ethanporcaro/eric-fulltext-meta huggingface dataset:
Dual Apprenticeship in Benin: Between Theory and Practice
Author: Bankolé, Rubain A.
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Dual Enrollment,Vocational Education,Theory Practice Relationship,Certification,On the Job Training,Educational Finance,Costs,Program Evaluation

This paper discusses the effect of the dual apprenticeship or Certificate of Professional Qualification (CQP) program on the CQP students and graduates in Benin. The study sought to understand how dual apprenticeship was introduced in formal TVET system and how the dual training is provided in Benin context. This research was conducted on the descriptive qualitative method through three techniques. First, literature analysis was used to review the existing literature on Benin dual apprenticeship. Secondly, individual semi structured interviews were conducted to collect data from actors of the public and private institutions. Third, direct observation data were collected through on-site visits in the training centres. In total, 30 persons were interviewed using purposive and snowball samplings. The social constructivism theory, learning theory and the nested layer approach were used to analyze data. Results show that the Develop A Curriculum method was used to develop 13 craft occupations in which Benin dual apprenticeship is offered. CQP apprentices show positive effects on the skills acquisition. However, the CQP training does not follow the requirements regarding the principle of duality. The lack of the collaboration between training providers does not increase the commitment and the participation of the master craftsmen/women. The assessment plan does not evaluate the skills achieved in the master workshops. Although Benin dual apprenticeship builds the social cognitive capacities of the apprentices, the skills achievement of the CQP apprentices is not sustainable due to the intensive method used to train apprentices and because of the lack of materials and work equipment in the master workshops.
Teachers&apos; Efficacy, Identity, and Motivational Strategies and Their Effects on L2 Learners&apos; Achievement
Author: Karimi, Mehrnoosh
Date: 2019-10-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Institutional Characteristics,Second Language Learning,Second Language Instruction,Learning Strategies,English (Second Language),Language Teachers,Correlation,Learning Motivation,Outcomes of Education,Academic Achievement,Self Efficacy,Institutional Mission,Teaching Methods,Foreign Countries

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students' L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran &amp; Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007). Furthermore, the final class outcomes of the teachers' students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students' L2 achievement. The results revealed that EFL teachers' efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students' L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students' L2 achievement. Based on the findings of the study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use.
The CEFR-TBL in Fostering Thai Pre-Service Teachers&apos; English Speaking Ability Using the Peer Interview Task
Author: Phaisannan, Thatsanaphan
Date: 2019-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Speech Communication,Student Attitudes,Video Technology,Undergraduate Students,Peer Groups,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Task Analysis,Program Design,Case Studies,Teacher Education Programs,Action Research,Guidelines,Educational Innovation,Teacher Role,Teaching Methods,Program Descriptions,Rating Scales,Nonverbal Communication,Verbal Communication,Language Teachers,Instructional Materials

This study aims to promote English pre-service teachers' speaking ability by integrating task-based learning (TBL) and the CEFR (Council of Europe, 2001) in designing an innovative program (the CEFR-TBL). This presentation discusses the results of an investigation of the preservice teachers' speaking ability using peer-interview technique. Also, their perceptions towards the CEFR-TBL Innovative Program were examined. The participants were thirty-six 4th year students in English Education Program at a Rajabhat University in the central part of Thailand. Research method applied in this study was action research and case study approach. Data sources were collected from interview video recordings, and a set of questionnaire. Data analysis employed Grounded theory (Strauss &amp; Corbin, 1999) for qualitative data, and means and S.D for quantitative ones. Findings from the peer interview task revealed five aspects of students' English speaking although they were able to successfully communicate in their interview conversation. Also, the results from the questionnaire showed that the students perceived the benefits of the CEFR-TBL Innovative Program and that the program enhanced them in using English in both verbal and non-verbal communication.
The Impact of Lexical Chunks Instruction in Developing Iraqi Students&apos; Writing Fluency
Author: Al-Khazaali, Husam Mohammed Kareem
Date: 2019-10-00
Type: Journal Articles
Subjects: Phrase Structure,English (Second Language),Second Language Learning,Essays,Comparative Analysis,Scores,Undergraduate Students,Language Fluency,Writing Skills,Language Processing,Teaching Methods,Writing Instruction,Writing Evaluation,Foreign Countries,Second Language Instruction,Pretests Posttests,College Students

The aim of the present study is to examine experimentally the influence of using lexical chunks on the achievement of second-year-university students of English in the writing fluency. Lexical chunks, as the composites of form, meaning and function, stored and retrieved as a whole in brain, can release the language processing burden and improve the fluency and idiomaticity of language output. To accomplish this aim, the current study attempts to provide a reply for the following question: does drawing students' attention to the lexical chunks frequently used in different positions help in better success in EFL descriptive essay writing lessons as contrasting to the presently applied method of teaching? Also two null hypotheses are planned. The first states that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the writing performance pretest. While the second one is that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the descriptive essay writing achievement posttest. The two groups pre-test post-test experimental design was adopted. After four weeks of instruction, the findings show that there is a significant difference between the experimental group and the control group in the post-test on the side of the experimental group. Accordingly, the main findings authenticated the first hypothesis of the study, but cancelled the second one. The control group gets the mean score 71.89 while the experimental group gets 76.53. This certainly implies that the use of lexical chunks as a language learning strategy gets better in students' performance in writing fluency
Self-Regulated Learning as a Mediator in the Relationship between Peer Learning and Online Learning Satisfaction: A Study of a Private University in Malaysia
Author: Lim, Chee Leong
Date: 2020-01-00
Type: Journal Articles
Subjects: Peer Teaching,Electronic Learning,Student Satisfaction,Private Colleges,Foreign Countries,Self Management,Blended Learning,Undergraduate Students,Instructional Effectiveness,Helping Relationship

Purpose: Students' ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology: The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings: From the direct effect of the SEM analysis, students' ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance: By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.
Teacher Constructed Corrective Feedback Enhancing Students Writing Skills in EFL Classroom
Author: Elumalai, Kesavan Vadakalur
Date: 2019-10-00
Type: Journal Articles
Subjects: Feedback (Response),Writing Skills,English (Second Language),Grammar,Vocabulary Development,Instructional Effectiveness,Writing (Composition),Attention,Undergraduate Students,Foreign Countries,Revision (Written Composition),Error Correction

The present study states in the field of teaching EFL students in the process of writing correct feedback in the classroom, the study was conducted to explore the influence of feedback on the students' writing skill and language abilities in grammar. 30 student participants enrolled in &quot;Advanced Writing&quot; classes were administered to write a short paragraph of their interested topics for 15 weeks they were given separate note books to write essay, letter and a short paragraph of any instant situation and were also asked to write eight essays throughout the semester. At the beginning semester, students were taken pre-test open-ended questionnaire and at end of the semester were taken post-test, both test involves the students' method of writing and its benefits of feedback. The obtained data showed that the students' language abilities significantly improved especially in the grammar and vocabulary. The students also reported their satisfaction in the free-writing method which allowed them to learn more on self-expression and organization of ideas.
Interpreting in the Libyan Uprising: A Study of Interpreting Strategies from Arabic to English
Author: Alduhaim, Asmaa
Date: 2019-10-00
Type: Journal Articles
Subjects: Translation,Social Action,Speeches,Violence,Semitic Languages,War,News Reporting,Television,Foreign Countries,Administrators,Audiences,Figurative Language,Language Usage,Language Processing,English,Second Languages,Dialects

This article presents an account of the interpreting process and its strategies in warzones, and most importantly during the Arab Spring, specifically in Libya. The data used is divided into two categories, Mummar Algaddafi speech during the Arab Spring, and press conferences of Libyan officials and two interviews on CNN. The article will present the significant issues interpreters deal with during live interpreting session whether on Live TV or during a conference. The first category to be discussed is omission and the loss of meaning during interpreting. The article will also discuss the way interpreters sometimes tend to add information for explaining purposes or emphasis. Lastly, the importance of creativity and approximating the meaning, as in using metaphors in the TT to interpret ST metaphors. It is evident through the discussion that (1): interpreters deliberately use particular strategies during conflict zones and they are mainly: omission, addition and approximating. This is either to emphasis a particular narrative or shape the audience views. (2) Undoubtedly, interpreters play a major role in rendering the message to the world, as they use different strategies while interpreting some to emphasis a certain narrative, while others simply to clarify the text.
Self-Mention Markers and Their Rhetorical Functions in Dentistry Research Articles: A Corpus-Based Study of Intradisciplinary Variations within Seven Dentistry Subdisciplines
Author: Alyousef, Hesham Suleiman
Date: 2019-10-00
Type: Journal Articles
Subjects: Dentistry,Research Reports,Form Classes (Languages),Surgery,Pediatrics,Language Usage,Authors,Discourse Analysis,Academic Language,English for Special Purposes,Teaching Methods,Writing (Composition),Computational Linguistics

Research on intradisciplinary variations in self-mention marker use in research articles (RAs) in dentistry subdisciplines is lacking. The present study investigates self-mention markers used in each of the seven dentistry subdisciplines (oral sciences, periodontics, endodontics, pediatrics, prosthodontics, oral and maxillofacial surgery, and orthodontics), sections of RAs that employ more self-mention devices in each of the seven dentistry subdisciplines, and common rhetorical realizations of first-person pronouns in the seven dentistry subdisciplines. The analytical framework was primarily based on Hyland's (2003) four rhetorical functions of self-mentions in RAs. The findings showed the lack of qualitative and quantitative intradisciplinary variations across six of the seven dentistry subdisciplines. The first-person plural pronouns &quot;we&quot; and &quot;our&quot; were the most frequently employed self-mention devices in the Discussion section of RAs. Authors in the periodontics subdiscipline preferred to retain an objective stance through the use of passive constructions, abiding by the conventional norms of academic writing that restrict them. The findings also revealed that &quot;explaining a procedure&quot; and &quot;stating findings/claims&quot; were the most frequent realizations associated with the use of self-mention devices, with the exception of periodontics RAs that employed passive constructions instead. The findings contribute to the fields of discourse and genre studies as well as ESP/EAP courses. They may have implications for dentistry RA writing and teaching. An awareness of more frequently used self-mentions in dentistry RAs and their rhetorical functions can help English dentistry scholars successfully produce RAs in line with the academic writing norms of each subdiscipline.
The Examination of Teacher Candidates&apos; Selfishness Levels Regarding Sportive Activity and Different Variables
Author: Tozoglu, Erdogan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Psychological Patterns,Foreign Countries,Gender Differences,Physical Activity Level,Personality Traits,Student Characteristics,Family Structure,Team Sports

The aim of this study is to the examination of teacher candidates' selfishness levels regarding sportive activity and different variables the study was conducted on 295 teacher candidates, 109 female and 186 male, who were educated in Erzurum Ataturk University, Kazim Karabekir faculty of education, in 2018-2019 academic year and voluntarily participated in the research. In the study, &quot;The Selfishness Questionnaire: Egocentric, Adaptive, and Pathological Forms of Selfishness&quot; was used which was developed by Adrian and Uh (2018) adapted to Turkish and analyzed for reliability and validity by Yilmaz (2018). Frequency analysis was used to determine demographic characteristics, and T test was used to examine the relationship between two independent variables and selfishness, analysis of variance was used to examine the relationship between more than two variables and selfishness. When the findings of the study were evaluated, it was seen that the pathological selfishness levels of female students were lower than male students. As a result of the findings, it is noticeable that the level of selfishness increases in parallel as the age level increases. The remarkable result here is, the level of selfishness increases in parallel as the time to do sportive activity increases. It is thought that, for students, sporting activity in their daily lives makes possible to increase their interaction with other students and therefore to focus on team or group goals rather than personal goals.
Apology and Linguistic Politeness Strategies in English among Igbo Native Speakers in Nigeria: An Inter-Language Study
Author: Dozie, Chinomso P.
Date: 2019-10-00
Type: Journal Articles
Subjects: Speech Acts,African Languages,Task Analysis,Transfer of Training,Native Language,Foreign Countries,Ethnic Groups,Undergraduate Students,English (Second Language),Second Language Learning,Familiarity,Bilingualism,Social Differences,Pragmatics,Interlanguage,Second Language Instruction

The study sought to explore the conversational English politeness strategies used by Igbo learners of English in Nigeria. Through a purposive sampling process, a total of 3000 copies of questionnaire in the form of Discourse Completion Task (DCT) consisting of 10 different apology discourse situations positing extent of familiarity, hierarchy and degree of infraction were distributed to undergraduates of Igbo extraction at seven universities systematically selected from the South-East and South-South zones in Nigeria. In all, 2748 copies of questionnaire representing 92 percent were duly completed, returned, coded and analysed using the quantitative tool for analysis of production data. Findings demonstrated that the samples used politeness strategies very significantly in apology discourse. Also, the study revealed that apologies are conversational habits of Igbo bilinguals as the offenders willingly made an apology regardless of social differences and context which were also reflected in their choice of strategies as there was obvious transfer of the nuances of the first/native language/mother tongue to their target language production. The study established that apology realisation in an interlanguage context i.e. Igbo speaking learners of English necessarily bears the burden of native language transfer into target language. In conclusion, this study showed that because of the Igbo understanding that in human interactions, there are possibilities of instances of affront or outrage Igbo bilinguals adopted mainly the positive and negative forms of politeness strategies in apology discourse as the case may be to accomplish a conversational demand. The study found evidence to further dispute the universality of politeness and argued that politeness is culture-specific.
Ontological Concept for the Foreign Language Learning in the 21st Century
Author: Arung, Fernandes
Date: 2019-10-00
Type: Journal Articles
Subjects: Second Language Learning,Preferences,Learning Theories,Learning Motivation,Student Interests,Second Language Instruction,Grounded Theory,English (Second Language),Speech Communication,21st Century Skills,Affective Behavior,Independent Study

This review aims to discuss a new substantive theory generated from a Grounded research that we conducted in 2018 as a concept of 'getting real way' in the learning of the foreign languages in the 21st century and the forth. The preferent learning theory, as labelled then, covers three important concepts namely free-will-whim, individual and collective independence, and discursive. The three concepts are substantively based on the &quot;sense of liking&quot; within one's learning as the domain of affective; it is not based on the cognitive domain and the motivation. The implication is that the learning of foreign languages should be based on the sense of liking; both in the past and current liking, that enable foreign language learners to have their learning preference.
Students&apos; Conceptual Understanding and Science Process Skills in an Inquiry-Based Flipped Classroom Environment
Author: Tan, Rolando Mango
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Science Education,Science Process Skills,Blended Learning,Inquiry,Science Tests,Science Instruction,Instructional Effectiveness,Scores,Retention (Psychology),Active Learning

Purpose: The purpose of this study is to determine the impact of an Inquiry-based Flipped classroom model on the conceptual understanding and science process skills of junior high school students in the Philippines. Method: A two-group pretest/post-test design was conducted on 55 Grade 9 students for the study. One group received instruction using the flipped classroom format while the other group serving as control was taught in the conventional format. A Conceptual Understanding Test (CUT) and a Science Process Skills Test (SPST) were used to measure the impact of instruction on the two groups. Independent samples t-test was used to determine if there was a significant difference between the groups while paired samples t-test was conducted on both groups to determine if the groups improved significantly after a 7-week intervention. Linear regression was performed to determine if science process skills was a positive predictor of conceptual understanding. Findings: Inquiry-based flipped classroom did not make students perform better than the non-flipped inquiry-based learning environment in the Conceptual Understanding Test (CUT) and Science Process Skills Test (SPST) except on one biology topic (non-Mendelian Genetics) where the Flipped Inquiry Group scored significantly higher than the control in the CUT. Students' science process skills positively predicted their conceptual understanding in biology. Significance: Inquiry--based flipped classroom can be as effective as the non-flipped inquiry-based instruction in improving students' conceptual understanding and science process skills but can be made even more effective depending on the content, the manner the content is uploaded and the choice of LMS for uploading the online content. The study also showed the importance of science process skills in enhancing students' conceptual understanding in biology.