ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Use of Corpus-Informed Grammar Materials in Indonesian EFL Classrooms
Author: Oktavianti, Ikmi Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Grammar,Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Undergraduate Students,Student Attitudes,Positive Attitudes,Foreign Countries,Textbooks,Instructional Materials

Despite the growing recognition of corpus in language teaching and learning, the importance of teaching materials informed by corpus investigation has not been widely acknowledged, especially in the EFL context. In teaching grammar, it is essential to provide authentic materials for the learners indicating both grammaticality and appropriateness. This study investigates students' perceptions of the use of corpus-informed grammar materials and the strengths and drawbacks of these materials. The participants were 40 Basic Structure students at their first-year university level. The data were collected using questionnaires and interviews after the participants attended seven meetings with Real Grammar as the book used in the classroom. The data were then coded, categorized, and analyzed to describe how the students perceived the materials. The present study showed that most students have a positive attitude toward the corpus-informed grammar book since it enables them to know the appropriate context of use related to the register (spoken or written). Corpus-informed materials have several strengths, such as describing the register-specific and frequency information, improving language learning awareness, learning motivation, critical thinking, and many more. However, corpus-informed materials should not be the only thing to rely on, so lecturers or instructors should provide adequate explanations for the materials and corpus research. These results show that it is necessary to promote the use of corpus-informed materials in EFL classrooms, including grammar classes. However, the teachers should also be trained on how corpus works, and corpus-related terms and the use of corpus-informed materials should be reconsidered for the lower level of learners.
Online Communicative Speaking Tasks to Enhance Students&apos; Speaking Skills
Author: Adhelia, Shafira
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Mediated Communication,Speech Skills,Oral Language,Grade 9,Junior High School Students,Program Effectiveness,English (Second Language),Communicative Competence (Languages),Second Language Instruction,Educational Technology,Vocabulary Development,Pronunciation,Grammar,Learner Engagement,Feedback (Response),Language Fluency,Comprehension

This study aimed to know whether the use of online communicative speaking tasks can enhance the speaking skills of the ninth graders of a private junior high school in Mungkid, the Province of Central Java, and how well their speaking skills improved. This research was action research that was divided into four stages. Those were reconnaissance, plan, action and observation, and reflection. The research involved 24 students in 9A class of a private junior high school in the academic year of 2022/ 2023. The research was done in two cycles, consisting of eight meetings. The data of the research were collected through quantitative and qualitative data. The quantitative data were from speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from interviews and observation. The quantitative data were analyzed by comparing students' mean scores that were gained from students' speaking performance pretest and post-test. The qualitative data analysis employed Miles, Huberman &amp; Saldana's (2014) interactive model that consists of data condensation, data display, and drawing and verifying conclusions. The research findings showed that using online communicative speaking tasks effectively enhanced students' speaking skills and engagement. The result of the post-test showed that there were consistent improvements in students' mean scores in pre-cycle (10.48), cycle I (13.69), and cycle II (18.50). The total improvement from pre-cycle to cycle II was 8.02 points. It indicated that the students had improved in some aspects of speaking skills.
The Effect of Picture and Text Prompts on Idea Formulation and Organization of Descriptive Text
Author: Mukramah, Cut
Date: 2023-00-00
Type: Journal Articles
Subjects: Cues,Foreign Countries,Scores,Writing Skills,Writing Evaluation,Writing Instruction,Junior High School Students,Scoring Rubrics,Pictorial Stimuli,Writing Tests,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency

A prompt can be used as a medium to help students write a descriptive text. There is a lack of research on the type of prompts which can help students formulate and organize their ideas. Therefore, this study aims to determine whether there was a significant difference in the score of idea formulation and organization in a descriptive text between students writing with text prompts and those given a picture prompt. This research was quantitative research with a non-experimental design. The sample consisted of 45 second-grade junior high school students in a public school in Aceh, Indonesia. The data was collected by instructing students to write a descriptive text using a text prompt and another descriptive text using a picture prompt, which was later graded for idea formulation and organization using rubrics. The students' scores between the two tests were compared using inferential statistics for hypothesis testing at the significance level of 0.05. The findings show that the students obtained significantly higher scores when a picture prompt was used than when they used a text prompt. Picture prompts helped students with an imaginative picture to be interpreted into a descriptive text. The findings help teachers identify which prompt is better when this type of text is a concern. Therefore, it is suggested that teachers use a picture prompt to facilitate students in formulating and organizing ideas in a descriptive text.
How Can a Culturally Responsive Discussion of the Five-Paragraph Essay Help Asian American Students Write Well?
Author: He, Yuemin
Date: 2023-04-00
Type: Journal Articles
Subjects: Essays,Writing Assignments,Culturally Relevant Education,Asian American Students,Paragraph Composition,Writing (Composition),Cultural Differences,Community Colleges,Two Year College Students

The five-paragraph essay is highly controversial, and yet it has also been a useful format for composition. In this essay we explain why, despite its limits, students need to go along with the format to make what use and get what advantage of it. We then demonstrate that valuing the philosophical, historical, cultural, and educational backgrounds of our students can help navigate away from the restrictive nature of the format and lead to equitable learning for all students. Finally, we introduce a few curriculum designs and instructional practices to expand the epistemological and pedagogical frontiers of the format. In short, we conduct a culturally responsive discussion of issues students with non-Western backgrounds--Asian American students in particular--may encounter when writing the five-paragraph essay. By sharing student learning-focused approaches, we aim to improve Asian American students' learning experiences.
Use of a Clinical Skills Training Center to Supplement a Distributive Model of Education in a Veterinary Technology Program
Author: Taliaferro, Megan
Date: 2023-04-00
Type: Journal Articles
Subjects: Clinical Experience,Supplementary Education,Veterinary Medical Education,Allied Health Personnel,Community College Students,Skill Development,Experiential Learning

A distributive model of education has recently become a popular method for training veterinary technicians in the United States. Although this model has significant benefits, such as decreased cost of program infrastructure, there are significant challenges in managing students and their clinical skill acquisition using private veterinary hospitals. A clinical skills training center was implemented at Tidewater Community College to address a main shortcoming of the distributive model, namely the lack of specialized training models at outside hospitals. Based on survey findings, both students and clinical mentors found the veterinary technology clinical skill training center to be a beneficial addition for student clinical skill acquisition.
Evaluation of the &quot;School Change&quot; Penalty for Secondary School Children in the Turkish Penal Code
Author: Mertoglu, Münevver
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Behavior Problems,Sanctions,Punishment,Discipline Policy,Crime,Profiles,Suspension,School Law

It is stated that the &quot;School Change&quot; sanction should be applied to secondary school students if the acts listed in Article 55th of the Regulation on Pre-School and Primary Education Institutions of the Ministry of National Education are committed. Although the aforementioned Regulation states that the student behavior evaluation board should consider the student's age, developmental characteristics, and problems in implementing this sanction, it is known that the &quot;School Change&quot; sanction is applied in practice. The &quot;School Change&quot; sanction foreseen especially for students under the age of 12 in secondary schools may adversely affect the psychological, economic, and academic success of the child. However, in the TPC, it is stated that the child under the age of 12 does not have a criminal capacity and cannot be punished, as she cannot foresee the legal meaning and consequences of the act committed. On the other hand, there are differences in the evaluation and implementation of acts that require disciplinary punishment and those that constitute a crime. Even in terms of discipline, if a child under the age of 12 cannot perceive the meaning and consequences of an act, imposing a punishment that will negatively affect her future may cause irreparable consequences. For this reason, it is recommended to apply the &quot;Condemnation&quot; sanction instead of the &quot;School Change&quot; sanction for students younger than 12 years old.
Flipped Learning in English Language Teacher Training Classes
Author: Yalçin, Isil
Date: 2023-04-00
Type: Journal Articles
Subjects: Flipped Classroom,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Education,Instructional Effectiveness,Trainees,Academic Achievement,Scores,Teacher Improvement,Teacher Attitudes,Foreign Countries

As a technology-based approach to learning, flipped classrooms have lately stood out on various stages and fields of education. As opposed to the traditional education, the flipped classroom enables learners to watch the content videos presented by the course teacher in advance, and to come to classes with some preliminary work to engage in collaborative activities guided by the teacher. A majority of language-related studies of flipped learning adopted both quantitative and qualitative data to indicate the differences of conventional versus flipped instructional treatments, generally conducted in relation to specific language skills or language aspects such as speaking and grammar. Due to the scarcity of research in teacher training filed and the differing findings on the model's effects from the previous studies, the present research aims to obtain further evidence of the influence of flipped learning and to extend the existing literature by delving into the field of language teacher training. This study tries to understand whether the flipped classroom approach leads to improvements in the trainee teachers' course achievements. Additionally, the research will comprise the trainee teachers' views regarding their flipped learning experiences. A total of 114 learner scores were statistically compared, and voluntary English Language Teacher trainees provided survey (n=72) and interview (n=18) data from the flipped Linguistics and Teaching English Vocabulary courses in the education faculty of a state university. It was found that the difference between the scores of the two instructional modes was not statistically significant but the participants generously contributed to our understanding of the interactions in the flipped mode of education in the Turkish culture. This pilot study, with its constructive and practical implications, yields significant insights into the nature and administration of teacher training in the flipped model, and will form the basis for a more detailed action research to be conducted in the following term.
Research Design in Inclusive Learning Environments &quot;for&quot; and &quot;with&quot; Children on the Autism Spectrum--Towards Multimodal Data Collection
Author: Suero Montero, Calkin
Date: 2023-04-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Students with Disabilities,Inclusion,Interaction,Peer Relationship,Student Attitudes,Grade 4,Grade 5,Elementary School Students,Foreign Countries,Eye Movements,Video Technology,Feedback (Response),Educational Research

Inclusive learning environments, in which children on the autism spectrum (AS) are educated alongside with neurotypical children, are being implemented by governments across Europe and world-wide. The rapid change towards implementing inclusive learning environments has resulted, however, in scarce research reports using multimodal data collected on social interactions in such environments. To this, our study presents a novel experimental multi-method research design to holistically capture natural interactions between children on the AS and neurotypical children in inclusive learning settings through multimodal data collection tools involving well-established as well as emerging educational technologies and methods: mobile eye tracking, wide-angle video cameras and video stimulated accounts (VSA). The children's perspectives regarding the practical research design implementation, as reflected in feedback forms collected, indicate that a relatively unobtrusive and non-distracting collection of multimodal data is achievable through sufficient planning and participatory strategies. This work contributes with a new multi-method research design to gather multimodal data in inclusive learning environments, looking at better understanding and strengthening children's social interactions. The multi-method research design described here can also be applied to other contexts, such as after-school activities or group therapy sessions.
The Needs Analysis of English for Specific Purposes: A Study in an Indonesian Medical School
Author: Hidayati, Laely
Date: 2023-00-00
Type: Journal Articles
Subjects: Needs Assessment,Medical Education,Medical Students,Student Attitudes,Pharmaceutical Education,Obstetrics,Language Proficiency,Second Language Learning,Second Language Instruction,Foreign Countries,Communication Skills,English for Special Purposes,Likert Scales,Language Skills,Instructional Design

In Indonesian higher education institutions, English has been taught for the past few decades to fulfill the specific academic and professional needs of students. The present study investigates medical students' needs for English when studying for their medical degrees which indirectly benefits their professional environments. Through survey-based research, this study examined the communication requirements of students at the Faculty of Medicine at both the academic and professional levels. The data collected through an adapted questionnaire were gathered, examined, and statistically interpreted. Three hundred medical, midwifery, and pharmacy students responded. Their answers highlight the importance of English for students' ability to participate in and understand medical discourse and communicate formally in academic settings. Accordingly, the findings of the study should contribute to improving the course objectives and syllabus, so as a result, the study will definitely benefit the learners for whom it is designed.
Technological, Pedagogical, and Content Knowledge (TPACK): Exploring Saudi EFL Teachers&apos; Views to Improve Students&apos; Vocabulary Learning
Author: Alamri, Hayat Rasheed
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Technological Literacy,Vocabulary Development,English (Second Language),Second Language Instruction,Language Teachers,Educational Technology,Teacher Attitudes,Intention

The current mixed-method study aimed to explore the Saudi EFL teachers' views on using TPACK Model to improve students' vocabulary learning. Moreover, it sought to obtain in-depth data regarding EFL teachers' experiences using the TPACK model in their classrooms. The study sample comprised 115 Saudi EFL teachers who responded to the online form of the questionnaire. Results of the first three questions in section 1 showed that (78.3%) of EFL teachers had introduced TPACK previously into their teaching, and about 21.7% had not used it in their classes. Results indicated that about (47.0%) intend to use TPACK in teaching English, and about (43.5%) plan to use it sometime. Moreover, (63.5%) highly valued the importance of using the TPACK Model in teaching English, and (27.8%) somehow recognized the significance of TPACK emergence in EFL classrooms. The questionnaire findings showed that Saudi EFL teachers view the TPACK Model positively to improve students' vocabulary learning. Participants perceived the value of using TPACK-based instruction for EFL learning and demonstrated significant agreement on fourteen items. However, the results indicated that the Saudi EFL teachers were unsure in six statements if the TPACK Model might support EFL learners in learning vocabulary.
The Effects of Digital Violence on the Mental Status of Communication Faculty Academicians
Author: Arikli, Güven
Date: 2023-04-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Violence,Social Media,Bullying,Prevention,Law Enforcement,Females,Preservice Teachers,Student Attitudes,Intervention

In this study, semi-structured interviews were conducted to determine the views and suggestions of communication faculty academics about how they behaved against digital violence. The data were analyzed qualitatively by inductive technique. According to the results obtained in the research, the majority of the participants stated that they encountered harassment on social networking sites, and the desire to communicate with fake social media accounts caused the participants to worry. On the other hand, participants who faced threats from social media found a solution by complaining about individuals who used digital violence on the sharing site. Participants who faced digital violence tried to prevent digital violence by taking legal action. In cases of encountering digital violence on social media, they filed a criminal complaint with the police department and stated that a new legal department should be opened by the participants and emphasized that the digital violence unit should be opened in order to prevent digital violence. According to the results obtained in the research, the majority of the participants stated that they encountered harassment on social networking sites, and the desire to communicate with fake social media accounts caused the participants to worry. On the other hand, the participants, who faced threats from social media, found a solution by complaining about individuals who used digital violence on the sharing site. Another result obtained from the research is that the participants who encountered digital violence tried to prevent digital violence by resorting to legal means. He made a criminal complaint to the police department about the situations of encountering digital violence on social media and stated that the participants should open a new legal department and emphasized that the digital violence unit should be opened in order to prevent digital violence of the participants.
Comparing the Effectiveness of Online, Flipped, and In-Class Critical Thinking Instruction on Critical Thinking Skills and Dispositions in Higher Education: Flipped Classroom Produces the Greatest Gains
Author: Orhan, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Instructional Effectiveness,Electronic Learning,In Person Learning,Flipped Classroom,Critical Thinking,Thinking Skills,Skill Development,College Students,Cognitive Tests,Pretests Posttests,Foreign Countries

This study aimed to investigate the effect of online, flipped, and in-class critical thinking teaching on critical thinking skills and dispositions of university students. Pretest-posttest control group quasi-experimental design was employed in this study that has three experimental groups and one control group. In the first experimental group, critical thinking teaching was conducted fully online. In the second experimental group, flipped classroom approach was employed while teaching critical thinking. In the third experimental group, critical thinking teaching was conducted in face-to-face classes. Watson-Glaser Critical Thinking Test and Sosu Critical Thinking Dispositions Scale were used to collect the data. Online, flipped, and in-class explicit critical thinking instructions enhanced university students' critical thinking skills and dispositions with a large effect. Also, the most effective learning environment to promote critical thinking skills and dispositions was flipped, online, and in-class, respectively.
Development of Soft Skills among Computing Students in Online Task-Based Learning: Insights from Technical Communication Course
Author: AlGhamdi, Rayed
Date: 2023-00-00
Type: Journal Articles
Subjects: Soft Skills,Skill Development,Computer Science Education,Learning Activities,Technical Writing,Electronic Learning,Teaching Methods,College Students,Outcomes of Education

Soft skills development, such as communication, teamwork, and problem-solving, is critical for computer students as they enter the profession. Students may be able to practice these skills in a virtual setting through an online task-based course. In this study, we investigated how successfully an online task-based course encouraged the development of soft skills among computing students. The course was designed to give students real-world challenges that required them to work in groups and communicate effectively with their classmates and instructors. The inquiry was based on a qualitative examination of the students' final reports. It gave data from two semesters (Fall 2020 and Spring 2021) of students who studied a course named Technical Communication. In total, 216 students' final reports were ready for investigation. A sample of 97 reports, representing 45%, was selected based on certain criteria to ensure a high-quality investigation. According to the findings of our study, the online task-based course helped boost the development of certain soft skills among students. Students noted an improvement in their ability to communicate effectively, cooperate successfully with team members, and identify professional responsibilities, as well as a rise in their self-confidence. Overall, this study emphasizes the necessity of introducing online task-based courses into computing students' curricula, giving them a valuable opportunity to develop critical soft skills. The present design of the Technical Communication Course is believed to be efficient regardless of the education delivery method (traditional/online).