ethanporcaro/eric-fulltext-meta huggingface dataset:
Making the Case for the Quality and Use of a New Language Proficiency Assessment: Validity Argument for the Redesigned &quot;TOEIC Bridge&quot;® Tests. Research Report. ETS RR-21-20
Author: Schmidgall, Jonathan
Date: 2021-12-00
Type: Journal Articles
Subjects: Language Tests,Second Language Learning,English (Second Language),Language Proficiency,Test Construction,Construct Validity,Listening Skills,Reading Skills,Speech Skills,Writing Skills,Scores,Test Use,Test Interpretation,Test Bias

The redesigned &quot;TOEIC Bridge&quot;® tests were designed to evaluate test takers' English listening, reading, speaking, and writing skills in the context of everyday adult life. In this paper, we summarize the initial validity argument that supports the use of test scores for the purpose of selection, placement, and evaluation of a test taker's English skills. The validity argument consists of four major claims that provide a coherent narrative about the measurement quality and intended uses of test scores. Each major claim in the validity argument is supported by more specific claims and a summary of supporting evidence. By considering the claims and supporting evidence presented in the validity argument, readers should be able to better evaluate whether the TOEIC Bridge tests are appropriate for their situation.
New Validity Evidence on the &quot;TOEFL Junior&quot;® Standard Test as a Measure of Progress. TOEFL® Research Report. RR-95. ETS RR-21-19
Author: Madyarov, Irshat
Date: 2021-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Tests,Standardized Tests,Test Validity,Multiple Choice Tests,Scores,After School Programs,Foreign Countries,Secondary School Students,Academic Achievement

The &quot;TOEFL Junior&quot;® Standard test is a tool for measuring the English language skills of students ages 11+ who learn English as an additional language. It is a paper-based multiple-choice test and measures proficiency in three sections: listening, form and meaning, and reading. To date, empirical evidence provides some support for the construct validity of the TOEFL Junior Standard test as a measure of progress. Although this evidence is based on test scores from multiple countries with diverse instructional environments, it does not account for students' instructional experiences. The present paper aims to provide additional evidence by examining the TOEFL Junior Standard test as a progress measure within the same instructional setting. The study took place in an after-school English program in Armenia, a non-English-speaking country. A total of 154 adolescents took the TOEFL Junior Standard test three times with different test forms at the intervals of 10 and then 20 instructional weeks (a total of 30 weeks). The difference in differences (DID) analysis shows that TOEFL Junior is sensitive to learning gains within 20 instructional hours per 10 weeks among A1-A2 level learners, according to the Common European Frame of Reference (CEFR) scale. However, the data did not provide support for this sensitivity among B1-B2 level learners even though their instructional time was twice as long. Although this methodology offers an improved control over the students' instructional experiences, it also delimits the results to a specific after-school program and comes with a set of other limitations.
Evaluating the Research Productivity of a State University in Central Luzon, Philippines: Basis for Policy Recommendations
Author: Rogayan, Danilo V., Jr.
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Productivity,Faculty Publishing,Universities,Public Colleges,College Faculty,Citations (References),Research,Periodicals

This descriptive study evaluated the research productivity of a state university in Central Luzon, Philippines, for the past five years (2016-2020) as basis for policy formulation. The study used document analysis to ascertain the research productivity in terms of: (1) Number of papers published in refereed international journals such as Scopus and Commission on Higher Education (CHED) accredited journals; (2) Number of faculty researchers with publication to these journals; and (3) Total number of citations. The data were obtained primarily from online publications found in the Google Scholar and Scopus databases. Results revealed that the state university's research productivity is relatively high in terms of published papers in refereed international journals for the past five years. However, the published papers in Scopus-indexed journals and CHED accredited journals are relatively low. An average number of faculty researchers publish their works in reputable journals, but very few faculties publish in the journals recommended by the CHED. Likewise, the university had a remarkable research citation record for the past five years. The findings of this research have important implications for policy to improve research productivity and enhance the research culture in higher education institutions (HEIs). Such policies include the need to have strong support to faculty researchers, forge research collaborations, source external research funding, and establish a sound incentive mechanism.
Researching Academic Reading in Two Contrasting English as a Medium of Instruction Contexts at a University Level. TOEFL® Research Report. RR-91. ETS RR-21-04
Author: Owen, Nathaniel
Date: 2021-12-00
Type: Journal Articles
Subjects: English for Academic Purposes,Reading Tests,Language of Instruction,Computer Assisted Testing,English (Second Language),Second Language Learning,Language Tests,Higher Education,Foreign Countries,Barriers,High Stakes Tests,Test Construction,Student Attitudes,Reading Habits,Diaries,Reading Comprehension,Reading Attitudes,Language Proficiency,Reading Skills,Language Variation,College Students,Cross Cultural Studies

This project examined academic reading in two contrasting English as a medium of instruction (EMI) university settings in Nepal and Sweden and the unique challenges facing students who are studying in a language other than their primary language. The motivation for the project was to explore the role of high-stakes testing in EMI contexts and the implications for the design of the &quot;TOEFL iBT&quot;® test. We employed a sequential mixed-methods approach to gather substantive and authentic qualitative data from stakeholders immersed in EMI settings. A small sample of students (Nepal = 19, Sweden = nine) were asked to complete reading logs over a period of 3 weeks so we could determine the types of texts and reading load associated with diverse EMI settings. Additionally, a larger cohort of students from each setting (Nepal = 69, Sweden = 60) completed questionnaires examining academic reading demands, reading skills, and practices. Students who completed the questionnaires also completed the reading section of the TOEFL iBT test. The same students also completed a &quot;TOEFL&quot;® family of tests suitability questionnaire so we could consider the suitability of the TOEFL iBT test for EMI contexts. Following test completion, a series of semistructured interviews (Nepal = 21, Sweden = 23) focused more closely on students' perspectives of reading demands in their academic contexts and the suitability of the reading section of the TOEFL iBT test to make claims about readiness to study in EMI contexts. Our findings revealed that different EMI contexts have different standards of high and low academic reading proficiency and that these differences may occur due to differences in educational experiences of the respective cohorts. The findings offer important new insights into academic reading and assessment in EMI contexts. Students in EMI contexts are sensitive to violations of expectations regarding test-taking experiences (face validity). The study has implications for the design of test tasks, which should consider local, contextual varieties of English.
Group Investigation Model to Improve Interpersonal Skills
Author: Ainiyah, Nur
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Cooperative Learning,Group Activities,Interpersonal Competence,Instructional Effectiveness,Inquiry,Problem Solving,Learning Processes

This study aimed to prove the effectiveness of the application of the group investigation learning model in improving students' interpersonal skills. The sample of this study was 116 students, which was determined by a simple random sampling technique. This experimental research used pre-test post-test Control Group Design. Data were obtained by direct observation of the interpersonal skills of students during the learning process. Final observation score of interpersonal skills is 0.026 and the t value count greater than t table (2.272&gt;1.980). Thus, there are differences in interpersonal skills between the experimental class and the control class. This means that the use of the group investigation model is effective in improving students' interpersonal skills.
Ethnomathematics: Mathematical Ideas and Educational Values on the Architecture of Sasak Traditional Residence
Author: Fauzi, Lalu Muhammad
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Mathematics,Architecture,Building Design,Architectural Education,Mathematics Education,Indigenous Populations,Geometric Concepts,Cultural Context

Sasak traditional architecture, including the shape of the structure, layout, and other supporting buildings, has references and rules in its designing and planning. Traditional residence is one of the cultural artifacts. A residence is not only built based on aesthetic values, but is also reviewed from strengths and values contained philosophically. Thus, this study aimed to describe mathematical ideas that are contained in the architecture of Sasak traditional residence as well as educational values in the culture that can be made as the initial step in designing learning processes at schools. This study was qualitative research conducted by using an ethnographic method. The informants in the study encompassed &quot;Adat&quot; figures, &quot;Adat&quot; stakeholders, and cultural experts who understand the culture of Sasak people. Participant observation, interview, documentation, and field record were the data collecting techniques used in the study. Findings showed the existence of mathematical ideas that are potential to be made as the initial step in learning mathematics contextually.
Symmetric Least Squares Estimates of Functional Relationships. Research Report. ETS RR-21-21
Author: Kane, Michael T.
Date: 2021-12-00
Type: Journal Articles
Subjects: Least Squares Statistics,Regression (Statistics),Prediction,Geometric Concepts,Geometry,Error of Measurement,Factor Analysis,Correlation

Ordinary least squares (OLS) regression provides optimal linear predictions of a dependent variable, y, given an independent variable, x, but OLS regressions are not symmetric or reversible. In order to get optimal linear predictions of x given y, a separate OLS regression in that direction would be needed. This report provides a least squares derivation of the geometric mean (GM) regression line, which is symmetric and reversible, as the line that minimizes a weighted sum of the mean squared errors for y, given x, and for x, given y. It is shown that the GM regression line is symmetric and predicts equally well (or poorly, depending on the absolute value of r[subscript xy]) in both directions. The errors of prediction for the GM line are, naturally, larger for the predictions of both x and y than those for the two OLS equations, each of which is specifically optimized for prediction in one direction, but for high values of |r[subscript xy]|, the difference is not large. The GM line has previously been derived as a special case of principal-components analysis and gets its name from the fact that its slope is equal to the geometric mean of the slopes of the OLS regressions of y on x and x on y.
Indonesian EFL Students&apos; Verbal Episodes in Proficiency Pairings
Author: Susanti, Ani
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Language Proficiency,Verbal Communication,Collaborative Writing,College Students,Achievement Gains

The quality of collaborative writing process to some extent depends on the verbal episodes occurring during the collaboration. This study aimed to describe English as a foreign language (EFL) students' verbal episodes in proficiency pairings. A case study design was used in this study. It involved 40 EFL students of the English department in an Indonesian university. They were divided into two groups based on the types of proficiency pairings: heterogeneous (20 students) and homogenous (20 students). Therefore, this study was also intended to identify which of the two types of proficiency pairings produces more verbal episodes than the other. The verbal processes were audio recorded and then transcribed. The audio transcriptions were analyzed for common themes related to episode categorization. To ensure the reliability of the episode analysis, inter-coder, and intra-coder checks were employed. The results showed that Indonesian EFL students used three major types of verbal episodes: language-related episodes (LREs), textrelated episodes (TREs), and scaffolding episodes (SEs). The study also revealed that proficiency levels determined the categories of LREs and SEs most frequently produced by the heterogeneous and homogeneous pairs. Both the heterogeneous and homogeneous pairs were likely to produce almost the same frequencies of categories of TREs more particularly in terms of organization and content. Further research might explore the link between the number of episodes and the learning gains.
Status of Professional Learning Communities in Developing Countries: Case of Vietnam and Uganda
Author: Linh, Doan Nguyet
Date: 2022-03-00
Type: Journal Articles
Subjects: Communities of Practice,Faculty Development,Developing Nations,Foreign Countries,Secondary School Teachers

What is the status of professional learning communities in Vietnam and Uganda? Is there a significant difference between the teaching experience of secondary teachers and how they see the relevance of professional learning communities on professional development in Vietnam and Uganda? The aforementioned questions were explored by collecting data from secondary school teachers (n=345) in Vietnam and Uganda through a questionnaire. Descriptive statistics, analysis of variance (ANOVA) and Tukey honestly significant difference (HSD) were used to analyze the data. The findings depict that involvement of secondary school teachers in professional learning communities and the associated contribution on professional development is 'moderate' in Vietnam whilst, it is 'minimal' in Uganda. It was also established that significant difference exists between the teaching experience of secondary teachers and how they recognize the relevance of professional learning communities on professional development. The findings suggest that relevant educational policies and adequate funding ought to be considered in order to make professional learning communities vibrant in both Vietnam and Uganda. This is deemed key to enhance secondary school teacher competence which in turn could lead to higher students' learning outcome in Vietnam and Uganda respectively.
Integration of STEM Education in History Learning
Author: Pratama, Rinaldo Adi
Date: 2022-03-00
Type: Journal Articles
Subjects: STEM Education,Integrated Curriculum,History Instruction,High School Students,Thinking Skills,Foreign Countries

The 21st century needs pupils with learning ability and necessary skills, particularly critical thinking skills instead of content focused. The study of science, technology, engineering and mathematics (STEM) education approach can lead teachers to a new teaching approach in history learning. Through this approach, the teachers can create a new way of teaching history integrated with STEM. This study used a qualitative approach. Data collection in this research using pupil's work samples, interview, and the teacher journal. This research was conducted in two high school and two vocational school in the urban area. The findings showed that the teachers integrated one of the historical thinking skills and understanding history. The skills are still in the lower level of historical thinking skills. For historical teaching skills to be effectively integrated in history learning, teachers need to be trained so the pupil's historical thinking skills can be enhanced through the integrated history learning with the STEM approach.
Promoting Students&apos; Metacognitive Awareness and Cognitive Learning Outcomes in Science Education
Author: Ilma, Silfia
Date: 2022-03-00
Type: Journal Articles
Subjects: Science Education,Metacognition,Student Projects,Active Learning,Biology,Cognitive Processes,Student Attitudes,Computer Software,Essay Tests,Outcomes of Education,Scores,Pretests Posttests,Comparative Analysis,High School Students,Foreign Countries,Virtual Classrooms,Teaching Methods

This research aimed to investigate the effect of project-based learning (PjBL), predict-observe-explain (POE), and predict-observe-explain based project (POEP) on metacognitive awareness and cognitive learning outcomes in biology learning. The research used a pretest-posttest nonequivalent control group design. The experiment was conducted from August to December 2020. The metacognitive awareness questionnaire was applied to measure students' metacognitive awareness. Besides, an essay test was used to assess cognitive learning outcomes. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) results analysis showed that PjBL, POE, and POEP affected students' metacognitive awareness and cognitive learning outcomes in biology learning with a value of p&lt;0.005. The least significant different (LSD) result was significantly different in improving students' metacognitive awareness and cognitive learning outcomes. The POEP class gained the highest posttest score. Therefore, POEP could be applicable to improve students' metacognitive awareness and cognitive learning outcomes in Biology learning.
Increasing Destination Loyalty of International Students towards Malaysian Higher Educational Institutions
Author: Thoo, Ai Chin
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Foreign Countries,Tourism,Student Attitudes,Undergraduate Students,Educational Quality,Educational Experience,Profiles,Costs,Educational Finance,Graduate Students

Educational tourism has gained popularity worldwide due to the emergence of the knowledge economy that has increased the global demand for tertiary education. Therefore, the trend has inspired this study to examine the factors affecting international students' destination loyalty to revisit and recommend Malaysian higher educational institutions as their educational tourism attractions. In this study, 200 international students who were currently studying in Malaysian higher educational institutions were recruited through purposive sampling technique. The statistical package for the social sciences (SPSS) and SmartPLS were performed for data collection analysis. The findings demonstrated that the service quality, destination image, and cost of the study were positively correlated with the students' satisfaction wherein students' satisfaction contributed positively and significantly to the destination loyalty of international students in recommending and revisiting Malaysia for educational tourism. This study provided all the higher educational institutions and authorities in Malaysia with a better understanding of international students' expectations and perceptions towards studying in Malaysia. Subsequently, the relevant stakeholders could implement effective strategies to improve and assist the Malaysian government in accomplishing the aspiration of becoming one of the most excellent international education hubs in the world.
Students&apos; Interpersonal Skills and Its Association with Their Academic Achievement in Secondary School of Pakistan
Author: Abid, Nisar
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Competence,High School Students,Gender Differences,Student Attitudes,Correlation,Academic Achievement

The educational productivity theory directed that students' variables affect their performance. Therefore, this descriptive correlational study was designed to examine students' interpersonal skills and its association with their achievement. There were 3,200 high school students participated in this study, selected from 80 high schools of Punjab through multistage random sampling technique. The Interpersonal Skills Scale (ISS) was adapted from DiPerna and Elliott's Academic Competence Evaluation Scales-Student form (ACES-Student). ISS demonstrated a good internal consistency (coefficient alphas=0.819 and composite reliability=0.845). The results exhibited that students have a competent level of interpersonal skills. Moreover, a statistically significant difference was found in female and male students' perceptions about interpersonal skills, while female have more interpersonal skills than male. Furthermore, ANOVA results concluded that administrative division (location) influences students' perception of interpersonal skills. It is concluded from the correlational analysis that students' interpersonal skills are indirectly associated with their achievement because a negative weak relationship was found in students' interpersonal skills and their achievement as r=0.031, p=0.081. It is suggested that teachers may promote interpersonal skills by integrating cooperative and collaborative learning strategies into their classrooms.
The Challenges in Raising Autistic Children: The Voices of Mothers
Author: Abdullah, Hazlina
Date: 2022-03-00
Type: Journal Articles
Subjects: Child Rearing,Autism,Pervasive Developmental Disorders,Parent Attitudes,Mothers,Foreign Countries,Clinical Diagnosis,Labeling (of Persons),Social Discrimination

Autism spectrum disorder (ASD) is defined as a lifetime developmental disorder usually identified by social interaction impairment, communication deficits, and repetitive behavior. The cases of children detected with ASD are rising globally, including Malaysia. Parents, as the prime caregiver to these children, face numerous challenges due to what is entailed in taking care of their children. This paper describes a case study where we examined the views and experience of three mothers, each of whom has an ASD child. Data were gathered through face-to-face semi-structured interviews, after which they were transcribed and analyzed using the thematic analysis method. The mothers narrated that the challenges they encountered include the difficulty they had in initially accepting their child's diagnosis; labelling and discrimination; phase-based temporal challenges; endless physical, emotional, and mental sacrifices; finding the strength and patience to deal with the situation; academic vs. non-academic struggles, as well as their own coping mechanisms. This paper concludes with the need to provide support for parents-especially mothers-to enable them to overcome their challenges and focus on the development of their autistic children.