ethanporcaro/eric-fulltext-meta huggingface dataset:
Resisting Concepts as Starting Points in a High School Leadership Pathway Alongside Indigenous Youth
Author: Dubnewick, Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Indigenous Populations,Student Leadership,Self Concept,Resistance (Psychology)

This writing draws on an ongoing narrative inquiry with 10 Indigenous youth as they negotiated their lives within a high school leadership pathway. Our research demonstrates the need to resist starting in concepts as an intentional shift to being and becoming wakeful to storied lives on and off school landscapes. Three resonant threads are highlighted as we listened across the youths' lives. These threads are framed as pathways the youth asked us to consider in terms of reimagining schools as places of unfolding kinship, reimagining schools beyond notions of becoming responsible adults, and reimagining in-between spaces as landscapes that matter.
Theories of Motivation to Support the Needs of All Learners
Author: Montgomery, Diane P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,Theories,Student Needs,Special Education,Student Experience,Inclusion,Self Efficacy,Self Determination,Intelligence,Foreign Countries,Elementary School Students,Secondary School Students,Students with Disabilities

The increasing number of students requiring special education support is a plea for students to be taught the way they learn best. Through the authentic educational experiences of a diverse family, this paper explores the impact of theories of motivation to support all learners. This exploration proposes that educators may be able to support the needs of all learners in inclusive classrooms by integrating the theories of self-efficacy, self-determination, and implicit theories of intelligence.
The Magnus Effect behind the Transition to Higher Education in Türkiye: Uncovering Equity Issues
Author: Kurt, Türker
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Equal Education,Track System (Education),Socioeconomic Status,High Stakes Tests,National Competency Tests,Access to Education,College Entrance Examinations,College Admission

We analyzed the links between access to higher education, exams, and equity in education in Türkiye. Next, we made numerous recommendations and referred to a phenomenon: &quot;The Magnus Effect&quot; to delve into the problems of the relevant processes. After conducting a review of the literature, we came up with four core sources that produce equity issues: tracking, stratification, socioeconomic status, and the qualifying elimination system. One of the ironies was that access to higher education institutions is enabled via high-stakes national exams, which seem to legitimize the process while leading to countless more inequities.
Uncovering Embodied Community Cultural Wealth: &quot;Hung dee moy&quot; Brings Forth New Possibilities
Author: Seiki, Sumer
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Capital,Asian Culture,Racism,Females,Social Support Groups,Resistance (Psychology),Cultural Maintenance,Intergenerational Programs

In this paper, educators unpack their community cultural wealth, also known as &quot;hung dee moy&quot; [Chinese characters omitted], a Toisanese-Chinese sisterhood support system. I narratively inquire alongside my participants Felicia and Mary, uncovering their embodied experiences of &quot;hung dee moy&quot; knowledge, passed from their mothers to them and onto the next generation. In attending closely to their experiences as expressions of &quot;hung dee moy,&quot; their narratives illuminate the interconnections between micro and macro contexts, showing how patterns of race-based exclusion and interpersonal and institutional racism affected generations of Toisanese. Participants highlight the power of &quot;hung dee moy&quot; to cultivate collective strength through intergenerational resistance. This paper discusses the process of uncovering generational wealth and holds the possibilities of others articulating their ancestral knowledge.
Differentiated Instruction in Higher Education EFL Classrooms: Instructors&apos; Perceived Practices in a Turkish Context
Author: Saban, Canan
Date: 2023-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Higher Education,College Preparation,English (Second Language),English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Guidelines,Student Interests,Student Characteristics,Language Teachers,Grouping (Instructional Purposes),College Readiness,Teacher Attitudes

This study investigated differentiated instruction in EFL classrooms in higher education, particularly in a university English preparatory program in Turkey. The existing differentiation practices were determined using Tomlinson's (1999) framework that involves the differentiation of content, process, product, and learning environment based on students' readiness, interest, and learning profile using various instructional strategies. Fifty-one instructors teaching at the English preparatory program participated in the study, and the data were collected through a questionnaire adapted from Santangelo and Tomlinson (2012). The findings revealed that the instructors in the English preparatory program considered students' readiness level more than their interests and learning profile when differentiating instruction. It was also found that instructors preferred to differentiate the learning environment more than the content, process, and product. Finally, the study showed that the most frequently used differentiation strategies were providing supplemental materials for slow learners, using a variety of grouping formats, and supporting weak students to complete assignments, while the least frequently used ones were providing students with multiple text options, grouping students based on their interests, and allowing students to produce tasks in different forms.
Impact of Incidental Exposure to E-Learning Platforms on Students&apos; Interest in Online Extensive Reading during COVID-19 Pandemic
Author: Ounissi, Amine
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Incidental Learning,Learning Management Systems,Reading Interests,Internet,Student Attitudes,Majors (Students),Universities,Correlation,Reading Assignments,Writing Assignments,Foreign Countries

The prevalence of COVID-19 worldwide and the length of the global lockdown period deeply affected students' academic study. This unexpected scenario posed a challenge to a considerable number of academic institutions around the world to formally adopt a new education system based on e-learning platforms. Therefore, this study aims to investigate whether Malaysian English as a Foreign Language (EFL) undergraduates' incidental exposure to online platforms during the pandemic might have helped to arouse their interest in reading extensively on the internet. To help explore the issue, a quantitative approach using a descriptive survey design was implemented. Data were collected through a structured online questionnaire administered to 255 undergraduate EFL students majoring in a range of academic disciplines at the University Malaysia Terengganu (UMT) to express their interest in the research topic. To analyze the data, a two-tailed Pearson Correlation coefficient was undertaken and the researchers administered the standard multiple regression analysis to test its impact using Statistical Package for the Social Sciences (SPSS) (Version 25). The obtained findings indicated that the relationship between incidental exposure to e-learning and students' interest in online extensive reading during the COVID-19 pandemic was found to be high, positive, and statistically significant. Therefore, EFL undergraduates who had incidental exposure to e-learning classes also developed a significant interest in extensive reading on the internet. Moreover, carrying out reading and writing assignments assigned by EFL university teachers was one of the central reasons behind the Malaysian undergraduates' engagement with online extensive reading during this period.
Implementing Alternative Assessment in a Communicative English Skills Course at Three Ethiopian Universities
Author: Minda, Motuma Hirpassa
Date: 2023-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Communicative Competence (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Universities,Student Attitudes,Grammar,Teaching Methods,Vocabulary Development,Teacher Attitudes,Language Teachers,Undergraduate Students,Evaluation Methods,Student Evaluation

This study examined the implementation of an alternative assessment in a course, Communicative English Skills Course (CESC), at three Ethiopian universities. The study mainly focused on multi-assessor strategies, multiple assessment tools, and comprehensive, progressive, continuous, and relevant assessment used by instructors at these three universities. Two sets of questionnaires, an instructor questionnaire and a student questionnaire, were administered to collect its data from 128 instructors and 241 students. A maximum variation sampling was used to select instructors from the three universities and stratified sampling to select students from these three universities. Data sets were analyzed using descriptive statistics, and Mann-Whitney U Test and Kruskal-Wallis Test. There are two findings of this study that are worth mentioning. First, an instructor-based assessment strategy (M = 4.0) dominated the process of evaluating student learning in CESC. Second, the overall assessment strategies employed by instructors at the three universities lacked progressiveness, continuity, and relevance, and focused more on reading, grammar and vocabulary than on the other language domains of CESC. There are two implications for this study. First, most of the instructors at the three universities preferred traditional assessment (TA) methods to alternative assessment (AA) methods and found the former more convenient to use in CESC than the latter. Second, the instructors denied the apparently existing mismatch between their assessment practices and CESC's recommended assessment methods.
Integrating E-Tandem Mode in the Language Curriculum in the English Major at Technical University of Cotopaxi
Author: Zuña Tenemaza, Mirian Sofia
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teachers,Teaching Methods,Intercultural Communication,Native Language,College Faculty,Student Attitudes,Teacher Attitudes,Foreign Countries,Curriculum Development

The main objective of this qualitative case study was to analyze the feasibility of integrating an e-tandem mode into the language curriculum for the English major at the Universidad Técnica de Cotopaxi (UTC). We selected purposeful sampling that permitted us to deliberately choose participants. So, this study was conducted by eleven pre-service teachers and two professors of the Pedagogy of National and Foreign Languages-English degree program. Semi-structured interviews were administered to professors, and focus groups were conducted with pre-service teachers. Open-ended questions were designed for both techniques. The main findings show that e-tandem mode can be implemented in the curriculum of the English major in two forms: as a component of a subject and as pre-professional practice. Once the legal basis of the Regulation of the Academic Regime of Ecuador was reviewed, we concluded that e-tandem could be included as a component of a subject, respecting the principle of autonomy and giving rewards (scores) when learners participate in sessions. It could also be a pre-professional practice activity in which learners could improve their communicative competence and language knowledge by participating in the e-tandem process as mediators or tutors. It is recommended to use pilot plans in the UTC with the use of e-tandem sessions in both modalities, which could then be evaluated to determine which one produces the best results.
Language Learning Goes Mobile: Online Intercultural Exchange during COVID-19 Pandemic
Author: Taskiran, Ayse
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Intercultural Communication,Foreign Countries,Student Attitudes,Distance Education,Teaching Methods,Educational Change,Computer Mediated Communication,Phenomenology,Learning Experience,Cross Cultural Studies,Exchange Programs,English (Second Language),Learning Processes,Undergraduate Students,Communicative Competence (Languages)

The COVID-19 pandemic created unprecedented educational challenges. In order to ensure the continuity of formal education and to compensate for interruptions, emergency remote teaching practices were initiated worldwide. Like all other courses, foreign language teaching applied internet technologies as a teaching-learning media during the pandemic. Internet-based intercultural exchange between institutions of different cultural / national origin was already a widespread phenomenon before the pandemic. These intercultural activities have the potential of enhancing foreign language learning during emergency conditions such as pandemics as they provide opportunities for communication for real purposes in distance learning contexts. In order to gather in depth data, this study adopted a phenomenological design of a qualitative research model. The study explored the perceptions of Chinese and Turkish EFL learners based on their first-hand experience regarding an online intercultural exchange activity. When the qualitative data obtained from the individual interviews with volunteer participants were analyzed, it was concluded that the participants valued the activity and believed it contributed to their foreign language learning process and intercultural communicative competence. Findings were discussed in the scope of implementing mobile learning in the form of an intercultural exchange activity in online language teaching and learning process. Findings of this study could shed light on the applicability of online intercultural exchange activities for emergency remote foreign language teaching.
Literature Review of ELT Textbook Evaluation
Author: Gholampour, Samaneh
Date: 2023-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Evaluation Methods,Guidelines,Evaluation Criteria,Check Lists

Textbooks have a fundamental role in English Language Teaching (ELT) classes; they can provide valid, valuable, and self-regulated sources for both learners and teachers. ELT textbook evaluation is essential for language learning and teaching. Accordingly, evaluating and assessing textbooks has a crucial role in confirming if they satisfy the needs of students, teachers, administrators, textbook publishers, and curriculum developers. In this regard, this article elaborates on textbook evaluation, then briefly overviews the various approaches toward evaluating ELT textbooks and material from the perspective of McDonough et al. (2013), Richards (2014), and Tomlinson (2013). Additionally, this article introduces criteria for material evaluation and it demonstrates how criteria can be established for evaluating English language textbooks.
A Longitudinal Study on Students&apos; Self-Regulated Listening during Transition to an English-Medium Transnational University in China
Author: Zhou, Sihan
Date: 2023-00-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Longitudinal Studies,English for Academic Purposes,Secondary School Students,Native Language,Foreign Countries,Student Attitudes,Metacognition,Difficulty Level,International Education,Universities,Curriculum Design,Listening Comprehension,Teaching Methods,Undergraduate Students

Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midterm, and the end of their first semester after entering an EMI transnational university in southeast China. The analysis of questionnaire responses revealed significant variations in students' listening strategies over time, with a significant decrease in deep processing cognitive strategies at the midterm when content difficulty increased. Conversely, two types of metacognitive strategies (problem solving, plan evaluation) increased significantly during the second half of the semester. Informed by Zimmerman's (2000) social cognitive self-regulated learning (SRL) model, thematic analysis of semi-structured interviews with 34 participants revealed that students generally developed a more top-down listening approach focusing on content learning over the semester and became more selective in their strategic and self-regulatory processes after the midterm &quot;watershed&quot; moment. Results highlight the importance of structured topic knowledge in EMI curriculum design and the necessity of strategy training in language support programs.
&quot;A Smooth Transition or a Giant Leap?&quot; the Challenges Posed by the Transition from Secondary Education to Higher Education in Relation to EMI in Sri Lanka
Author: Mahawaha, Nadee
Date: 2023-00-00
Type: Journal Articles
Subjects: Bilingual Education,Elementary Secondary Education,Native Language,Dravidian Languages,English (Second Language),Second Language Learning,Undergraduate Students,Language of Instruction,Foreign Countries,College Attendance,Barriers,College Faculty,Teacher Attitudes,State Universities,Student Adjustment

Although bilingual education has been offered in some schools of Sri Lanka since 2001, primary and secondary school education has been conducted mainly in the first language (L1), that is, Sinhala/Tamil. As a result, most students sit for the General Certificate of Education -- Advanced Level (GCE (A/L) examination, which determines university entry, in their L1. Thus, the majority of students entering state universities do so after receiving their entire education in their L1. At the tertiary level, where many (if not most) degree programs are conducted in the English medium, students struggle to make the transition from Sinhala/Tamil medium instruction to English medium instruction (EMI).1This study examines the challenges faced by students and lecturers in three selected state universities due to this language transition. It employs a qualitative research design. Data were collected through official documents and semi-structured interviews with forty academics. Three focus group interviews were conducted with thirty undergraduates. In addition, eighteen non-participant lectures were observed in mainstream2 classrooms. The findings indicate several structural, institutional, and linguistic challenges on the way to a successful implementation of EMI in state universities and demonstrate that the transition from GCE (A/L) to EMI in universities is a challenging experience for both students and lecturers. We propose that the concept of academic literacies be used as a productive means of supporting undergraduates through their transition to EMI.
Practices, Challenges, and Prospects of Implementing School-Based Management (SBM) System in Ethiopian Schools: Implications for Policy Makers
Author: Berhanu, Kelemu Zelalem
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Implementation,School Based Management,Educational Policy,Foreign Countries,Budgets,School District Autonomy,Inservice Teacher Education,Administrative Organization,Barriers

The purpose of the study was to investigate the level of practice, challenges, and prospects of SBM in Ethiopian schools. A holistic multiple-case study was utilized. In addition to document review, the researcher collected data via semi-structured interviews with maximum diversity sampling from eight participants. Thematic analysis was employed for analysing data. Results showed that implementing SBM in Amhara regional state, Ethiopia, was ineffective. The significant challenges identified were: the low administrative capacity of crucial members of the SBMs, uncertainty, overload, lack of cooperation from the school leaders, and teachers' misunderstanding of the importance of the SBM. To improve school management at the school level, Ethiopian schools should take the following prospects into account: Commission a steering committee to introduce SBM, make a pilot project to allow some schools to have greater control over their budgets, give legal authority to schools to define themselves, increase the direct relationship between district education bureaus and regional educational bureaus, provide in-service training and so forth. In addition to the theoretical implications to the literature about SBM in the Ethiopia context, this study has several practical implications for many stakeholders of education, such as the Ministry of Education and school administrators, to understand the challenges in implementing SBM and to overcome the challenges in their respective schools by considering the suggested prospects.
Contesting the Nativelikeness Norms of Productive Skill Assessment in the Peripheral ELT Practice: ELF and World Englishes Perspectives
Author: Huda, Miftahul
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Native Speakers,Pronunciation,Language Proficiency,Standard Spoken Usage,Nonstandard Dialects,Language Attitudes,Native Language,Student Evaluation,Teaching Methods,Alternative Assessment,Multilingualism,Accuracy,Writing Evaluation,Scoring Rubrics,Academic Language,Standards,Official Languages,Speech Communication

Soon after Kachru (1992) promoted the notion of the World of English(es) through his 'inner-outer-expanding circle' principle, academic audiences started to recognize that the number of English nonnative speakers had noticeably surpassed that of native speakers. Such a phenomenon has encouraged English learners of diverse lingua-cultural backgrounds, particularly those of outer and expanding circles, to acquire the 'standard' English skill proficiency set by the inner circle group. However, their different accents, for example, are often deemed as a deviation of 'standard' English, that is strange, foreign, or non-standard. A universal recognition of a trend to World Englishes is paradoxically not followed by practitioners' pedagogical breakthroughs to devalue the 'nativelikeness' norms in assessing learners' oral and written proficiencies. Many scoring rubrics for speaking skill assessment still consider mother-tongue accent as an interfering factor that hinders oral accuracy. Furthermore, students' writing is often assessed based on taken-for-granted nativelikeness norms: linearity, relevance, and logically articulated. This paper, therefore, aims to provide a critical review upon productive skill assessments by contesting conventional concepts of 'accuracy' and considering an alternative assessment which is more World English(es)-friendly as well as to revisit old norms of academic writing assessment imposed to multilingual English learners by voicing out current insights from English as a lingua franca and World Englishes perspectives.