ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining 8th Grade English Course Book and Educational Programme about Vocabulary Teaching: Teacher&apos;s Views
Author: Demir, Elif Çelebi
Date: 2023-04-00
Type: Journal Articles
Subjects: Grade 8,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Communication Skills,Secondary School Students,Foreign Countries,Teacher Attitudes,Textbooks,Case Studies,Language Teachers,Outcomes of Education,Teaching Methods,Educational Games,Computer Games,Technology Integration

The aim of the study is to reveal the teachers' view about 8th grade English Course book and educational programme about vocabulary teaching. The study is valuable for examining 8th grade English teaching programme and course book in terms of vocabulary teaching and revealing the current situation in the programme and the course book. Vocabulary is the first step of language teaching. For that reason, teachers' presenting opinions to reveal problems or deficiencies as appliers of the programme and course book will contribute literature. Moreover, data about vocabulary teaching which affects communicative skills directly and is a main object of language teaching will be revealed. The research was carried out by the case study research design, one of the qualitative research methods. The research group isn't identified, all secondary schools in city-centre of Odunpazari-Eskisehir, were informed. 15 teachers from 11 different schools volunteered to take part in the study. Interview as a tool for collection of qualitative data was used for the study and the interview protocols presented to experts and the questions was revised according to their ideas. The collected data was examined by the descriptive analysis techniques, one of the qualitative analysis techniques. The categories and codes were formed after analysis. According to the results of the study, the teachers found the vocabulary as a key concept of language. The evaluation of the teachers shows that the book activities in vocabulary teaching are not sufficient. Vocabulary affects all four basic language skills; reading, writing, speaking, listening. When views about the learning outcomes in 8th grade English Language Teaching Programme examined, the outcomes are higher than level of students. Because of that High School Entrance Exam is applied at the end of 8th grade, communicational purpose of the program is neglected. The programme contents are not cohesive and progressive with the previous grades. While teaching 8th grade vocabulary contents, the teachers preferred the educational and digital games more than other teaching techniques and methods. As a result of the study, these suggestions are made: the teaching contents in course book should be increased, the learning outcomes in educational programme should be appropriate for the student's level and progressive. The contents should be spreaded the previous grades and the course book should be supported by the digital tools.
Alexa, Help Me Learn about the Internet of Things!
Author: Frydenberg, Mark
Date: 2023-05-00
Type: Journal Articles
Subjects: Internet,Computer Software,Automation,Information Technology,Computer Networks,Telecommunications,Handheld Devices,Computer Science Education,Teaching Methods,Active Learning,Technological Literacy,Educational Objectives,Laboratory Experiments,Reflection,Cooperative Learning

The Internet of Things (IoT) is a network of objects that can exchange data with other devices also connected to the Internet. One of the most common consumer examples of IoT is home automation, as a variety of smart devices, including doorbells, lightbulbs, thermostats, and refrigerators are now available which users can control remotely using mobile apps or smart speakers. In this hands-on activity, students will apply their basic skills in accessing wireless networks and using mobile devices to connect an Amazon Echo smart speaker to a home network, configure smart plugs to communicate with the Echo, and develop routines to interact with the smart plugs, smartphones, and other smart devices.
A Proposal for Combining Project Based Learning and Lean Six Sigma to Teach Robotic Process Automation Development and Enhance Systems Integration
Author: Money, William H.
Date: 2023-05-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Teaching Methods,Robotics,Information Systems,Information Science Education,Learning Experience,Computer Science Education,Learning Processes,Computer Software,Automation

This paper proposes a Project-based team instruction methodology with open-ended projects to teach students critical analysis, design and implementation steps of developing Robotic Process Automation (RPA) for information systems. The use of project-based learning is appropriate for teaching RPA analysis and design with lean Six Sigma tools because of its experimental approach and documentation of logical steps needed to learn how to implement RPA successfully. The approach systematically documents work currently performed and defines future actions of the process while ensuring significant benefits are achieved with the RPA enhanced process. This methodology is important because the application of RPA is not commonly taught in Management Information System (MIS) programs. MIS students may not understand the significance of combined methodology, RPA tool, and usefulness of RPA until they enter the workforce where RPA is rapidly becoming available and easier to implement. The lecture sessions and exercises are valuable because it is easy to communicate the value of RPA in terms of time, quality, volume of transactions, etc. using Lean Six Sigma analytic approaches. The exercises involve hands on activities to make this learning experience interesting for students to readily associate the theoretical process improvement agreement and visualize the practical value of RPA enhanced projects. The paper discusses the need for process changes (and new development approaches) in organization to match the properties and functions within enterprise systems and ERPs that has led to criticism of the enterprise systems. This criticism is attributable to the ERPs' many subfunctions and operations that have limited adaptability and reduced functional and operational flexibility. The RPAs require limited prior knowledge of ERPs or their sub-processes for the improvements that are made in the performance of the organization. Thus, students do not have to &quot;learn&quot; how these enterprise or ERP systems operate to make changes or task improvements. This paper presents a project-based methodology and design approach focusing on development of RPAs that help students learning how to make the improvements using the RPS tools. The students learn that projects can deliver significant and tangible benefits to organizations while engaging students in key activities of the analysis, design and development process from a low code-no code perspective.
Exploration of Integrated Science-Physics Textbooks Based on Science Literacy Indicators: A Case Study in Kendari City Indonesia
Author: Fayanto, Suritno
Date: 2023-04-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Science Education,Physics,Junior High Schools,Grade 8,Scientific Concepts,Knowledge Level,STEM Education,Foreign Countries,Science Process Skills,Science and Society

The purpose of this research is to analyze and describe learning textbooks that include elements of science literacy, particularly in the Integrated Science-Physics Test Book for junior high school grade VIII. This study is part of a quantitative descriptive study analyzing the content of science literacy elements contained in textbooks. The textbooks used come from two sources: science textbook for junior high school publisher form Erlangga and Publisher of Ministry of Education and Culture edition Revision 2017. The analyzed materials include (1) force and motion and (2) simple aircraft. The analyzed object of science literacy consists of four indicators: (1) science as science; (2) science as a method of investigation; (3) science as a way of thinking; and (4) science as a technology-society interaction. Data collection techniques are presented in the form of rubrics with descriptive analysis techniques. With a percentage of 46.5% for both textbook sources, the element of science as knowledge was found to be the most important part of science literacy. Furthermore, the element of science as a process of investigation amounted to 37.7%, followed by science as a process of thinking by 12.1%, and finally science as a process of interaction between technology and society by 3.6%. From the analysis results obtained, it is clear that each of the two test books has included aspects of science literacy in its physical science material, but the provision of material is still dominated by the knowledge of science compared to other aspects. Meanwhile, current learning conditions emphasize more on how to integrate learning in the form of STEM, which includes elements of science, technology, and society. Thus, the application of aspects of science literacy, particularly science as a thinking process and science as an interaction between technology and society, should be encouraged.
A Registration System for a Citywide Service Project: Design &amp; Development Case
Author: Schwieger, Dana
Date: 2023-05-00
Type: Journal Articles
Subjects: Databases,Computer Software,Information Systems,Volunteers,Case Studies,Information Science Education,Management Development,Graduate Students,Assignments,Visual Aids,Data Analysis,Computer Science Education,Churches,Service Learning

Many small organizations sponsor events and activities that could benefit from the data management and reporting capabilities provided through a centralized database. However, many of those organizations do not have the budget to afford a commercial solution or an on-going subscription to a cloud-based solution for a small scope event with limited frequency use. The case focuses upon a service project volunteer management system for recording, managing, and reporting on volunteers and the service projects they are doing. The case provides a realistic scenario that can be used in a systems analysis and design, database development, or graduate level management information systems course. Multiple assignment options are provided allowing instructors to select an assignment based upon course material coverage. Suggested assignments include the development of process modeling diagrams such as a data flow or swim lane diagrams and database design and development artifacts.
Enforcement of Prerequisites in Computer Science
Author: Bekkering, Ernst
Date: 2023-05-00
Type: Journal Articles
Subjects: College Students,Computer Science Education,Prerequisites,Governance,Standards,Majors (Students),School Registration,Academic Records,Data Collection

This paper describes the study of enforcement of prerequisites in the Computer Science program at a regional university in the Southwest. Prerequisites are a significant factor in programs of study in higher education. Allowing students to register in courses may assume that they have existing knowledge and skills. Some programs treat prerequisites as advisory, while others consider them mandatory. In the latter case, procedures usually exist to make exceptions in the form of registration overrides. The state of prerequisite enforcement at our university over the years, and some factors that may have influenced adherence to the prerequisite structure over the years, will be discussed in this paper.
Enhancing Learning in Business Education Utilizing Project Management Practice and Skills
Author: Fullick-Jagiela, Julia
Date: 2023-05-00
Type: Journal Articles
Subjects: Business Administration Education,Business Schools,Student Centered Learning,Curriculum Design,Skill Development,Business Skills,Program Administration,College Curriculum,Undergraduate Study,Job Skills,Critical Thinking,Decision Making,Problem Solving

While industries compete to hire capable employees, it is essential that business education curriculum delivers graduates who can solve complex problems and implement multifaceted solutions. This approach to curriculum design focuses on developing project management skills to deliver an integrated, student-centered methodology across multiple disciplines. The development of undergraduate curriculum with a project management approach provides a framework centered on developing essential career skills in critical thinking, decision-making, and problem-solving.
Mid-Pandemic Impact on Mobile Learning Motivation Factors
Author: Bhatnagar, Neelima
Date: 2023-05-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Student Attitudes,Teacher Attitudes,Value Judgment,Psychological Patterns,Motivation,Innovation,Undergraduate Students,College Faculty

The study examines the motivating factors driving mobile information systems use (MISU) for mobile learning. The primary objectives include comparing attitudes of students and faculty towards the influence of perceived usefulness (PU), perceived playfulness (PP), and perceived enjoyment (PE) on MISU. Additionally, the influence of personal innovativeness (PI) on PU, PE, and PP is also assessed. The previous study examined these attitudes prior to the pandemic. This study focuses on the attitudes existing mid-pandemic, when new strategies toward m-learning were by necessity applied much more broadly than at any other time historically. The method used is a survey of quantitative constructs. Research contributions, limitations, and implications for future research are also discussed. Though student participants felt perceived usefulness led to mobile learning use mid-pandemic, faculty did not. Furthermore, neither group felt perceived usefulness yielded perceived usability.
English Oral Proficiency Measured by Holistic and Analytic Assessments in Dialogic and Monologic Tasks
Author: Ko, HyunSook
Date: 2023-00-00
Type: Journal Articles
Subjects: Oral Language,Holistic Approach,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Correlation,Language Fluency,Evaluation Methods,Comparative Analysis,Korean,Native Language,Dialogs (Language),Literary Devices,College Students,Accuracy,Task Analysis,Speech Communication,Student Evaluation,Foreign Countries

This study compared Korean adult learners' English speech in dialogic and monologic tasks, measuring 57 college students' oral proficiency in terms of holistic and analytic grades. The statistical analyses were focused on two questions: (1) how much do the holistic grades of oral proficiency and analytic grades of the four linguistic features function differently across the tasks? and (2) which linguistic feature has the strongest correlation with the holistic grades of English oral proficiency? The study found significant differences between the two tasks in five aspects (English oral proficiency, topic development, fluency, range, and accuracy). It also showed that a monologic task resulted in lower achievements in those five aspects. In the comparison of the correlations with English proficiency, the range reached the top in both tasks, followed by topic development. The study provides some helpful information regarding which types of speech tasks and linguistic features of EFL oral proficiency are more desirable for targeting in teaching and assessment.
L2 Students&apos; Views on Writing Tools: Investigating Domain Definition within Argument-Based Validation Framework
Author: Lee, Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Persuasive Discourse,Academic Language,High Stakes Tests,Writing Tests,Placement Tests,Language Tests,Inferences,Student Attitudes,Computer Software,Writing (Composition),Laboratories,Foreign Students,College Students,Attitude Measures

In many high-stakes testing situations, test-takers are not allowed to draw on external writing resources while writing, a practice observed more frequently in classroom settings. This may pose problems with the representativeness of test tasks and score interpretations. This study investigates the domain definition of one particular test known as the English Placement Writing Test within an argument-based validation framework. Focusing on the domain definition inference, the following rebuttal was evaluated: Certain essential contextual factors in the academic writing domain are not modeled in the test tasks. To do so, lower- and intermediate-level ESL students (n=92) who previously took the test were surveyed and interviewed regarding their uses of computer-based and face-to-face human-assisted writing tools. Results showed that students at both levels were statistically similar in their attitudes toward and uptakes of such tools while writing. The difference in availability of external writing tools between the target and test domain may point to issues with task authenticity of the test.
Evaluation of Ninth Grade English Curriculum in Terms of Holistic Education
Author: Babacan, Tugba
Date: 2023-04-00
Type: Journal Articles
Subjects: Grade 9,Holistic Approach,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Comparative Analysis,Language Usage,Language Proficiency,Preferences,Student Attitudes,Teacher Attitudes,Foreign Countries,Measures (Individuals),Attitude Measures,Curriculum Evaluation

The study aims to evaluate 9th grade English curriculum within scope of holistic education. It was designed on mixed method. Quantitative data was collected with &quot;Teaching Tendency Inventory&quot; and &quot;Attitude Scale Towards Foreign Language&quot; adapted into Turkish by the researcher (Babacan, 2016) and also &quot;Holistic Learning Tendency Scale&quot; developed by the researcher (Babacan, 2016) in scope of this present study. Quantitative data was collected from 179 English teachers working at secondary education schools and from 1043 students determined by proportional stratified sampling method. Qualitative data was collected from observation of classrooms, from documents (curriculum, coursebooks, exams, observation notes) and from a total of eight English teachers and twenty-four students in four school types determined depending on stratified purposeful sampling strategy. Chi-square test, Mann-Whitney U test and Kruskall Wallis analysis of variance were performed on the quantitative data gathered from students and teachers. Qualitative data was analyzed by inductive content analysis and documents were analyzed by comparative qualitative analysis technique. According to results, it was observed that holistic education was not applied in current English education and there were reflections of mechanical approach. It was found that students who had high language skills and who used English outside classroom had a high holistic learning tendency. Moreover, these and also those who preferred some study types and also female students studying at science and social sciences high school had higher attitudes towards foreign language. As for teacher findings, it was determined that teachers preferred transactional teaching approach and differences that depend on school types were found out.
Non-English Majors Students&apos; Motivational Orientation and Problems They Perceived in Learning Oral English Skills
Author: Dunifa, La
Date: 2023-04-00
Type: Journal Articles
Subjects: Nonmajors,English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Employment Potential,Student Attitudes,Undergraduate Students,Recall (Psychology),Barriers,Language Usage,Time Management,Class Size,Foreign Countries

This study investigated the motivation and motivational orientations along with the most prominent problems the students of non-English majors (SNEM) encounter in learning oral English skills (OES). To this end, a mixed method design was applied in this study by using a questionnaire to elicit quantitative data and a stimulated recall to generate qualitative data. The questionnaire was administered to 942 students, among whom 128 participated in a stimulated recall. This study took place at Universitas Dayanu Ikhsanuddin, Indonesia, during the academic year 2020/2021. The results of the questionnaire were analyzed quantitatively using the Microsoft Excel Program, and the participants' responses to stimulated recall were qualitatively analyzed by hand as prescribed by some experts. The findings revealed that SNEM are interested in learning OES, and their motivational orientation is employment. The students believe that OES: (1) will help them to get a good job; (2) is important for their future job; and (3) is beneficial for their future career. The three most significant issues that the SNEM face while learning OES are (1) insufficient class time, (2) a lack of opportunities to use English, and (3) a large class size. The findings are discussed, and some implications are provided.
Language Moments in Second Language Interaction: Relevance of Understanding to Learning
Author: Lee, Yo-An
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Discourse Analysis,Language Usage,Interaction Process Analysis,Educational Change,Teaching Methods,Classroom Communication,Error Correction,Foreign Students,Computational Linguistics,Language Teachers,Teacher Student Relationship,Writing Instruction,Speech Communication,Learning Processes,College Students

Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which participants come to terms with problematic L2 use in interactional exchanges. &quot;Language moments&quot; refer to cases in which L2 forms and functions are objects of interactive exchanges in L2 interactions. Through conversation analysis, the present study uncovered four different types in which participants in L2 interaction discovered and acted on language moments in terms of the degree of explicitness in recognizing and addressing problematic L2 use. This study used data from ESL classroom interactions that featured native teachers of English and L2 learners in an US context. This descriptive account of interactional processes might complement prior research studies that have focused on effects of interactional modification.