ethanporcaro/eric-fulltext-meta huggingface dataset:
Adolescents&apos; Perceived Parental Childrearing Practice and Its Effect on Their Psychosocial Functioning in Some Selected Secondary Schools of East Hararghe Zone, Ethiopia
Author: Mihret, Amare Misganaw
Date: 2018-07-00
Type: Journal Articles
Subjects: Child Rearing,Emotional Development,Social Development,Parent Child Relationship,Correlation,Gender Differences,Secondary School Students,Foreign Countries,Student Attitudes,Parenting Styles

The purpose of this study was to examine the effect of childrearing practice on adolescent psychosocial functioning. In order to carry out this study, a sample of 328 of 133 males and 195 female adolescent students were selected randomly from three secondary schools of East Hararghe Zone. Data were collected through self-reporting questionnaire and analyzed using both descriptive and inferential statistical methods such as, frequency, tabulation, mean, standard deviation, range, one sample t-test, Pearson moment correlation, two-way ANOVA and multiple regression. Findings indicate that participants of the study have a reasonably acceptable level of psychosocial functioning and they perceive their parents' childrearing practice is fairly good. There is strong and significant relationship between parental childrearing practice and adolescents' psychosocial functioning. The gender disparity has been observed among the dimensions of child rearing practice on controlling and psychosocial functioning and also among its dimensions on behavior and relationship problems in favor of females. In addition, according to the results of ANOVA, there is psychosocial functioning difference among adolescents with respect to their level of parental childrearing practice. The main effects of gender and level of childrearing practice on psychosocial functioning are significant while together they do not have an interaction effect. Besides, most of the variability in explaining psychosocial functioning which is accounted for 64.4% is explained by parental childrearing practice and its dimension, nurturance, did not seem to explain variability in psychosocial functioning. In the end, recommendations are also made for how to properly address the gaps noted in this research.
Digital Literacy with EFL Student Teachers: Exploring Indonesian Student Teachers&apos; Initial Perception about Integrating Digital Technologies into a Teaching Unit
Author: Durriyah, Tati Lathipatud
Date: 2018-07-00
Type: Journal Articles
Subjects: Technological Literacy,English (Second Language),Second Language Learning,Second Language Instruction,Social Media,Textbooks,Islam,Universities,Computer Software,Teaching Methods,Foreign Countries,Video Technology,Literacy Education,Student Teacher Attitudes,Technology Integration,Preservice Teacher Education,Pedagogical Content Knowledge,Junior High School Students,Units of Study,Language Teachers

Research found that many student teachers are active users of digital technologies yet they are reluctant to make use of digital technologies for literacy teaching purposes. Efforts to prepare student teachers for technology integration are pressingly needed. Also needed is data that informs us about student teachers' participation (engagement) with digital technologies and how they might utilize those technologies for literacy teaching. The article reports on a classroom research project that explored Indonesian student teachers' initial perception about the use of digital technologies for EFL teaching. For one semester, the first author taught a course to a group of student teachers at a state Islamic university in Jakarta in which they learned conceptual and practical knowledge about digital technologies in teaching and learning. The student teachers were tasked to explore digital technologies available and had to integrate those technologies into teaching units contained in a junior high English textbook. Popular digital technologies selected included Facebook, blogs, Skype, and WhatsApp. Each offers unique potential to facilitate and enhance language learning. Student reflections provided insight into their considerations for their digital technology selections.
Developing Career through Community Engagement: The Nigerian University Experience
Author: Adekalu, Samuel Olutokunbo
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Career Development,Faculty Development,School Community Relationship,Educational Strategies,Reputation,Teacher Attitudes,Faculty Mobility,Job Satisfaction,Community Development,Problem Solving

So far, there has been no serious correction awareness aimed at addressing and promoting career development through community engagement practice in Nigeria, especially in academic settings. No research has been carried out to examine faculty members, particularly professors' experiences in developing career through community engagement activities in the Nigerian universities. To address this gap, this article presents the perspectives of professors on how faculty members can be attracted to community engagement as a strategy to develop career and boost the reputation of their respective institutions that has been dominated by teaching and research. This article employed the qualitative method, interviewing nine professors from diverse academic disciplines in a leading conventional university in Nigeria. From the analysis, community engagements were found to foster academic career development of the professors in their areas of expertise. More specifically, participatory community engagement outreach helped in expansion of knowledge through solving practical problems, career growth through promotion earned, and increased job satisfaction. The study concludes with implications for human resource development practice and suggestions for future research.
English Language Use in Malaysian Government and Private Civil Engineering Workplaces
Author: Saleh, Noor Shahariah
Date: 2018-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Work Environment,Language Usage,Civil Engineering,Engineering Education,Foreign Countries,Language Proficiency,Undergraduate Students,Student Attitudes,Language Skills,Second Language Instruction

Employers in the engineering sector require certain standard of English proficiency among their employees as the language is widely used for numerous job scopes. In order to understand the current demand of the civil engineering industry on the use of the English language in the workplace, this study was conducted on 20 undergraduates of the Civil and Environmental Engineering Faculty, Universiti Tun Hussein Onn Malaysia who undertook the industrial training. Based on focus group discussions, the participants learned and shared significant use of English language through their industrial training experience. The findings of the study highlighted the activities that were conducted in English for speaking, listening, reading and writing including the language skills. In addition, the amount of time spent on each activity in English was also identified in understanding the importance of English language in the civil engineering sector. The findings of the study are vital in making informed decisions for the design and development of appropriate English language courses for present and future civil engineering students.
Malaysian Children Storybooks as ESL Reading Materials
Author: Ismail, Adlina
Date: 2018-07-00
Type: Journal Articles
Subjects: Reading Materials,English (Second Language),Second Language Learning,Second Language Instruction,Cognitive Development,Foreign Countries,Picture Books,Childrens Literature,Cultural Awareness,Readability,Connected Discourse,Teaching Methods,Reading Comprehension,Elementary School Students

English as a Second Language (ESL) reading materials for children are important in second language development. It is believed that language cannot be taught in a vacuum context as language functions within a culture. Even though learning a language requires learning about the culture unconsciously, learners' culture should be taken into consideration as well. The study aimed to identify the difference between Malaysian picture storybooks and Malaysian chapter storybooks in terms of readability by using a computational tool, Coh-Metrix TERA. This study also aimed to discuss the suitability of the samples' readability in relation to the second language comprehension and cognitive development theories. The study collected 10 locally published picture storybooks and chapter storybooks each. The narrative texts from the books were extracted and assessed by CohMetrix TERA. It was found that picture storybooks are different from chapter storybooks in terms of the amount of concrete words, referential cohesion devices, and familiar words in the texts. In general, the samples' readability is in line with the cognitive development theory. However, they can be improved in terms of cohesive devices and familiar words. In brief, Malaysian picture storybooks and chapter storybooks are suitable to be used as reading materials to learn English for Malaysian children. Nevertheless, weak readers may require adult assistance in certain parts of the books.
Senior High School English Teachers&apos; Perceptions on a High-Stakes Test (SBMPTN): A Washback Study
Author: Cholis, Hafidz Wahyu Nur
Date: 2018-07-00
Type: Journal Articles
Subjects: Secondary School Teachers,High Schools,Teacher Attitudes,High Stakes Tests,Foreign Countries,Teaching Methods,College Entrance Examinations,English Teachers,Context Effect

The aim of this research is to explore the washback effect of a high-stakes test on teachers' attitude and teaching methods used. High-stakes tests refer to tests results of which impact the future of the test takers. In this paper, the high-stakes test is the Entrance Exam of Universities (EEU) in the Indonesia context, namely Seleksi Bersama Masuk Perguruan Tinggi Negeri (SBMPTN). The test determines whether students are qualified to be accepted as university students or not. Therefore, SBMPTN is extremely strict and competitive because students all over Indonesia are eager to pass it. The current study explores washback effect of SBMPTN. In order to gain the data of this survey study, an adopted questionnaire was conducted to a number of 30 senior high school teachers. The data analysis using Statistical Package for the Social Sciences (SPSS) was then explained into descriptive statistic encompassing mean score and percentages. The findings revealed that SBMPTN, as a high-stakes test, has a positive washback on Senior High School English teachers' attitudes and their teaching methods.
Using the Internet to Promote Business Learners&apos; Autonomy in Vietnam
Author: Ba, Hoang Thu
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Learning Motivation,Positive Attitudes,Independent Study,Internet,Business Administration Education,Business English,Undergraduate Students,Language Teachers,College Faculty,Teacher Attitudes,Student Attitudes,Teaching Methods

In Vietnam, despite the widespread use of computers and the Internet in the educational settings, little attention has been paid to the role of the Internet in promoting students' autonomy. Particularly, in the author's real teaching context at Thuong Mai University (TMU), there exists a serious problem relating to students' lack of independency in language learning. The study, therefore, was implemented to investigate the effectiveness of the Internet use in promoting business learners' autonomy and improving their learning skill. To fulfill the study, questionnaires and interviews were conducted to 200 third-year students and 10 teachers of English at TMU respectively. The qualitative approach was adopted to reveal the significant findings of the descriptive case study on the learners' positive attitudes and awareness of their learning autonomy through the popularity yet ineffective use of the Internet use but the ineffective use of the Internet in improving English study and motivation, what and how teachers and learners do to promote learners' autonomy in language learning. The study, consequently, came up with some effective pedagogical implications that may help teachers recognize the significant role of the Internet in enhancing learners' autonomy inside and outside the class.
Explore for More: Enhancing Students&apos; Literacy through a School-Family-University Partnership
Author: Peters, Megan Parker
Date: 2018-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Literacy,Literacy Education,Family School Relationship,College School Cooperation,Partnerships in Education,Teacher Education Programs,Reading Programs,Summer Programs,Literature Appreciation,Reading Skills,Disadvantaged Youth,Day Camp Programs,Attitude Measures,Reading Attitudes,Student Attitudes,Surveys,Elementary Education

Many educator preparation programs desire to partner with P-12 and community groups. The authors showcase the development of a P-12 School-University-Family partnership. Partnership goals included literacy growth and interest among linguistically and culturally diverse P-12 learners while also providing a sustainable training ground for current and future educators. Instead of decreasing students' literacy skills over the summer months, elementary students (n=40) experienced growth in both reading skills and enjoyment (p &lt; 0.05) after participating in the discussed summer literacy program. Beyond student benefits, it should be remembered that both educator preparation programs (EPPs) and P-12 schools have much to offer each other and benefit reciprocally when they work together; methods for forming and sustaining a productive partnership are discussed. Recommendations for sustainability and future plans are discussed.
Bringing the Attitudinal System of Affect to the EFL/ESL Classroom as a Way of Further Critical Education and Reflection: An Analysis of Affectual Language in Two American Presidents&apos; Inauguration Speeches
Author: Hadidi, Yaser
Date: 2018-07-00
Type: Journal Articles
Subjects: Speeches,English (Second Language),Second Language Learning,Second Language Instruction,Emotional Response,Critical Theory,Teaching Methods,Literacy,Language Teachers,Political Attitudes,Social Attitudes,Affective Behavior,Language Usage,Discourse Analysis,Presidents,Computational Linguistics,Applied Linguistics,Language Patterns

Appraisal/Evaluation within Systemic Functional Linguistics (SFL) is a rather new framework for the analysis of evaluative language, focusing on how human beings reveal their emotions directly or indirectly, how they take stances, and how they align or disalign themselves with social subjects. Through an attitudinal analysis of the system of Affect in lucid and teacher friendly ways, this paper aims to smoothly invite ESL/EFL teachers into possible employment of this model in classes of intermediate levels and above, to align themselves with and avoid losing sight of the constant need to maintain a critical pedagogical atmosphere in foreign language literacy and education. To this end, we provide a simple analysis of the affectual language of two inauguration speeches delivered by two American presidential candidates, geared to equipping teachers with some quick tools of reflective and critical pedagogy and use the exploration and display of different categories of Affect in the classroom to engage students in critical reflection on the world and everyday events.
Education 4.0 Made Simple: Ideas for Teaching
Author: Hussin, Anealka Aziz
Date: 2018-07-00
Type: Journal Articles
Subjects: Educational Change,Teaching Skills,Student Attitudes,Electronic Learning,Individualized Instruction,Student Participation,Student Projects,Experiential Learning,Data Analysis,Student Evaluation,Curriculum Development,Student Centered Learning,Higher Education,College Students,Foreign Countries,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction

Almost everyone is talking about the 4th Industrial Revolution (4IR). The 4IR wave is so strong that change is inevitable, including within the education setting, making Education 4.0 the famous buzzword among educationists today. What is Education 4.0? Do educators really understand it or they simply follow what others are doing. Education 4.0 is a respond to the needs of IR4.0 where human and technology are aligned to enable new possibilities. The paper explains the nine trends of Education 4.0, preference of the 21st century learners, skills for 21st century teachers, share some ideas on how to implement Education 4.0 trends in the language classrooms and students' feedback on their experience in learning in the Education 4.0 classroom.
Iranian EFL Learners&apos; Preferences of Different Digital Technologies for Language Learning beyond the Classroom
Author: Xodabande, Ismail
Date: 2018-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Preferences,Educational Technology,Foreign Countries,Student Attitudes,Teacher Attitudes,Social Media,Social Networks,Multimedia Materials,Computer Games,Gender Differences,Internet,Independent Study,Adult Learning,Computer Assisted Instruction

In recent years, increasing availability of digital technologies and internet connection for the majority of global population has affected almost every aspect of modern life including education and language learning. As a result, the face of language learning is changing both inside and outside the classroom and there is an ever growing need to study various affordances of these new technologies in education and learners' and teachers' attitudes towards using them. To this end, the current study investigated Iranian EFL learners' preferences regarding the use of different digital technologies for language learning beyond the classroom and their beliefs on how these technologies augment their language skills. To collect participants' data, an online questionnaire was employed and responses from 114 Iranian EFL learners (50 males and 64 females) were obtained through a locally popular social media network. The results of the online survey revealed that participants use various media types and digital technologies for developing their language skills beyond the classroom, and electronic dictionaries, Internet sites, and films are among the highly employed multimedia types. Further statistical analysis (MANOVA) of data also revealed that despite some variation in frequency of use for various technology types among male and female participants, the two groups only have significant differences in using computer games and music. Findings of the study indicate that despite some imposed restrictions on social network and Internet use in Iran, most Iranian EFL learners are actively using them in their language learning beyond the classroom. On implication side, the paper discusses some benefits of using digital technologies for language learning and teaching.
Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study
Author: Strawhacker, Amanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Kindergarten,Educational Technology,Technology Uses in Education,STEM Education,Student Behavior,Preschool Children,Preschool Teachers,Learner Engagement

As education communities grow more interested in STEM (science, technology, engineering, and mathematics), schools have integrated more technology and engineering opportunities into their curricula. Makerspaces for all ages have emerged as a way to support STEM learning through creativity, community building, and hands-on learning. However, little research has evaluated the learning that happens in these spaces, especially in young children. One framework that has been used successfully as an evaluative tool in informal and technology-rich learning spaces is Positive Technological Development (PTD). PTD is an educational framework that describes positive behaviors children exhibit while engaging in digital learning experiences. In this exploratory case study, researchers observed children in a makerspace to determine whether the environment (the space and teachers) contributed to children's Positive Technological Development. N = 20 children and teachers from a Kindergarten classroom were observed over 6 hours as they engaged in makerspace activities. The children's activity, teacher's facilitation, and the physical space were evaluated for alignment with the PTD framework. Results reveal that children showed high overall PTD engagement, and that teachers and the space supported children's learning in complementary aspects of PTD. Recommendations for practitioners hoping to design and implement a young children's makerspace are discussed.
Cartographic Vexillology of Subnational Flags in North America
Author: Morales-Ramirez, Carlos A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Maps,Foreign Countries,Geographic Location,Geography,Political Influences,Critical Thinking,Learning Activities,Geography Instruction,Visual Aids

Maps are present in flags as part of their design and are more common in subnational flags. This study analyzed 4,804 subnational flags in North America -- the continent with the most flags with maps -- to identify if maps are incorporated, the area the maps represented and the presence of the theme of location. The theme of location is one of the Five Themes of geography established in 1984 to aid geography education. It provides a conceptual base to teach geography and geographic concepts. Of the total number of subnational flags studied, 9% (429) have a map on them. Most of the flags were observed in the United States due to the large number of political subdivisions and subnational flags. Of this, 24% (105 of 429) incorporate the theme of location. Most of the flags with this theme are from the United States and from second level political subdivisions. With this information, educators are encouraged to engage students in critical thinking activities that promote flag, map and location knowledge. Activities can focus on the map itself or the combination of flags and maps.
Determining the Cognitive Structures of Geography Teacher Candidates Related to Energy Resources
Author: Basturk, Kaya
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Structures,Geography Instruction,Foreign Countries,Association Measures,Fuels,Energy,Scientific Concepts

This study aims to determine the cognitive structures of the geography teacher candidates studying at the 4th grade of the department of teaching geography related to the energy resources using Word Association Test (WAT). The universe of the study is the last grade students of the geography teaching department at 2016-2017 academic year and the sample of the study constitutes 36 last grade students studying in a geography teaching department at a university. It played an effective role in selecting the sample if students took lessons about energy resources. In the research, words such as fossil fuels, nuclear energy, wind energy, geothermal energy and solar energy were chosen as key concepts. A survey model was used to identify the current situation of the study. The analysis of the data was carried out by using the frequency count, which is one of the descriptive analysis techniques. Each of the key concepts was written on a different paper and they were written 10 times as one is written under the other. Before the study was carried out, the word association test was introduced to the students and some sample works were carried out. Then it is required from teacher candidates to write the words that these key concepts evoke in their minds within 30 seconds. A frequency table was created by evaluating the obtained data. Concept words were examined in detail and concept networks were formed in the direction of the cut-off points. The relevant sample sentences of the teacher candidates were examined and classified according to their characteristics.