ethanporcaro/eric-fulltext-meta huggingface dataset:
A Need for a Substantive Change in Tertiary EFL Education
Author: Aburizaizah, Saeed Jameel
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Educational Cooperation,International Cooperation,Language Role,Universities,Curriculum Design,Education Work Relationship,Undergraduate Students,Student Attitudes,Language Skills,Vocabulary Development,Writing Improvement,Student Motivation,Student Needs

As Saudi Arabia is increasing its international influence and educational collaboration at a global scale, promoting the importance of English language teaching and learning in basic and tertiary education has been more prioritized in the country. Diverse programs are offered in universities, incorporating foundation year programs and curricula, which have become a must for anyone passionate about his/her future, and a strategic necessity for any university that aims at preparing its graduates for their career life. This paper investigates the birth of one of the newest approaches in EFL curriculum design that tries to re-launch the link between labor markets and demands of academic requirements, global society, on the one hand, and the learners' needs on the other hand, and questions the opinions of foundation year students who completed one academic year of the newly launched curriculum in an English Language Institute at a Saudi public university, data collection employed a large-scale survey (n = 2000) that purposefully explores the students' opinion on the new curriculum. Results obtained from 371 respondents reveal students' satisfaction toward a clear improvement in their language skills, specifically presentation, vocabulary, and writing, and joint agreement that the course was autonomy supportive. It was also significant that the course increased the students' intrinsic motivation and appreciation of the challenges and inspiration this curriculum had given to them. This paper is an extended piece of knowledge for further research. It provides an illustration of students' deep thoughts on their target language needs for policymakers and curriculum designers to consider.
Applying Assessment Principles during Emergency Remote Teaching: Challenges and Considerations
Author: Allehaiby, Wid Hasen
Date: 2021-12-00
Type: Journal Articles
Subjects: Barriers,Distance Education,Evaluation Methods,Teaching Methods,Computer Assisted Testing,Higher Education,COVID-19,Pandemics,Reliability,Validity,Testing Problems,Student Evaluation,Educational Change,Test Construction,Teacher Student Relationship,Formative Evaluation,Summative Evaluation,Language Tests,Second Language Learning

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.
Students&apos; Perception of Alternative Assessment: A Qualitative Meta-Analysis
Author: Alokozaya, Wahidullah Jan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Alternative Assessment,Meta Analysis,Foreign Countries,Student Evaluation,College Students

Many studies have been conducted on the implementation of alternative assessments on students. However, this study is carried out to explore definitions, characteristics and students' perceptions of alternative assessment at university and school level. A total of one hundred and seventeen (117) journal articles were searched through different search engines, and only twenty-six (24) recent and relevant publications published between years 2002 to 2018 were included in this study and remaining are excluded. Among inclusions, there were ten (10) quantitative researches, six (6) qualitative, seven (7) mix-mode and one (1) review paper. The overall respondents of the studies were two thousand eight hundred and seven (2807). Most of the studies were carried in Asian countries such as Indonesia, Iran, Turkey, Malaysia, Bosnia, Thailand and Egypt and some of the studies were conducted in the USA, UK, Scotland, and Netherlands. The finding reveals that the learners have a positive perception of implementing the alternative assessment. Furthermore, the findings of some studies revealed alternative assessment is preferable while other researches indicated the alternative assessment favorably. Besides, some studies have suggested some recommendations for the implementation of alternative assessment.
Augmented Reality Mobile Application for Children with Autism: Stakeholders&apos; Acceptance and Thoughts
Author: Hashim, Haida Umiera
Date: 2021-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,Vocabulary Development,Computer Simulation,Telecommunications,Handheld Devices,Children,English (Second Language),Second Language Learning,Educational Technology,Technology Uses in Education,Foreign Countries

American Psychiatric Association defined autism spectrum disorder as a neurological disorder due to which a diagnosed child may face difficulty in social communication or have a repeated or restricted set of behaviors. Learners with autism are primarily visual strategy learners, and they tend to learn better through pictures and images. Due to their cognitive disabilities, most learners with autism struggle to acquire new vocabulary. There have been many inventions invented by researchers all over the world to help autistic children with their education; however, not much emphasis put on the interventions that can assist autistic children with their English vocabulary learning process. Hence, this study intends to investigate the stakeholders' acceptance and thoughts on the use of augmented reality mobile applications for children with autism. This study is a qualitative research study where interviews are used as an instrument to gather stakeholders' views on the usefulness of the designed and developed augmented reality technology mobile application. This study involved seven respondents who come from different backgrounds and in different field areas. The results have gathered that the designed and developed mobile application has the prospect of helping children with autism with their English language learning process. With further improvements, the designed and developed mobile application is believed to be able to help autistic children to learn English vocabulary in a more exciting yet meaningful manner and at the same time help to spark their interest in their English vocabulary language learning process.
Teaching Approaches of Expert Educators to L.V. Beethoven Piano Sonata &quot;Op. 57 No: 23 Fa Minör Appassionata&quot;
Author: Yürük, Faki Can
Date: 2022-00-00
Type: Journal Articles
Subjects: Classical Music,Music Education,Musical Instruments,Music Teachers,Teaching Methods,Teacher Behavior,Musicians,Verbal Communication,Nonverbal Communication,Student Motivation,Stress Management,Foreign Countries,Space Utilization

One of the most important names in the history of classical music is the Flemish-born German composer and pianist Ludwig van Beethoven. Op.57 No.23 &quot;Appassionata&quot;, composed by the composer, one of the Viennese classics, in the second period of his musical life, which was divided into three, is a magnificent work that takes a different place in piano literature. This study, it is aimed to reveal the similarities and differences of the teaching approaches towards this sonata with the masterclass study conducted by three expert piano educators who have been trained in different schools and schools with a piano student who received proficiency in the art. In line with this purpose, the verbal and nonverbal behaviors of the experts in general, similar, and different aspects in terms of teaching the work, styles-technical, etc. approaches motivation of the student, relieving anxiety and stress, verbal and non-verbal behaviors towards the composer, the piece, the period, the interpretation of the work and the use of time. It was tried to observe their approach towards the subject and other behaviors that they paid attention to during the Masterclass. In the qualitative and descriptive study, the data were collected according to the observation and content analysis technique and analyzed according to the qualitative research methods. It is thought that the study is important and original in terms of revealing the different approaches of expert piano educators in teaching the piece, and examining these differences, in terms of contributing to a pianist's thoughts about the piece and enabling them to synthesize, and it will be a source for similar studies.
The Effect of Online Argumentation in Open-Ended Physics Experiments on Academic Achievement and the Change in Argumentation Abilities
Author: Demircioglu, Tuba
Date: 2022-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Science Education,Physics,Science Experiments,Science Achievement,Preservice Teachers,Science Teachers,Computer Mediated Communication,21st Century Skills,Science Laboratories,Program Effectiveness

Due to the rapid change and development in science and technology, it has come to the fore to educate individuals with 21st-century skills. Scientific argumentation plays important role in developing 21st-century skills. Several studies were conducted on argumentation in science education and laboratory, however, the limited study examined argumentation in the physics laboratory. This study aimed to investigate whether online argumentation in open-ended physics experiments affects the academic achievement and argumentation abilities of preservice science teachers. Quantitative and qualitative research methods were used in this study. In the quantitative parts of the study the quasi experimental design was used. Qualitative data were collected through online argumentation to determine the change in argumentation abilities of students. The participants were consisted of 55 preservice science teachers. The experimental group students participated in online discussion in open-ended experiments and the control group students performed confirmatory experiments. It was found that online argumentation in open-ended experiments was more effective in improving the academic achievement of the students compared to confirmatory experiments. The results also indicated that argumentation abilities of the experimental group students improved throughout the intervention.
Project Method Efficiency for the Teachers&apos; Professional Activities
Author: Kobernyk, Oleksandr
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Creative Thinking,Creativity Tests,Foreign Countries,College Students,Learning Activities

The relevance of the study is based on the discrepancy between the need for the project management program-methodical support and insufficient development in pedagogical practice. Aims. The aim of the study is to examine the effective development and implementation of the project method in the HEI from the standpoint of pedagogy as a new type of educational process management. Methods: questionnaire methods and pedagogical observation methods. The following questionnaires were used. E. Torrance's &quot;Tests of Creative Thinking&quot; method. An &quot;unfinished thesis&quot; method (J. Sachs, S. Levy). Questionnaire for self-evaluation of the teacher's knowledge and skills during transition to teaching using a new pedagogical technology by N.V. Nemova. Method for teacher's basic competencies evaluation by L.A. Adambaeva. Statistical calculations were performed using Kendall's T coefficient and chi-squared test. Results. The number of students with a high level of personality orientation increased only by 5.3%, and those with a high level of creative activity - by 8.7%. We can't speak about a significant decrease in the number of students who at the end of the experiment had a low level of the aesthetic position formation. Thus, the number of students who showed developed creative thinking in project activities became only 5.3% less than at the beginning of the experiment. Conclusions. A significant increase in the general level of cognitive competence formation in the experimental group in comparison with the control group is explained by purposeful work with students, taking into account special pedagogical conditions. Perspectives. Further study can be carried out towards the development and implementation of a project method to improve the competencies acquisition, taking into account future professional activities.
Cultural Component in Professional Development of Non-Philological Specialties Students in the Process of Studying a Foreign Language
Author: Bakum, Zinaida
Date: 2021-12-00
Type: Journal Articles
Subjects: Cultural Awareness,Professional Education,Linguistics,Teaching Methods,International Cooperation,Labor Market,Second Language Learning,Second Language Instruction,Foreign Countries,Role Playing,Audiolingual Methods,Student Attitudes,Standards,Competition,Undergraduate Students,Values

The professional development of future specialists has to meet global and domestic standards. Cultural competence is essential for future professionals as it makes it easier to collaborate with foreign professionals, improve their competitiveness in the world labor market and increase the specialist's ability to solve professional challenges. The study attempts to answer the questions about the importance of cultural competence development of non-philological students in the process of studying a foreign language and methodological approaches used in this process. The aim of the paper is to present the model of cultural competence formation of future non-philological specialties experts at the foreign languages classes and determine its main components and formation conditions. The study investigates how cultural competence development changes the value-based attitude towards future professional activity and promotes the interest in learning, personal and professional enrichment. Students of three Ukrainian higher educational institutions (from the first to third course) have taken part in the research. The research used conscious-comparative, audiolingual, and role-play methods. The study of the results, based on four criteria (cognitive, moral-axiological, communicative, cultural), showed that learners started to understand the necessity of cultural enrichment of disciplines. The research proved that the implementation of the given technique resulted in the improvement of students' learning and cognitive activity and enhancement of the general level of training. The paper gives some recommendations for language teachers to organize the process of learning a language on a cultural basis.
A Metaphorical View Regarding the Career and Sports Perceptions of University Students
Author: Çar, Bekir
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Career Awareness,Athletics,Figurative Language,Physical Education,Validity,Reliability,Classification

A career is a process in which people prepare themselves for a higher level in their professional life by gaining certain experiences and knowledge in their professional life and direct proportion to the increase in their knowledge. Sports are activities that socialize people through certain physical activities, reveal their performance and contribute to the development of people emotionally. This study aimed to reveal the perceptions of the faculty of sports sciences students about the concept of career and sports through metaphors. The study group of the research consisted of 61 students studying at Bandirma Onyedi Eylül University Faculty of Sports Sciences, physical education and sports teaching department. In the study, the metaphorical perceptions of the 1. grade students studying in the department of physical education and sports teaching, and coaching education in the fall semester of the 2021-2022 academic year regarding the concept of &quot;Career and Sports&quot; were examined by qualitative data collection method. In the study, data were collected after the participants completed the statements &quot;Career is like … because…&quot; and &quot;Sport is like … because…&quot;. By using the word &quot;like&quot; in the metaphor, an attempt was made to establish a connection between the subject and the source, and the phrase &quot;because&quot; was asked to be completed to obtain other information. In the study, phenomenological design and qualitative research techniques were used. For the solution and explanation of metaphors, the study was performed by revealing the metaphors, classifying the metaphors, categorizing them, and determining their validity and reliability. As a result of the information gathered, the participants wrote 42 metaphors in 7 categories following 60 themes related to the concept of career, and they wrote 43 metaphors in 5 categories following 60 themes for the concept of sports. As a result, when the metaphorical perceptions of university students towards the concepts of career and sports were investigated, it was seen that the students had the most variability category for the concept of &quot;career&quot; and the psychological impact categories for the concept of &quot;sports.&quot;
Effects of Language Variety and Word Availability in Commercial Advertisements on Listener&apos;s Lexical Recall
Author: Algernas, Munerah
Date: 2021-12-00
Type: Journal Articles
Subjects: Language Variation,Advertising,Recall (Psychology),Semitic Languages,Dialects,Standard Spoken Usage,Language Tests,Contrastive Linguistics,Foreign Countries,Graduate Students,Auditory Perception,Task Analysis

Commercial advertisements in Arabic-speaking regions tend to alternate between dialectal Arabic and Modern Standard Arabic, but it is not yet clear whether language variety has any impact on listener's lexical recall. Insight into this issue should help enterprises design their commercial advertisements in a linguistically intelligent manner. This study addresses two questions: 1) &quot;How does language variety (dialectal vs. standard) affect listener's lexical recall in commercial advertisements?&quot; 2) &quot;Do listeners recall words that have appeared in dialectal advertisements better than those that did not appear in advertisements using the same variety?&quot; Fifteen Saudi participants responded to a forced-choice memory test with 24 yes-no questions (3 per advertisement) asking participants to report whether they heard a specific key word in eight advertisements that utilized different language varieties. The findings show that Arabic speakers tend to perceive both Modern Standard Arabic and dialectal Arabic in commercial advertisements similarly, but tend to recall the presence of a key word in an advertisement better than its absence. Future research may increase the sample size and examine more Arabic varieties.
EFL Learners&apos; Language-Specific Time Attitudes
Author: Al-Amri, Majid N.
Date: 2021-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Students,Student Attitudes,Foreign Countries,Time Perspective,Teacher Student Relationship,Peer Relationship,Student Experience,Emotional Response,Student Needs

The present study investigated the time attitudes (TAs) of EFL learners and their willingness and preference to share their TAs with peers and EFL instructors. Limited research has explored willingness and preference to share their TAs --a distinct and meaningful part of their temporal perspective that encompasses their positive and negative feelings about the past, present, and future experiences of English language learning. Participants were 229 students of technical and administrative diploma programmes at a Saudi industrial college in the western region of the country. Data were collected through questionnaires. Findings indicated that (1) students' responses differed mostly on feelings about the past; (2) participants are more willing to share their feelings with peers than with instructors; (3) students are more willing to share with both peers and instructors their combined past, present, and future experiences; (4) students prefer to share their feelings about their present experiences with peers and instructors compared to their past or future experiences; (5) students prefer to share with peers both negative and positive feelings about their past, present, and future experiences; and (6) students prefer to share only negative feelings with instructors.
Understanding Learners&apos; Type and Preferences towards Utilizing Web 2.0 to Improve Teaching/Learning in Nigerian Tertiary Institutions
Author: Asogwa, Uche Donatus
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,Web 2.0 Technologies,Instructional Improvement,College Students,Foreign Countries,Cognitive Style,Measures (Individuals),Personality Measures,Multiple Intelligences

Learners have their dominant intelligence which gave rise to the different learning styles, a dominant mode of information reception, processing, and storage. The study will determine the extent each learner group perceives the use of Facebook for learning as useful and easy to use. 213 students purposively sampled from five departments which participated in an e-learning initiative of a federal university in Southeastern Nigeria constitute the study sample. The study adopted a survey design. Barsch Learning-Style Inventory and Myers-Briggs Type Indicator (MBTI) were used to collect data for learner profiling, while a TAM questionnaire was used to measure learners' perceived usefulness, ease of use and behavioral intention to use Facebook as a learning tool. Findings from the study showed that there were more visual leaners among the study sample than other learner groups. Also, all learners irrespective of the learning style agreed that Facebook was useful and equally agree to have the intention to adopt it as a potential learning tool. It recommended that as web 2.0 technologies are being increasingly adopted and adapted for educational purposes, learners should be profiled according to the learning styles to determine which learner group would benefit most from a particular technology.