ethanporcaro/eric-fulltext-meta huggingface dataset:
Willingness to Communicate in L2: Persons&apos; Emerging Capacity to Participate in Acts of Meaning Making with One Another
Author: Kubanyiova, Magdalena
Date: 2019-06-00
Type: Journal Articles
Subjects: Second Language Learning,Student Attitudes,Interpersonal Communication,Social Influences,Cultural Influences,English (Second Language),Foreign Countries,Student Participation,Graduate Students,Interaction,Second Language Instruction,Context Effect

This study advances research into individuals' willingness to communicate in an additional language (L2 WTC) in classroom settings by departing from existing inquiry in two ways. First, it takes a multidimensional view of an &quot;individual&quot; in the classroom by integrating students' various identities as persons engaged in meaning making with others across different social worlds and over time. Second, it broadens the epistemological scope of current research by situating the study of WTC in students' actual acts of L2 communication in the classroom and in their larger sociocultural settings. Adopting broad principles of grounded theory ethnography, this study examined Jenny (pseudonym), a university student who was attending a general English course at her institution in mainland China. Data came from ethnographic classroom observations and life-story and photo-based interviews. The findings offer a refashioned definition of what it means to be willing to communicate in an L2 and how such willingness shapes the quality of one's investment in acts of L2 meaning making and L2 learning in communal relationships with others.
A Positive Psychology Perspective on Designing a Technology-Mediated Learning Experience: Engagement and Personal Development
Author: Drewelow, Isabelle
Date: 2020-06-00
Type: Journal Articles
Subjects: Psychology,Well Being,Educational Technology,Technology Uses in Education,Second Language Learning,Second Language Instruction,French,Cooperative Learning,Web Sites,Student Projects,Learner Engagement,Individual Development,Undergraduate Students,Student Attitudes

This study takes a positive psychology approach to the integration of technology in the foreign language classroom. Specifically, it explores the benefits of using flow criteria (Czimmerman &amp; Piniel, 2016; Egbert, 2003) to guide the design sequence of a technology-mediated project for a French for business course (advanced level). In the course of six weeks, twenty students progressed through several collaborative and individual tasks culminating in the co-construction and presentation of a website designed to introduce a new company and product. The analysis of their reflection essays, produced at the conclusion of the project, shows that clear objectives, interest, time to explore, sense of control, and being pushed out of their comfort zone to address various challenges they encountered led to a meaningful experience. Experiencing positive emotions in relation to achievement and creativity was transformative leading them to build confidence, resilience, language skills and strategies, and plan for their future learning path. The findings suggest that fruitful integration of technology should not be judged solely on its effect on linguistic development but also on its potential to generate positive emotions to support engagement in foreign language learning.
A Qualitative Examination of Relatedness Needs in Japanese EFL Classrooms and Task Motivation
Author: Agawa, Toshie
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Student Needs,College Students,College Faculty,Group Activities,Student Motivation,Student Attitudes,Peer Relationship,English (Second Language),Second Language Instruction,Self Determination

The aims of this paper are to (a) examine the relatedness needs of Japanese university EFL learners, and (b) make suggestions on how instructors could organize group work in their classes. Self-determination theory postulates that, the more individuals' relatedness needs are fulfilled, the more they are intrinsically motivated. However, some Japanese EFL motivation studies show mixed results regarding the causality. In this study, 24 Japanese university students participated in an interview. They were asked if their relationship with their classmates would influence their motivation to engage in tasks in an EFL classroom. The results indicated that, (1) when learners have not become well acquainted with their classmates in or out of class, becoming connected with them may enhance their motivation; conversely, when learners have already built good relationships with their classmates out of class, it may have different impacts on their in-class motivation, depending on the characteristic of the relationship; (2) learner motivation may improve when a given task that entails collective responsibility with other classmates; and (3) already motivated learners may prioritize competence and/or autonomy needs over relatedness needs. The author suggests that instructors assess classmates' relationships and alter the ways they form groups and enhance positive goal interdependence among group members.
Exploring Greek EFL Teachers&apos; Resilience
Author: Stavraki, Christina
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Resilience (Psychology),Teacher Characteristics,Interpersonal Competence,Peer Relationship,Predictor Variables

This paper explores the resilience exhibited by 169 Greek English as a Foreign Language (EFL) teachers. A quantitative approach was employed to examine Greek EFL teachers' resilience in relation to demographic, occupational and school/class characteristics. Data were collected by means of the Teacher Resilience Scale (Daniilidou &amp; Platsidou, 2018). The demographic, occupational and school/class characteristics of the participants were related to a number of specific facets of resilience including social skills, peer support, and persistence among others. The results in the majority of the parameters examined suggests that EFL teachers' resilience is not affected by demographic, occupational and school/class characteristics. We suggest that the findings of this research can be used to inform the development of targeted interventions towards sustaining and building up EFL teachers' resilience.
Are Social-Emotional Learning Focused Schools Deliberately Developmental Organizations?
Author: Bailey, James A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Adult Development,Organizational Learning,Aspiration,Competency Based Education

The call for social-emotional development for students has increased through the pandemic, but these calls also require educators to understand the complex nature of social-emotional development as adults. This research study aimed to explore how schools known for social-emotional learning (SEL) support adult SEL development toward flourishing within complex environments. For this study, we used Keegan and Lahey's (2016) framework of a deliberately developmental organization which has found certain organizations center adult development as a primary strategy. We utilized this framework to explore if any of these characteristics of a deliberately developmental organization (DDO) are readily evident in schools highly focused on SEL.
By Social Network Analysis Natural Leaders and Their Qualities
Author: Yarim, Mehmet Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Leadership Qualities,Principals,Administrator Characteristics,Administrator Effectiveness,Foreign Countries,Expertise

This study aims to determine the natural leader and his qualifications with 495 participants in the Erzurum sample, which was designed in mixed method mixed method and with social network analysis in schools. According to the research, not every school principal is seen as a natural leader in his school. Schools where principals are seen as natural leaders have high social network characteristics and these leaders have different and special qualities. These qualities are important to effective and successful school leaders.
Developing Innovative School Leadership Scale and Teachers&apos; Views on Innovative School Leadership
Author: Akyürek, Muhammet Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Educational Innovation,Leadership,Teacher Attitudes,Test Validity,Test Reliability,Factor Analysis,Gender Differences

The purpose of this research is to develop a valid and reliable &quot;Innovative School Leadership Scale&quot; and examine the innovation level of school principals. Within the scope of the research, an &quot;Innovative School Leadership Scale&quot; with 28 items was developed. In the trial application, 197 teachers were reached, and 523 teachers in the main application. Exploratory factor analysis and confirmatory factor analysis were performed to determine the construct validity, and Cronbach's alpha coefficient was calculated to test the reliability. The measurement tool, a one-dimensional scale with 28 items, was found to be valid and reliable (=0.989). Teachers of different gender, age and marital status have similar views on innovative school leadership. Teachers have more positive attitudes than teachers with a master's degree. It is stated that the developed scale can be used by researchers.
Task Design and Enactment: Developing In-Service and Prospective Teachers&apos; Didactical Knowledge in Lesson Study
Author: Gomes, Paula
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Improvement,Teacher Collaboration,Faculty Development,Communities of Practice,Instructional Design,Foreign Countries,Mathematics Teachers,Mathematics Instruction,Grade 7

Designing tasks to foster students' learning is challenging for teachers. In this article, we aim to understand how designing, enacting, and reflecting on tasks promotes the development of in-service and prospective teachers' didactical knowledge during lesson study. Data was collected through participant observation with audio recordings and document collection. Data analysis was based on a category system for task design and students' work and a teachers' didactical knowledge framework. The results suggest that, despite their different teaching experiences, there are aspects that both in-service and prospective teachers attended to when designing tasks. However, in-service teachers had clearer aims when designing tasks and changed them, after observing and reflecting on students' work. Moreover, proposing tasks and reflecting on students' work allowed both groups to rethink their practice to foster students' learning, highlighting the potential of lesson study to deepen their knowledge.
Discourse Analysis on Understanding the Differential Concept of High School Students in a Dynamic Geometry Environment
Author: Chang, Hyun Suk
Date: 2022-00-00
Type: Journal Articles
Subjects: Discourse Analysis,High School Students,Cognitive Processes,Comparative Analysis,Computer Software,Laptop Computers,Piagetian Theory,Mathematics Instruction,Concept Formation,Mathematics Achievement,Calculus,Cooperative Learning,Classification,Speech Communication,Mathematical Concepts,Pretests Posttests,Teaching Methods,Geometry,Classroom Communication

This study investigated the cognitive and social processes through which high school students acquire the differential concepts through communication in a dynamic geometry environment through some cases. Additionally, we observed how a dynamic geometry environment affects these processes. To achieve this objective, eight students were recruited by using the pre-test results and divided into an experimental group and a control group. The learning environment for the two groups was designed to be the same except for jointly manipulating Geogebra on the laptop in the experimental group. Students' discourse was analyzed using an analysis framework that applied both Piaget's (1959) linguistic categories and Rutherford's (2011) neo-Piagetian model. We found that the dynamic geometry environment improved communication among students and their achievement levels. In particular, graphic and dynamic representations created by dragging stimulated students' interest and increased communication among them. Although the quality of communication was somewhat different in the discourse analysis of the two groups, each participant's role was confirmed in the co-construction of knowledge among all cases of eight students. We expect that precise verbal information on various representations of mathematical content in the process of understanding the concepts of students could be an opportunity to prepare educational environments corresponding thereto.
Technological Pedagogical Content Knowledge of Primary School Science Teachers during the COVID-19 in Thailand and Finland
Author: Sothayapetch, Pavinee
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Elementary School Teachers,Science Teachers,COVID-19,Pandemics,Foreign Countries,Content Analysis,Blended Learning,Videoconferencing,Educational Technology

Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic. This paper investigates the TPACK of Finnish and Thai primary school teachers in the context of teaching science through blended learning (BL) during the COVID-19. 11 teachers from Finland and Thailand were interviewed. The interview data were examined using deductive content analysis. The analysis revealed that all teachers used educational technology in their online classes in terms of providing the lesson content, learning activities, and the students' learning assessment. Zoom and MS Teams were the tools used for online teaching in both countries. The main teaching method used in both types of instruction was experimentation. For online instruction, most teachers considered educational technology in every step of the teaching process to enhance students' learning of science as much as possible. Many types of direct and technology-mediated interaction appeared during BL, especially during online teaching, which could be designed and analyzed in the context of the TPACK model.
Methodological Diversity in Emotions Research: Reflexivity and Identities
Author: Miyahara, Masuko
Date: 2019-06-00
Type: Journal Articles
Subjects: Research Methodology,Psychological Patterns,Linguistics,Researchers,Experimenter Characteristics,Bias,Second Language Learning,Self Concept,English (Second Language),Foreign Countries,College Students,Student Attitudes

In this first issue of &quot;The Journal for the Psychology of Language Learning,&quot; this paper discusses some of methodological issues surrounding research methodology on emotions in the field of applied linguistics and language learning research. The aim of this paper is to develop a basic understanding and awareness of the challenges and issues involved in conducting research on emotions by bringing the notion of researcher's reflexivity to the forefront. Studies on researcher's reflexivity in any empirical research is nothing new, but how it is actually incorporated and manifested in the research process is a fairly neglected matter. The purpose of this paper is thus to pursue this matter by revisiting one of author's previous research that explores emotions in conjunction with its related and intertwining factors such as identity, L2 self, positionality and learners' language learning experiences.
A Leap of Academic Faith and Resilience: Nontraditional International Students Pursuing Higher Education in the United States
Author: Hunter-Johnson, Yvonne
Date: 2022-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Nontraditional Students,Foreign Students,College Students,Student Motivation,Student Adjustment,Cultural Differences,English (Second Language),Stereotypes,Comparative Education,Student Experience,Adult Students

International students pursuing higher education in the United States are faced with a multiplicity of challenges such as relocating to a new country, navigating an unfamiliar educational system, overcoming negative stereotypes associated with being an international student, and, in some instances, learning a foreign language. Despite such challenges, international students remain motivated to pursue higher education in the United States. This qualitative study, utilizing Schlossberg's adult transition model as a theoretical framework, explores the lived experiences of 16 international students pursuing higher education in the United States. Emphasis is placed on their transitional experiences in relation to their learning. The major theme that emerged is &quot;major adjustment.&quot; Subthemes that emerged regarding these students' adjustments includes (a) diversity and cultural differences in the learning environment, (b) comparative differences in the learning environment, (c) language barriers, and (d) combatting stereotypes. Implications for theory and practice are also discussed.
How International Students&apos; Acculturation Motivation Develops over Time in an International Learning Environment: A Longitudinal Study
Author: Aladegbaiye, Adedapo T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Acculturation,Student Motivation,Educational Environment,Foreign Countries,Student Experience,College Students,English (Second Language),Social Discrimination,Social Influences

This research investigates how the acculturation motivation (AM) of new international students develops over time, and which factors play a role in this development. In the context of a Dutch university, we interviewed 25 students from 17 countries three times over eight months. The findings show that initial AM levels can be categorized as high or low. These AM levels evolved into four patterns in the three interview rounds: high-low-low, high-low-high, low-high-low, and low-high-high. After four months, twelve factors emerged as affecting the development of students' AM levels. Prominent factors were prior international experience, language issues, and perceived student identities. After eight months, seven additional factors contributed to subsequent changes in students' AM levels, including the perceived international learning environment, friendship networks, and teachers' role in intercultural contacts. Findings suggest that universities can introduce interventions which could improve international students' acculturation experiences at specific times.
One Family, Different Experiences of Identity Formation: International Graduate Students and Their Spouses
Author: de la Serna, Ana X.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Spouses,Graduate Students,Identification (Psychology),Self Concept,Interpersonal Communication,Individual Development,Experience

In this study, we use the communication theory of identity (CTI) to analyze the disparate experiences of International Graduate Students (IGS) and their accompanying partners. In CTI, four layers constitute the concept of identity: (a) The way individuals see themselves (&quot;personal&quot;), (b) their communicative interaction through social roles (&quot;relational&quot;), (c) their construction of messages (&quot;enactment&quot;), and (d) their role within a group or social network (&quot;communal&quot;). Thus, CTI views identity as a communicative and relational phenomenon. We analyze the layers of identity of IGS and their spouses living in the United States and find that although there are some coincidences, individuals within the student-dependent dyad mostly do not follow a common path of re-construction of their identity frames. Each narrative reflects individual and dyads' struggles as they work to define their new identities. For this phenomenological study, we conduct individual in-depth interviews with 16 couples from 12 different countries.
&quot;Rules You Have to Know&quot;: International and Domestic Student Encounters with Institutional Habitus through Group Work
Author: Seithers, Laura C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Students,Student Adjustment,Study Abroad,Socialization,Comparative Analysis,State Universities,Acculturation,Cultural Differences,Intercultural Communication,Teaching Methods,Groups,Cooperative Learning,English for Academic Purposes,Peer Relationship,School Role,Cultural Awareness,College Students,Higher Education

As more universities internationalize, interest in engagement between international and domestic students has increased. University initiatives to bring students together often adopt a deficit approach dependent on international students' adjustment to the host culture, overlooking the need for engagement to be a two-way exchange and the role of the institution in this process. Focusing on academic group work as a salient site of cross-national interaction, this study draws on analysis of focus group data to explore how institutional habitus or unwritten rules are enacted at a large U.S. university. Findings indicated that domestic students were better socialized to understand the habitus of the institution and tended to take charge in group work. In contrast, international students were seen as linguistically and academically deficient and were relegated to passive roles in a group. Important implications for practitioners and scholars of U.S. higher education are discussed.
Social Media for Social Support: A Study of International Graduate Students in the United States
Author: Baines, Annalise
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Coping,Social Media,Social Support Groups,Barriers,Psychological Patterns,Stress Management,Student Adjustment,Interpersonal Relationship,Cultural Differences

Based on 15 in-depth interviews, the present study aims to understand the common challenges international graduate students face and the coping strategies they employed, types of social networking sites (SNS) used, and social support sought from their relationship during graduate school. Common challenges faced are loneliness, stress, feeling overwhelmed with graduate school, and difficulties adjusting to a new culture. Coping strategies include sharing experiences with relations whom they trust and understand their situation, and joining online communities via SNS. The participants use both public and private SNS to seek social support depending on the various functionalities offered. SNS use depends on the affordances such as convenience, affordability, trust issues, and privacy. Most sought-after types of social support are emotional and informational via SNS.