINC Home Study Program
Author: Lenchuk, Iryna
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Task Analysis,Second Language Instruction,Benchmarking,Best Practices,Guidelines,Federal Aid,Distance Education,Teaching Methods,Foreign Countries,Consciousness Raising,Immigrants,Refugees,Program Descriptions,Linguistic Input,Grammar,Independent Study

The purpose of this article is to analyze a task included in the LINC Home Study (LHS) program. LHS is a federally funded distance education program offered to newcomers to Canada who are unable to attend regular LINC classes. A task, in which a language structure (a gerund) is chosen and analyzed, was selected from one instructional module of LHS offered as a demonstration module for the general public. Specifically, the analysis presented in this article focuses on how language structure is integrated into the task. The integration of language structure into the task is assessed against the criteria outlined in the Task-Based Language Teaching and Learning (TBLT) literature and the Canadian Language Benchmarks (CLBs) guidelines. The analysis of the task demonstrates that the presentation of language structure in the task violates the main principle of a meaning-based approach to second language teaching (i.e., task-based instruction) that emphasizes the primacy of meaning over language forms. Considering that LHS is a national program identified as one of the Best Practices in Settlement Services language programs, this article calls for more research on the topic.
Task-Based Language Teaching and Expansive Learning Theory
Author: Robertson, Margaret
Date: 2014-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Intercultural Communication,Teaching Methods,Learning Theories,Guidelines,Language Teachers,Faculty Development,English (Second Language),Communicative Competence (Languages)

Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit of locating TBLT in Expansive Learning Theory is that it provides concrete explanations for how cycles of meaning making and negotiation can be worked into task phases. It provides an elaboration of the cyclical learning processes that may be embedded in tasks, improving the intentionality and focus of language tasks. In doing this it clearly establishes task-based teaching as a robust construct for language teaching programs. Additionally, the location of TBLT within Expansive Learning Theory makes explicit the central importance of intercultural communication competence to language learning, positioning culture as a mediating artefact in learning. This may provide teachers choosing to use TBLT as their pedagogy with a theoretical underpinning of expansive learning and with tools to assist their teaching practice. Additionally, it may contribute to teacher training and professional development through clarity provided by placing TBLT pedagogy within the theoretical framework of Expansive Learning Theory.
A Task-Based Language Teaching Approach to the Police Traffic Stop
Author: O'Connell, Stephen P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Task Analysis,Police,Instructional Materials,English (Second Language),Second Language Learning,Second Language Instruction,Guidelines,Discourse Analysis,Interpersonal Communication

One possible hurdle to implementing the Task-Based Language Teaching (TBLT) approach is uncertainty about how to turn target tasks into materials that can be used in the classroom. This article discusses the steps taken to create materials for one target task (communicating with a police officer during a traffic stop) in a manner that provides a framework for others who wish to create materials for target tasks to follow. Specifically, the discussion will focus on how information was obtained from domain experts (police officers) and how samples of target discourse were collected. It will then explain how that information was turned into prototypical dialogues, which then serve as the foundation for pedagogic tasks that can be used to help learners achieve the goal of communicating with police officers during traffic stops. By explaining how prototypical dialogues were developed for this target task, it is believed that some of the uncertainty about how to turn the theory of TBLT into something concrete for learners will be alleviated.
The Quantity and Quality of Language Practice in Typical Interactive Pair/Group Tasks
Author: Collins, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Grade 6,French Canadians,Task Analysis,Teaching Methods,Grammar,Form Classes (Languages),Groups,Intensive Language Courses,Phrase Structure,Computational Linguistics,French,Native Language,Language Teachers,Foreign Countries,Verbs,Semantics,Interviews

This article reports on a study examining the language practice opportunities that occurred during a range of paired and small group interactive tasks in an intensive English as a Second Language (ESL) class of francophone Grade 6 students. The analysis focussed on the opportunities the tasks provided for the use of two complex and challenging forms (the simple past and the possessive determiners his/her) by these learners. We examined both the quantity and the quality of the contexts for the two target forms within the tasks, and whether particular task types or task features were associated with more or richer practice for the forms.