ethanporcaro/eric-fulltext-meta huggingface dataset:
The Academic Writing Skills Programme: A Model for Technology-Enhanced, Blended Delivery of an Academic Writing Programme
Author: Boyle, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Student Diversity,Academic Language,Writing Instruction,Grammar,Writing Skills,Interdisciplinary Approach,Barriers,Foreign Countries,College Students,Research Universities,Essays,Online Courses,Educational Technology,Program Descriptions,Program Development

Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiple-choice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support.
Yet Another Acronym -- Technology-Enhanced Academic Language Support (TALS)
Author: Smith, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Academic Language,Computational Linguistics,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Higher Education,Taxonomy,Blended Learning,Educational Resources,Web Sites,Academic Support Services,Help Seeking,Universities,English,Resource Centers

Since the earliest adoption of educational technologies, teachers and researchers have been exploring its efficacy on language learning and development. The speed with which these technologies are now infiltrating academic student support will continue to increase, and so the need for good guidance in this space will likewise increase. Currently in academic language and learning support, however, the digital space while prevalent and expanding is both poorly defined and the literature widely dispersed. It is argued here that a single term of reference, such as TALS, could provide a centralised meeting point where research and experiences from the field can be more readily and conveniently shared.
An Important, but Neglected Aspect of Learning Assistance in Higher Education: Exploring the Digital Learning Capacity of Academic Language and Learning Practitioners
Author: Podorova, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Language,Technological Literacy,Skill Development,21st Century Skills,Self Efficacy,Foreign Countries,Technology Uses in Education,Higher Education,Professional Identity,College Faculty

Digital literacy has become increasingly significant in tertiary environments, as institutions move towards preparing students for 21st century workplaces and careers that emphasise digital literacy. As such, Academic Language and Learning (ALL) practitioners within these institutions are under pressure to possess familiarity and skills in the digital education space. Despite this need, there is a shortage of evidence that identifies the competencies or gaps in the current knowledge that ALL advisors have in Australian tertiary institutions; there is also a lack of awareness about how to address the gaps in knowledge for technology-enhanced learning and academic support. In light of this lacuna, in late 2018, the Association for Academic Learning and Language (AALL), the professional body for Academic Language and Learning practitioners, established a working group to investigate the knowledge and gaps in digital literacy in the ALL profession. The authors of this paper are all members of this working group and aim to explore the state of digital learning in their field. The long-term aim of the working party is to develop research-led resources and strategies to assist in the professionalisation and upskilling of ALL staff in technology-enhanced academic language development and support. This paper reports on the preliminary findings of a mixed-method participatory action research study of ALL practitioners' preferences, competencies and confidence in the digital learning space. It is hoped that this study will provide members within the AALL professional body, as well as tertiary educators generally, with strategies required to identify, develop and maintain effective digital literacies across the higher education sector.
Effects of a Word-Problem Intervention on Word-Problem Language Features for Third-Grade Students with Mathematics Difficulty
Author: Powell, Sarah R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Intervention,Elementary School Students,Grade 3,Students with Disabilities,Low Achievement,Mathematics Achievement,Learning Disabilities,At Risk Students,Reading Difficulties,Urban Schools,Language Processing,Comprehension,Problem Solving,Mathematics Instruction,Language Skills

Word problems require students to read a language-based problem, identify necessary information to answer a prompt, and perform calculation(s) to develop a problem solution. Solving word problems proves particularly challenging for students with mathematics difficulties because skill in reading, interpretation of language, and mathematics are required for word-problem proficiency. We examined whether two versions of a word-problem intervention increased students' understanding of three word-problem language features: naming a superordinate category, identifying irrelevant information, and providing a word-problem label. At pre- and posttest, 145 3rd-grade students solved word problems and answered questions about word-problem language. Students who participated in the word-problem interventions demonstrated improvement on identifying irrelevant information and providing word-problem labels over students in the business-as-usual condition. We did not identify group differences related to naming a superordinate category. These results suggest the importance of explicit teaching of language comprehension features within word-problem intervention. [For the grantee submission, see ED598432.]
Writing Anxiety among Indonesian EFL Students: Factors and Strategies
Author: Jawas, Umiati
Date: 2019-10-00
Type: Journal Articles
Subjects: Writing Attitudes,Writing Apprehension,Student Attitudes,Essays,Writing Strategies,Second Language Learning,English (Second Language),Writing Assignments,Stress Management,Collaborative Writing,Concept Formation,College Students,Foreign Countries

Writing anxiety is a term for a wide variety of apprehensive and pessimistic feelings about writing. The purpose of this study is to identify factors contributing to writing anxiety experienced by EFL students in writing essays and the strategies they apply to manage it. The possible factors of the anxiety were elaborated into close-ended questionnaire items that were distributed to the sampled students followed by open-ended questionnaire item on strategies to deal with the anxiety. The findings indicate that from several potentially anxiety producing factors of essay writing, essay assignment that must be done in the class is the most dominant factor of writing anxiety experienced by the students. Collaborative works in pairs or small groups for idea development and essay construction are the common strategies adopted to minimize the anxiety. The findings imply that when students are given the opportunity to use the preferred strategies, their writing anxiety can be manageable.
The Pre-Service Biology Teacher Readiness in Blended Collaborative Problem Based Learning (BCPBL)
Author: Sugiharto, Bowo
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Science Instruction,Biology,Blended Learning,Cooperative Learning,Problem Based Learning,Semester System,Learning Readiness,Electronic Learning,Technological Literacy,Learning Motivation

This research aims at investigating the readiness level of pre-service biology teacher to follow Blended Collaborative Problem Based Learning (BCPBL) model class. This research also aims at investigating the differences in the readiness level of pre-service biology teachers in the BCPBL class due to the semesters differences. The participants were randomly selected from the students in semester 2, 4, 6, and 8 of Biology Education Study Program in Indonesia. From the total population of 750 students, 27 students, 24 students, 29 students, and 21 students were selected from the 2nd, 4th, 6th, and 8th semester students respectively. The instrument used in this research was the questionnaire modified from the one developed by Xiong et al. (2015). The reliability of the questionnaire had been tested and obtained a reliability index of 0.893. The data obtained were analyzed descriptively and followed by using one-way analysis of variance (ANOVA). Based on the results of this research it is concluded that in general pre-service biology teacher have a high level of readiness to follow the BCPBL class. Semester differences do not cause significant differences in the level of students' readiness to follow BCPBL model.
Using the C-K Theory to Develop Student&apos;s Creativity: A Case Study of Creative University
Author: Suacamram, Mayuree
Date: 2019-10-00
Type: Journal Articles
Subjects: Creativity,Teaching Methods,Theories,Design,Workshops,Undergraduate Students,Lesson Plans,Teacher Student Relationship,Creative Development,Pretests Posttests,Control Groups,Creativity Tests,Case Studies,Creative Thinking,Student Attitudes,Expertise

Creativity is essential for everyone; it will be one of their valuable assets that will become beneficial their organization. This study aims to develop a series of workshop classes to promote learners' creativity based on the C-K theory. This research method uses pretest-posttest control group design. The research is divided into three stages: stage 1--gathering preliminary data by exploring opinions of experts regarding developing creativity; stage 2--developing lesson plans by creating lesson plans from the analysis of the data from stage 1, then validating them by experts and piloting them; and stage 3--examining the results of implementing the lesson plans by analyzing data using repeated measures and multi-level analysis. The findings reveal that the lesson plans aim to develop creativity in learners through designing projects, or other type of work, activities based on C-K theory together with a five-class course called Design and Visualization for Film starting from (1) photo design; (2) identifying and formulating problems; (3) Reviewing problems; (4) creating a photo design based on C-K theory; and (5) designing a film poster based on C-K theory. The findings of the implementation show that the learner group who was taught by using C-K theory presented higher degree of creativity development than those who were not.
The Impact of Educational Infographic on Students&apos; Interaction and Perception in Jordanian Higher Education: Experimental Study
Author: Alqudah, Derar
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Experimental Groups,Control Groups,Instructional Effectiveness,Interaction,College Students,Higher Education,Student Attitudes,Humanistic Education,Science Education,Visual Aids,Instructional Materials

This study aims to evaluate the effect of employing infographics in higher education, specifically with regard to students' interactions and their perception of the meaning of transferred information. This evaluation was presented through lectures at Applied Sciences Private University in Jordan and two other selected colleges (one scientific and the other humanistic) to compare the two variables applied in this study. To achieve this object infographic materials were developed by researcher and guided by (ASSURE) instructional model to present the lectures to the two experimental groups by infographic method through two selected courses from Information Technology College and Business College. Meanwhile, two control groups were taking the same courses in deferent class by conventional method. In addition, the total of participants was (138 students) and that includes all students of the experimental and control groups. Furthermore, a post-test questionnaire was involved to experimental groups to measure their interaction and perception after presenting lectures by infographic materials. The findings of this study show that infographics have a positive and strong impact on students' interaction and perception. Furthermore, a comparison shows that the students of the scientific and humanistic colleges had different effect of interaction. However, infographics have a similar effect on perception in both colleges.
Reading Dynamic Patterns of Silence as a Communication Strategy and Impediment in the EFL Classroom Interaction
Author: Fadilah, Eka
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Interaction,Communication Strategies,Foreign Countries,Undergraduate Study,Undergraduate Students,Interpersonal Communication,Language Proficiency,Student Characteristics

This study aimed to investigate the dynamic patterns of two concepts of silence explicated as a communication strategy and impediment in a task-based instruction. A novel approach, Retrodictive Qualitative Modeling (RQM) tied in a Dynamic System Theory (DST), was utilized to identify learners' archetypes, to highlight the dynamic patterns underlying their silence, and to unveil the factors affecting the two concepts as dynamic signatures. Of eighteen learners of English department, we took three participants relying on their salient archetypes. Those participants were nominated based on the Focus Group Discussion (FGD) encompassing three lecturers. Furthermore, a stimulated recall interview was carried out on the three participants to get overarching factors affecting their silence. The results revealed twofold: (1) the participants' dynamic patterns of classroom trajectory explicating the variability of elements underlying the learners' silence vary across the learners' archetypes, (2) signature dynamics modeled manifest and distinguish the two concepts of silence. The implication of this study entails the EFL lecturers to have a background knowledge in distinguishing the two concepts of silence that encompass dynamic and fluctuative signature dynamics of motivation, cognition, English proficiency, positive and negative emotions interacting with the classroom contexts. Likewise, further study might provide more overarching factors underlying those two concepts of silence to provide a finer-grained result delineating such concepts.
The Impact of Cognitive Scaffolding on Iranian EFL Learners&apos; Speaking Skill
Author: Razaghi, Maryam
Date: 2019-10-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Contingency Management,Student Responsibility,Cognitive Processes,Language Skills,Females,English (Second Language),Second Language Instruction,Teaching Methods,Foreign Countries,Grammar,Vocabulary Development,Pronunciation,Communication Skills,Instructional Effectiveness,Late Adolescents,Young Adults

Taking into account the three key features of scaffolding, namely, contingency, fading and the transfer of responsibility, the present study investigated the role of cognitive scaffolding in speaking and its components (i.e. grammar, vocabulary, pronunciation, discourse management, interactive communication). Moreover, the possible moderating effect of learners' proficiency level was examined. Four groups of 30 female Iranian learners of English in a language school participated in this study, two of which were chosen from upper-intermediate learners, while the other two groups included learners studying at pre-intermediate levels. The results of the two-way ANCOVA tests indicated that cognitive scaffolding could foster speaking skill and its components. Besides, it was found that learners' level of proficiency did not mediate the impact of scaffolding on the studied dependent variables. Therefore, both upper-intermediate and pre-intermediate learners equally benefited from cognitive scaffolds. The study offers a number of pedagogical implications which are discussed.
Re-Interpretation of Mathematical Literacy Based on the Teacher&apos;s Perspective
Author: Umbara, Uba
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Teachers,Mathematics Teachers,Knowledge Level,Numeracy,Learning Processes,Achievement Tests,International Assessment,Secondary School Students,Evaluation Methods,Gender Differences

This study was aimed to explore the teacher's knowledge and understanding of mathematical literacy, especially on the PISA survey, understanding of mathematical literacy, aspects, and processes of evaluating mathematical literacy in the PISA survey and the learning process carried out by respondents in their respective classes. The research used a qualitative method with case study design. The respondents involved in this study were 20 teachers. Questionnaires and interview guidelines were adopted as the instruments. The collected data were then analyzed descriptively. The results of this study show that: (1) there 60% respondents have lack of knowledge on mathematical literacy, (2) around 3.63% respondents showed the highest percentage of aspects of the learning process carried out in the class, while (3) aspects of mathematical literacy assessment process in the PISA survey the lowest percentage (2.47%). The data indicated that respondents understand the learning process better than the process of assessing mathematical literacy in the PISA survey. Campaigning for mathematical literacy in various teacher communities can be carried out simultaneously, structured, and systematically through a special program and continues to look at its development, with the intention of the teacher has a target in developing students' mathematical literacy and to improve Indonesia's ranking in the PISA survey.
Improving Environmental Awareness of High School Students&apos; in Malang City through Earthcomm Learning in the Geography Class
Author: Aliman, Muhammad
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Consciousness Raising,Knowledge Level,Student Attitudes,Student Behavior,Teaching Methods,Models,High School Students,Geography Instruction,Grade 10,Experiential Learning

This study aimed to determine the effect of the earthcomm learning model in increasing environmental awareness in high school students. Increased environmental awareness is a representation of students' knowledge, attitudes, behaviors and skills in solving environmental problems. In addition, this study was conducted to know the differences in student activities between classes using the earthcomm learning model and conventional learning models. The study used quasi-experimental design. The data was taken using an instrument of environmental awareness at the pretest and posttest in the experimental and control classes involving high school students in Malang City, Indonesia. Data were analyzed using ANCOVA with SPSS version 23 software for Windows. The results of the study prove that the earthcomm learning model has a significant influence on changes of knowledge, attitudes, behaviors and skills in solving environmental problems in high school students. Students' activity in the experimental class was more active than the control class.
Improving Students&apos; Scientific Reasoning Skills through the Three Levels of Inquiry
Author: Yanto, Bagus Endri
Date: 2019-10-00
Type: Journal Articles
Subjects: Thinking Skills,Scientific Literacy,Student Improvement,Skill Development,Active Learning,Inquiry,Instructional Effectiveness,Biology,Science Education,Public Colleges,Foreign Countries,Conventional Instruction,Preservice Teachers,Competency Based Education

This research was aimed at analyzing (1) the effectiveness of the three levels of inquiry (structured, guided and free inquiry) to improve the students' scientific reasoning skills compared to the conventional method; (2) the implementation of the three levels of inquiry. This study can be categorized as quasi-experimental with pre-test posttest non-equivalent control group design. The research sample consisted of 76 students of the Biology Education Study Program in State Islamic University of Sunan Kalijaga, Yogyakarta, Indonesia. The data were collected by using scientific reasoning test and an observation sheet. The data were analyzed with the independent sample t-test. The research results indicated that the three levels of inquiry were more effective than the conventional method in improving the students' scientific reasoning skills in the aspects of analyzing, evaluating, and creating. The quality of three levels of inquiry can be categorized as very good. It urges biology lecturers to have a comprehensive understanding of the hierarchical nature and its relationship to various pedagogical practices to employ investigation process during the science learning process.
Input Flooding, Input Enhancement and Writing Performance: Effects and Percepts
Author: Safdari, Maryam
Date: 2019-10-00
Type: Journal Articles
Subjects: Writing Skills,Foreign Countries,Writing Instruction,English (Second Language),Second Language Learning,Elementary School Students,Student Attitudes,Pretests Posttests,Scores,Experimental Groups,Control Groups,Grammar

Most research studies show the focus of EFL courses in the Iranian educational context is on speaking in private language schools and on grammar, reading and vocabulary in state schools. Consequently, more research regarding writing is required in the Iranian EFL context. The present study sets out to investigate the effects of input enhancement and input flooding of the present simple and continuous tenses on Iranian EFL learners' writing. Moreover, the study examined learners' perceptions of the efficacy of the two input types for improving writing. The participants were 60 EFL learners in three groups of 20. In experimental group one, present simple and continuous tenses in texts were enhanced via underlining, boldfacing, italicization, capitalization, colour coding and using different font sizes. In experimental group two, learners received flooded materials via increasing the frequency of tenses. The control group was exposed to the same texts; however, the texts were neither enhanced nor flooded. After the treatment, the three groups received the writing posttest. To explore learners' perceptions towards the efficacy of input types for improving their writing, five participants in each experimental group were interviewed. The results indicated that both input enhancement and input flooding positively affected learners' writing.