ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Word Recognition Strategies in EFL Adult Learners: Orthography vs. Phonology
Author: Sieh, Yu-cheng
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Word Recognition,Phonology,English (Second Language),Second Language Learning,Vocabulary Development,Test Items,Language Tests,Accuracy,Reading Tests,Scores,College Students,Second Language Instruction,Native Language,Orthographic Symbols,Chinese,Phonetics,Foreign Countries,Computer Software,Reaction Time,Correlation

In an attempt to compare how orthography and phonology interact in EFL learners with different reading abilities, online measures were administered in this study to two groups of university learners, indexed by their reading scores on the Test of English for International Communication (TOEIC). In terms of &quot;accuracy,&quot; the less-skilled learners performed significantly more poorly than the skilled learners in Nonword Reading, Word Reading, and Rhyme Detection. With regard to &quot;reaction times,&quot; the less-skilled learners also responded significantly more slowly while they read nonwords and vocabulary words. Nevertheless, both groups performed comparably on Rhyme Detection when asked to decide whether word pairs varied in their orthographic (O) and phonological (P) similarity (S) or difference (D). A further investigation on the test items revealed that the two groups performed comparably in accuracy only when a pair of words was orthographically similar and phonologically similar (OSPS). Intriguingly, the most significant between-group difference occurred when a pair of words was orthographically similar but phonologically different (OSPD), suggesting that orthography played a bigger role in word recognition among less-skilled learners. In contrast, the two groups performed non-differentially in reaction times only when a pair of words was orthographically different but phonological similar (ODPS), suggesting that the skilled learners relied more on phonology in word recognition and might have slowed down as a consequence. Taken together, the results seem to suggest that the less-skilled learners had significantly weaker word recognition skills and phonological representations of English words, which might be attributed to their over-reliance on orthography during word recognition processes.
Exploring Teaching/Learning Activities for Sight Translation: Effectiveness from Students' Perspectives
Author: Chang, Karen Chung-chien
Date: 2016-00-00
Type: Journal Articles
Subjects: Translation,Teaching Methods,Learning Activities,English (Second Language),Second Language Learning,Learning Experience,Undergraduate Students,Student Attitudes,Second Language Instruction,Surveys,Interviews,Feedback (Response),Teacher Student Relationship,Language Teachers,Vocabulary,Error Patterns,Written Language,Foreign Countries,Chinese,Statistical Analysis

In recent years, although many translation and interpretation (T&amp;I) courses have been offered in undergraduate programs among universities in Taiwan, sight translation (ST), the suggested preparatory course for learning interpreting (Ilg &amp; Lambert, 1996) is not commonly offered as a separate course but an included component in other T&amp;I courses. This study was inspired by the relatively few studies in ST, aiming to examine the effectiveness of the activities incorporated in an ST course to guide the students to practice the related skills. The data collection process lasted over three years and covered 81 students. This study investigated two issues: the students' perceptions about the effectiveness of ST activities and the challenges encountered in this learning experience. Data collection tools included a learning survey and interview. The former asked the students to evaluate the effectiveness of the incorporated course activities, and the latter focused on exploring students' learning experiences of ST, especially on the challenges they encountered. The findings indicated that English source language (SL) explanation of texts, pair practice, and teacher feedback/comments were perceived as a great help by the students, leading to their positive evaluation of learning and performing ST. In addition, the students evaluated their ST learning experiences positively for the reasons of being able to respond to translation tasks more quickly, being able to apply the acquired knowledge and learned skills, perceiving ST tasks as challenging and interesting, and enjoying more freedom in performing ST than written translation. Last, the students indicated that the challenges they encountered in ST learning and performance were mainly related to insufficient topical knowledge, unfamiliar expressions/jargon, inadequate vocabulary items, awkward expressions, and incorrect production in the target language. To strengthen students' ability in performing ST, the instruction should emphasize text analysis, extensive reading on various topics, expanding vocabulary repertoire, and feedback provisions.
African Philosophy of Education: Analysis of the Neglected Ideals of Nyerere's Ujamaa
Author: Mukhungulu, Maira Justine
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,African Culture,Presidents,Foreign Countries,Role of Education,Social Change,Social Systems,Self Determination,Freedom,Educational Change,Educational Improvement,Social Problems

The ideals of education in Ujamaa philosophy as enunciated by Julius Kambarage Nyerere, the founding president of Tanzania, are neglected phenomena in African education. In about fifty decades of offering education in Africa, from the end of colonialism to the present, education has not enabled Africans to be self-reliant and to live peacefully as brothers and sisters. The paper analyses Nyerere's ideals embedded in Ujamaa philosophy and realises that African education portrays a neglect of the ideals of Nyerere and this does not auger well for the continent. The continent requires education that can make it self-reliant in economics, politics and cultural practices. It calls upon African educationists to rethink and revisit Nyerere's ideals with a view to charting appropriate education for the continent. Three action plans to be carried out by African philosophers of education that focus on constant reviews on interpreting Nyerere's ideas, political participation and forming organisations which specifically deal with African philosophy of education are posited. It is recommended that more interpretation of Nyerere's ideas should be a continuous process. What also warrants further research is combining academic work with vocational training.
Use of the Self-Monitoring Strategy among Students with Attention Deficit Hyperactivity Disorder: A Systematic Review
Author: Alsalamah, Areej
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Management,Intervention,Attention Deficit Hyperactivity Disorder,Elementary School Students,Middle School Students,High School Students,Literature Reviews

This article provides a systematic review of self-monitoring studies published between 2000 and 2016 in order to investigate the effectiveness of implementing a self-monitoring strategy to improve the outcomes of students with Attention Deficit Hyperactivity Disorder (ADHD). A total of nine articles and dissertations were located and reviewed. The findings revealed that most of the students with ADHD in these studies showed improvement in their on-task behavior and academic outcomes after participating in a self-monitoring intervention. Future studies should be conducted to confirm the studies' findings outlined here.
A Corpus-Based Study on the Semantic Prosody of Challenge
Author: Lin, Yen-Yu
Date: 2016-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Intonation,Suprasegmentals,Semantics,Verbs,Nouns,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Phrase Structure,Language Attitudes,Associative Learning,Vocabulary Development,Teaching Methods,Instructional Materials,Material Development,Generalization,Definitions,Dictionaries,English

CHALLENGE is generally perceived as a negative word synonymous with &quot;dispute,&quot; &quot;defy,&quot; &quot;confrontation,&quot; and &quot;contest.&quot; However, when resorting to dictionary definitions, CHALLENGE has unexpectedly been found to possess positive senses such as &quot;stimulating&quot; and &quot;arousing competitive interest,&quot; &quot;thought,&quot; or &quot;action.&quot; This study aimed to investigate how CHALLENGE, identified as having pleasant senses yet often categorized with negative words, interacts with neighboring words to achieve particular meanings. The semantic prosody of CHALLENGE as a verb and a noun in four grammatical relations was investigated by analyzing data from ukWaC, a web-based corpus containing approximately 1.5 million words. Two target units were analyzed: collocates with CHALLENGE and broad units (longer sequences) with CHALLENGE. The results showed that, in addition to the unpleasant prosody describing the intensity of difficulty or causing and meeting trouble (e.g., &quot;pose a huge challenge,&quot; &quot;face a tremendous challenge&quot;), CHALLENGE expressed positive prosody (e.g., &quot;set a simple 'challenge',&quot; &quot;ready to meet a 'challenge',&quot; &quot;bring an exciting 'challenge'&quot;). Moreover, evidence was uncovered indicating that the semantic prosody of a particular syntactic structure in broad units is distinctive. For example, [CHALLENGE N.] had a more favorable prosody, such as &quot;needing or desiring to challenge unfair/unreasonable ideas&quot;, while [ADJ. CHALLENGE] tended to occur in an unpleasant environment that suggested &quot;causing or suffering from an extremely undesirable situation.&quot; In summary, the present study showed that although CHALLENGE was found in the same category of words possessing negative senses, its prosody could be positive. These findings have renewed our understanding of CHALLENGE, illustrating how CHALLENGE acquires positive or negative associations through its collocational environment. Pedagogic-wise, the findings herein can serve as a base for language instructors to design teaching materials and to help EFL/ESL learners avoid making overgeneralizations in their use of semantic prosody
Science Perceptions of Prospective Class Teachers
Author: Ulucinar Sagir, Safak
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Attitudes,Science Education,Preservice Teachers,Science Teachers,Statistical Analysis,Teacher Education,Scientific Concepts,Scientific and Technical Information,Scientific Principles,Scientific Methodology,Elementary School Science

The perceptions of class teachers, who will deliver science education at the elementary school, of information and science are significant as these affect the quality of education received by children. The aim of this research is to determine perceptions of prospective class teachers of science. The sample group of the research consists of 120 prospective class teachers. Quantitative research method is employed, word association test is used in the research for data collecting. Findings are presented with conceptual networks and frequency tables. It has been determined that prospective teachers can make associations among the concepts of physical science, science, technology, experiment and scientific method whereas they cannot associate science education with science to an adequate level, and they have a part of the elements regarding nature of science. Some recommendations are given based on the research results.
Implementing Project Based Learning Approach to Graphic Design Course
Author: Riyanti, Menul Teguh
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Projects,Teaching Methods,Formative Evaluation,Design,Computer Graphics,Outcomes of Education,Visual Literacy,Majors (Students),Foreign Countries,Pretests Posttests,Commercial Art,College Students

The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. Dick, Carey, and Carey models of Research and Development (R and D) are applied to develop this model. The model consists of the systematic phase used to develop learning products Drafting Commercial Graphics. Results of learning products reviewed by expert instructional design, instructional material expert, and instructional media specialist. A series of formative evaluation session--a review and revision process--undertaken in developing this learning products. The results showed that the learning model Drafting Commercial Graphics implemented a project-based approach has been improving learning outcomes better than the target--the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. The results of the research and development of this model in the category of Good.
Learning Analytics in Higher Education Development: A Roadmap
Author: Adejo, Olugbenga
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Program Implementation,Information Utilization,Evidence Based Practice,Data Collection,Data Processing,Management Information Systems,Student Records,Performance Factors,Technology Planning,Change Strategies,Educational Practices,Educational Administration

The increase in education data and advance in technology are bringing about enhanced teaching and learning methodology. The emerging field of Learning Analytics (LA) continues to seek ways to improve the different methods of gathering, analysing, managing and presenting learners' data with the sole aim of using it to improve the student learning experience and the study environment. In this paper, we try to explore the concept and salient features of LA potential in higher education and suggest strategies on how this emerging field can make use of data mining techniques alongside learners' data to produce useful and informed decision making. Using the Technology-Organisation-Human frameworks, the paper investigates the roadmap for successful implementation of LA in higher Educational Institutions.
Gaming in Education: Using Games as a Support Tool to Teach History
Author: Zirawaga, Victor Samuel
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Games,History Instruction,Program Implementation,Instructional Design,Open Source Technology,Learning Processes,Problem Solving,Drills (Practice),Simulation,Puzzles,Tutorial Programs,Educational Benefits,Undergraduate Students

The use of current and emerging tools in education is becoming a blistering topic among educators and educational institutions. Gaming in education may be viewed as an interference to learning but its role in education is to increase students' motivation and engagement, to enhance visual skills, to improve students' interaction and collaboration abilities with their peers and to enable them to apply gaming values in a real-world situation. Educational technology is being used to simplify and improve learning but using technology in education does not directly impact student achievement as the technology tools have to be in line with the curriculum for them to be effective. This paper discusses the implementation and use of gaming applications in teaching History, a subject which is mainly concerned about facts, by highlighting the role games have in education. The design of games such as word search, crossword, jigsaw puzzle, brain teasers and sliding puzzle using an open source tool called ProProfs is also discussed in this paper.
Effect of Constructivist Based Training on Learning and Teaching: An Experiment in Classroom
Author: Pandey, Laxmi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Teacher Attitudes,Academic Achievement,Middle School Students,Secondary School Students,Single Sex Schools,Middle School Teachers,Secondary School Teachers,Teaching Methods,Pretests Posttests,Quasiexperimental Design,Indo European Languages,Instructional Effectiveness,Conventional Instruction

The aim of the study was to study the effect of constructive based training approach on teachers' attitude and students' achievement. The study comprised 80 students of class VI from Nagar Palika Girls Middle School Balmiki Basti New Delhi and Nagar Palika Girls Sr. Sec. School, Havelock Square, New Delhi. A quasi experimental pre-test and post-test design was applied in the present study. A pre and post-test design was applied on students and teachers learning and teaching Hindi subject. A training of 200 hours of constructive teaching training was given to one group of 15 teachers, whereas a conventional teaching training was given to another group of 15 teachers. The training for both the groups was completed in 8 weeks. After receiving the training both the groups used the approaches in their classes in which they had been trained. Therefore one group of students was taught the Hindi Subjects by using constructive approach where as another group was taught by using conventional approach of teaching. Teacher-made test with multiple-choice objective type questions was used to assess the learners' achievement in pre-test, and post-test was carried out just after two month of the experiment. Similarly teacher's attitude scale of S P Ahluwalia (1990) was administered before the training of teachers and also after completion of the training. The t values obtained revealed that constructivist method enhances the academic achievement and problem solving ability of the pupils. It was also found that both the group of teachers differs significantly on the teaching attitude.
Preparation of Teacher-Trainees in Pedagogy in Kenyan Universities
Author: Genvieve, Nasimiyu
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education,Teaching Methods,Questionnaires,Interviews,Sample Size,Observation,Foreign Countries,Pedagogical Content Knowledge,Sampling,Teacher Education Programs,Educational Quality,Educational Change,Educational Improvement,Statistical Analysis,Teacher Attitudes,Student Attitudes,Gender Differences,College Students,College Faculty

There has been a concern about the quality of school teachers being prepared at the university especially in pedagogy. The main objective of the study was to investigate the preparation of teacher-trainees in pedagogy in Kenyan universities.The theoretical framework of the study was based on Shulman's concept of pedagogical content knowledge. The study was conducted in public and private universities in Kenya. Purposive, random and stratified sampling techniques were used to select the subjects for the study.The sample size comprised of 85 lecturers and 1100 fourth year students drawn from the selected universities.The research instruments included questionnaires, interview guide observation and document analysis. The study established that Teacher education programme is narrow in scope, conservative/conventional in nature and more or less irrelevant to the needs of modern Kenya. Lectures and students have a good perception about Teacher preparation programme however they feel the present duration for preparing school teachers is perceived to be inadequate. Also, the established findings show that the quality of instruction in pedagogy good. The study recommended that given the need for modernization and broadening of the scope of this programme to meet the needs of modern Kenya, the duration/period of preparing school teachers be extended from the present four years to at least five years.
Relationship between Forms of Career Guidance, Academic Performance and Subsequent Career Choice of High School Girls: A Case of Vihiga County, Kenya
Author: Mudulia, Mabel Ambogo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Guidance,Academic Achievement,Career Choice,High School Students,Females,Mixed Methods Research,Questionnaires,Likert Scales,Content Analysis,Interviews,Statistical Significance,School Counseling,Group Counseling,Outcomes of Education,Hypothesis Testing

Sustainable development goal number five of the 2030 agenda aims to achieve gender equality and empower all women and girls. The Kamunge Commission report of 1988 recommends that schools and universities provide guidance to university applicants to enable them make rightful choices. The paper objectively looks at the forms (processes, programmes and activities) of career guidance used in secondary schools and its effect on girls' performance and career choice. The study embraced a mixed methods approach. Form four girls of 2012 in mixed and girls' secondary schools in Vihiga County formed the target population. Thirty (30) schools were selected from the 112 mixed and girls' secondary schools in the county by stratified sampling using the 4 constituencies as strata. Purposive sampling was then used to select 30 principals, 30 career guidance teachers, 4 district quality assurance officers and one county director of education. One hundred and eighty (180) students were randomly sampled. Data was collected using questionnaires, content analysis and interview schedules. Quantitative data was analyzed using frequencies, means, standard deviations, and Pearson's product moment correlation while qualitative data was analyzed thematically. For all statistical tests, the alpha (significance) level was set at 0.05. The result of the analysis indicated that there was a statistically significant relationship between career guidance and, academic performance and career choice, r = 0.513, p&lt; 0.05.The major forms of career guidance identified were class counseling, group counseling involving subject choices, and filling of joint admission board forms. The study found out that schools that were better equipped and staffed, with more career guidance programs had better performance and sent more students to public universities for admission into a variety of careers than the understaffed schools with no equipment. The study concluded that career guidance is essential yet many schools are not adequately funded, equipped and staffed for it. It recommends that career guidance be incorporated into mainstream curricular. The study has practical implications for the ministry of education and school administrators to provide a broad range of career guidance activities and programs to help learners make sound career choices.