ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Teacher Autonomy through EFL Teachers&apos; Online Teaching Experiences
Author: Chinpakdee, Muthita
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Autonomy,English (Second Language),Language Teachers,Electronic Learning,Educational Technology,Teaching Experience,COVID-19,Pandemics,Foreign Countries,College Faculty

Research on autonomy in foreign language education has largely focused on learner autonomy while relatively little attention has been given to teacher autonomy and the factors that underpin its exercise and development. Similar to learner autonomy, teacher autonomy is a multidimensional construct and the degree to which it can be exercised and maintained varies, depending on context. This qualitative research examines teacher autonomy in the context of emergency online language teaching. Accounts of two teachers' online teaching experiences were used to: (1) explore how EFL teachers exercise and maintain their autonomy in teaching during the transition from face-to-face to online learning; and (2) identify factors that affect their autonomy during this challenging time. Findings reveal that both teachers viewed the transition to online learning as an opportunity to exercise their autonomy and experiment with new ways to improve their practices. However, the extent to which they could implement new pedagogical ideas in their teaching depends on their professional relationships with others in their contexts. This study highlights the importance of reflection, collaboration, and negotiation as essential components of teacher autonomy and teacher development.
A Multmodal Analysis of Political Cartoons and the Discourse of Palestinians&apos; Displacement: Sheikh Jarrah Case
Author: Lulu, Reem Adib
Date: 2022-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Arabs,Foreign Countries,Semiotics,Cartoons,Political Attitudes,Newspapers,Internet,Computational Linguistics,Color,Nonverbal Communication,Power Structure,Disadvantaged,Land Settlement,Jews,Violence,Conflict,Refugees,Multimedia Materials

This study aims to explore the political cartoons that highlight the displacement of Palestinians in the village of Sheikh Jarrah. It investigates the way this discourse is portrayed as well as the predominant themes of these cartoons. The data of this study consists of eight political cartoons drawn from Palestinian online newspapers from May to July 2021, featuring the displacement issue of Sheik Jarrah by well-known local cartoonists. Multimodal discourse analysis (MDA) in which language analysis is combined with the analysis of other semiotic resources including colors, gestures, images, etc. for interpreting meaning (O'Halloran et al., 2011), is adopted for the analysis. Visual Social Semiotics of Kress and Van Leeuwen (2006) is also used as a linguistic framework. The study asserts that understanding the three different aspects of the visual compositions, namely, representational, interactive and compositional, that serve as a semiotic mode of communication, is essential for conveying the intended message of the visual compositions. The study also identifies the predominant themes or messages of the selected cartoons, which mainly focus on two main points: (i) the tyranny and oppression of Israel over Palestinians through eradication and displacement; and (ii) the Palestinians' struggle, steadfastness and resistance in the event of Israel's forced displacement.
Building an Initial Validity Argument for Binary and Analytic Rating Scales for an EFL Classroom Writing Assessment: Evidence from Many-Facets Rasch Measurement
Author: Khamboonruang, Apichat
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Evaluation Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Comparative Analysis,Rating Scales,Writing Skills,Writing Instruction,Validity,Generalization,Inferences,Measurement Techniques,Evaluators,Majors (Students),Psychometrics,Accuracy,Cognitive Ability,Formative Evaluation,Undergraduate Students

Although much research has compared the functioning between analytic and holistic rating scales, little research has compared the functioning of binary rating scales with other types of rating scales. This quantitative study set out to preliminarily and comparatively validate binary and analytic rating scales intended for use in formative assessment and for paragraph writing assessment in a Thai EFL university classroom context. Specifically, this study applied an argument-based validation approach to build an initial validity argument for the rating scales with emphasis on the evaluation, generalization, and explanation inferences, and employed a many-facets Rasch measurement (MFRM) approach to investigate the psychometric functionalities of the rating scales which served as the initial validity evidence for the rating scales. Three trained teacher raters applied the rating scales to rate the same set of 51 opinion paragraphs written by English-major students. The rating scores were analysed following the MFRM psychometrics. Overall, the MFRM results revealed that (1) the rating scales largely generated accurate writing scores, supporting the valuation inference, (2) the raters were self-consistent in applying the rating scales, contributing to the generalization inference, (3) the rating scales sufficiently captured the defined writing construct, substantiating the explanation inference, and (4) the binary rating scale showed more desirable psychometric properties than the analytic rating scale. The present findings confirm the appropriate functioning and reasonable validity argument of the rating scales and highlight the greater potential of the binary rating scale to mitigate rater inconsistency and cognitive load in a formative classroom assessment.
Cultural Intelligence to Cultural Adaptation of Expatriates in Thailand
Author: D'Souza, June Bernadette
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Work Environment,Acculturation,Foreign Nationals,Culture Conflict,Employee Attitudes,Asians,Emotional Adjustment,Structural Equation Models,Cross Cultural Training,Overseas Employment,Social Adjustment,Cultural Differences,Foreign Countries

Cultural diversity in the 21st century makes it imperative for managers to examine the multidimensional construct of cultural intelligence, aiming to solve cross-cultural problems, mitigate culture shock and promote a harmonious work environment. Using the quota sampling technique, this quantitative paper gathered data from three subgroups in Bangkok: Thai, Chinese and ASEAN employees from two organizations settings, consisting of heterogeneous and homogeneous employees. The relationship between the four dimensions of cultural intelligence proposed by Earley and Ang (2003), to sociocultural adaptation developed by Wilson (2013), and psychological adjustment developed by Demes and Geeraert (2014), was hypothesized. Results of Structural Equation Modeling, Multiple Group Analysis and ANOVA, fully or partially supported the predictions hypothesized, indicating differences on the dimensions of cultural intelligence and cultural adaptation across different sub-groups of expatriates, within a single national culture. The assumption of these findings is that expatriates exposed to a host culture, in contrast to their own, can be coached prior to an international assignment with cross-cultural capabilities, so as to avoid depersonalization while simultaneously mastering diverse skills in a cultural context in order to excel with job accomplishments and integration within a culture. The dual dimensions of sociocultural and psychological adjustment can be conceptualized independently, to procure an in-depth picture of expatriates from diverse cultural backgrounds.
Developing Academic Writing Skills through a Task-Based Approach: A Case Study of Students&apos; Collaborative Writing
Author: Thirakunkovit, Suthathip
Date: 2022-00-00
Type: Journal Articles
Subjects: Task Analysis,Collaborative Writing,Teaching Methods,Feedback (Response),Oral Language,Teacher Student Relationship,Second Language Learning,Second Language Instruction,English (Second Language),Writing Processes,Writing Improvement,COVID-19,Pandemics,Online Courses,Writing Instruction,Revision (Written Composition),Case Studies,Video Technology,Course Content,Majors (Students),Undergraduate Students,Foreign Countries,Academic Language,Student Attitudes,Student Projects,Videoconferencing

This mixed-methods study explored the students' learning from the task-based collaborative writing process (Ellis, 2003; Willis, 1996) and the effects of its process on their writing improvement in a compulsory academic writing course. Due to the Covid-19 pandemic, this course was conducted completely online. This 15-week course followed the parallel sessions of (1) the instructor lectures for the writing practices and student practices of collaborative writing in class, (2) students collaboratively write their first draft outside classroom, (3) the instructor's oral and written feedback for the first draft of students' work, (4) online group conference among group members to collaboratively reflect their own learning from instructor feedback, and (5) collaborative revision of the first draft before submitting a final draft. These sessions recurred four times during the course when the students worked on each assigned task that made up a group project. These four writing tasks included a research proposal, a literature review, a report of interviews or surveys, and discussion of the findings. At the end of the semester, all groups orally presented their projects. Data were collected from two drafts of all four essays, group conferences with the instructor, and dialogues during group reflection conferences. Overall, the participating students were found to have positive perception of the task-based collaborative writing because it allowed them to have a deeper understanding of the research process and improve the content and organization of their writing. Implications suggest aspects of the process that contribute to the students' positive perceptions and writing improvements.
Developing Conceptual Understanding of Irrational Numbers Based on Technology through Activity System
Author: Rafiepour, Abolfazl
Date: 2022-00-00
Type: Journal Articles
Subjects: Concept Formation,Mathematical Concepts,Mathematics Instruction,COVID-19,Pandemics,Computer Software,Computer Mediated Communication,Numbers,Data Analysis,Teaching Methods,Learning Management Systems,Calculators,Grade 9,Males,Teacher Student Relationship,Distance Education

The main purpose of this study is to develop a conceptual understanding of the irrational number of the square root of 2 ([square root]2 ). Participants in the study were 20 ninth-grade male students. Activity Theory was used as a framework to show the development of the conceptual understanding. Since this study was conducted during the COVID-19 pandemic; online teaching method was adopted. In this teaching method, WhatsApp messaging and calculator were used as our basic technology. Virtual education lasted 2 sessions (120 minutes) for the development conceptual understanding of the irrational number of square root of 2. To produce data, WhatsApp Export Capability was used. For data analysis, the online teaching activity system was used. By analyzing this activity system, three tensions were understood. Modifying these tensions, has led to their students making the concept of the irrational number of the square root of 2 ([square root]2 ) and reach a single definition.
Domestic Undergraduate Students&apos; Perceptions of Internationalisation at Home in Thailand: Conflicts of Recognition Surrounding International EMI Programmes
Author: Taylor, Pimsiri
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Law Students,Business Administration Education,Language of Instruction,English for Academic Purposes,Second Language Learning,Second Language Instruction,International Education,Study Abroad,Correlation,Student Mobility,Teaching Methods,Foreign Countries,Comparative Analysis,State Universities,Private Colleges

In Southeast Asian countries such as Thailand, higher education internationalisation agendas have increasingly shifted from studying abroad to offering 'international' English-medium instruction (EMI) programmes at home. This qualitative study explores the perceptions of seventeen domestic undergraduate students in the disciplines of Law and Business Studies regarding internationalisation at home (IaH) in Thailand. Findings from the focus group interviews revealed that domestic students positioned international EMI programmes as somewhere in the middle between studying abroad and standard domestic programmes. Moreover, these students associated international EMI programmes in Thai higher education with significant EMI, greater inbound mobility, and different teaching approaches. However, the in-between status of international EMI programmes can lead to conflicts of recognition as to whether such programmes are 'international enough'. This article offers a close-up investigation of complex meanings that circulate around IaH in the Thai context, contributing to a broader picture of the varied enactments of IaH across higher education institutions.
Analysis of Problem Solving Process on HOTS Test for Integral Calculus
Author: Purnomo, Eko Andy
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Thinking Skills,Problem Solving,Calculus,Mathematics Education,College Students,Foreign Countries,Mathematics Achievement,Mathematics Instruction,Teaching Methods,Error Patterns

Problem-solving is the essence of mathematics and is the main goal in learning mathematics. Many students did not have good problem-solving skills based on the field observations. The problems grew up because the students were not used to solving the problems and the problem-solving stages. They did not include issues with high complexity, such as questions with the High Order Thinking Skills (HOTS) category. The problem-solving steps have been developed, such as; Dewey (1910), Polya (1945), Mason, Burton &amp; Stacey (1982), Schoenfeld (1985), and Wilson et al. (1993). The objective of this current study was to analyze the stages of problem-solving in solving mathematical problems with the High Order Thinking Skills (HOTS) category. The research sample was 57 students of Mathematics Education in one of Private University of Indonesia who took the Integral Calculus subject. This research was a qualitative descriptive study. The data analysis employed an inductive approach where the conclusions were drawn from minor case investigations to provide comprehensive results. The data analysis consisted of reduction data, presentation data, and concluding. There are three results from the current research. First, the students have not implemented problem-solving with problem-solving stages; second, The students fail to solve the problems due to a lack of mathematical literacy skills; last. The incomplete mathematization process causes imperfect problem-solving. Based on the results, the research recommendation is to add stages of problem-solving with two steps: formulating the situation mathematically and understanding mathematical solutions in real life or problems.
Computational, Logical, Argumentative, and Representational Thinking in the United Arab Emirates Schools: Fifth Grade Students&apos; Skills in Mathematical Problem Solving
Author: Al Farra, Nabil Kamal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Problem Solving,Word Problems (Mathematics),Private Schools,Logical Thinking,Thinking Skills,Computation,Mathematics Skills,Grade 5,Arithmetic,Fractions,Geometry,Measurement,Probability,Statistics,Elementary School Students

The purpose of this study was to analyze the problem-solving techniques that students in a fifth-grade classroom applied while solving mathematical word problems. Fifth-grade students in a private school with Ministry of Education curricula in Al Ain, Abu Dhabi, were given a set of 15-word problems to solve with detailed justifications. The questions were based on TIMSS past exams with some modifications to fit the local context. Analysis from the study generated five themes that students applied in problem-solving: Logical Thinking Skills, Computational Skills, Problem-solving Strategies, Use of Justifications, and Use of Representations. Pedagogical and curricular implications have been discussed.
Implementing Genre-Based Self-Regulated Instruction (GBSRI) to Enhance the English Writing Ability of Thai Undergraduate Students
Author: Wiboonwachara, Lalida
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Writing Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Undergraduate Students,Literary Genres,Writing Skills,Teaching Methods,Language Proficiency,Independent Study,Student Attitudes,Comparative Analysis,Pretests Posttests,Educational Benefits

In an EFL context, writing in English is often considered challenging for second language learners. Previous studies (Khumphee &amp; Yodkamlue, 2017; Owu-Ewie &amp; Williams, 2017; Richard &amp; Renandya, 2002) suggest that a lack of sufficient cognitive and rhetorical skills for generating ideas and producing coherent compositions can be one of the challenges faced by learners. The transformation of education in this digital era means that learners ought to master their own learning path while dealing with many learning distractions. A 'Genre-Based Self-Regulated Instruction' (GBSRI) may therefore help language learners, particularly those with limited language proficiency, to accumulate competency in language, which in turn may encourage them to pursue independent writing and learning. This is due to GBSRI's distinguishing features pertaining to genre-based writing instructions (Derewianka, 2003; Hyland, 2004; Macken-Horarik, 2002) and the practice of self-regulated learning (Schmitz &amp; Wiese, 2006; Schunk &amp; Zimmerman, 2007; Zimmerman, 2013). The objectives of this study were: (1) to examine the English writing ability of Thai undergraduate students by exploiting language features, text organization, and writing mechanics with a particular focus on two genres, namely: procedural writing and descriptive writing; and (2) to investigate Thai undergraduate students' opinions as it related to GBRSI. The sample group in this study consisted of 32 Thai undergraduate students. For the purposes of the investigation, a one-group pre-test and post-test quasi-experimental design was utilized. The research instruments included: (1) pre-test and post-test paragraph writing, (2) a GBSRI questionnaire, and (3) semi-structured interviews. The results of the pre-test and post-test revealed that the ability of the participants' paragraph writing was significantly improved subsequent to participating in GBSRI. Moreover, the qualitative data from the questionnaires and the semi-structured interviews indicated that most students expressed satisfaction with GBSRI and acknowledged its benefits. Furthermore, they stated that both their writing ability and self-regulation in learning had improved after participating in GBSRI, especially in explicit instruction, collaborative learning, and self-regulated writing activities. This study also showcases other considerations regarding the implementation of GBRI in different contexts.
&apos;It Looks Weird to Me.&apos;: Attitudes towards Standard Usage and Variant Use in Present-Day English
Author: Thienthong, Atikhom
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Variation,Language Attitudes,Grammar,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Standard Spoken Usage,Preferences,Generalization,Teaching Methods,Language Usage,College Students,Foreign Countries

A growing body of research examines attitudes towards English varieties from an impressionistic perspective, but relatively few studies investigate attitudes towards specific standard and variant grammatical features. This study explores the language attitudes of Thai university students and teachers towards standard grammar and its variation in present-day English. The study adopted an online questionnaire which consisted of 15 pairs of sentences, with each pair containing two corresponding grammatical forms: standard and variant. Respondents chose standard and/or variant forms and provided reasons for their grammar choices. The responses and reasons were analysed using statistical and content analysis methods respectively. The analyses of acceptability responses by 182 students and 182 teachers revealed that the students were inclined to choose variant forms while the teachers were favourably disposed to both standard and variant forms. With respect to reasoning, both groups of the respondents overwhelmingly cited standard grammar rules to justify their preferences. However, they were significantly different in that while the teachers described the variations in grammatical forms, the students employed analogies with similar grammatical patterns. The overall results indicate that the respondents remain influenced by the standard language ideology. The results also suggest that the teachers tend to use their norm-providing roles to regulate standard forms while the students generalise rules of thumb to simplify and regularise prescriptive irregular usages. This article argues that grammar learning and teaching should address language variation and variant linguistic forms from a descriptive perspective.
Development of Interactive Media with Augmented Reality for Prospective Solution Quota-Friendly Learning and Physical Limitation in the Pandemic Era
Author: Buliali, Joko Lianto
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Students with Disabilities,Hearing Impairments,COVID-19,Pandemics,Online Courses,Educational Technology,Student Needs,Technology Uses in Education,Visual Aids,Computer Simulation,Deafness,Geometric Concepts,Concept Formation,Foreign Countries,Grade 7,Grade 8,Grade 9

The problem in studying geometry for students with normal hearing and hearing impairment is that when studying geometry, it does not only require analytical presentations but also visual presentations related to spatial visualization abilities. This problem is getting worse during the pandemic, in which teaching and learning had to be done online. For this reason, it is necessary to have learning media that accommodates the characteristics of hearing impairment students that physiological limitations, and the media must be oriented to visual presentation accompanied by verbal descriptions or sign language so that the material presented is easy to understanding. The research and development model used in this study is the Borg and Gall procedural model which is descriptive and shows systematic steps to produce interactive learning media with augmented reality. The basis for choosing this development model is related to the special characteristics of the Borg and Gall development model, namely developing products to bridge the gap between education research and education practice, as well as emphasizing specific problems related to practical problems in teaching through applied research. Interactive learning media with augmented reality can be said to meet the criteria of validity, practicality, and effectiveness based on the results of testing the feasibility of developing products. The learning media used has also proven to be a solution to the problem of hearing limitations for hearing impairment students and internet accessibility problems, especially the problem of dependence on quotas and networks. So that students become more enthusiastic about learning and have a meaningful learning experience.