ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Comprehension Iceberg: Developing Empirical Benchmarks for Early-Grade Reading in Agglutinating African Languages
Author: Spaull, Nicholas
Date: 2020-00-00
Type: Journal Articles
Subjects: Benchmarking,African Languages,Reading Fluency,Foreign Countries,Reading Comprehension,Accuracy,Grade 3,Elementary School Students,Decoding (Reading),Reading Tests,Phoneme Grapheme Correspondence,Reading Skills,Literacy,Alphabets,Morphology (Languages)

Background: Reading development in agglutinating African languages is a relatively underresearched area. While numerous studies highlight the low comprehension levels among learners reading in African languages in South Africa, little has been done to probe beneath this 'comprehension iceberg' in terms of decoding skills. Aim: As a tentative step towards benchmarking in African languages, we analyse the subcomponents of reading across three languages (Northern Sotho, Xitsonga and isiZulu), to better understand the nature of alphabetic knowledge, word reading and fluency in these languages, how these relate to one another, and how accuracy and speed relate to comprehension. Setting: Data was obtained from 785 Grade 3 learners across three African languages in three provinces in South Africa. Methods: The early grade reading assessment (EGRA) framework was adapted to the written features of the three languages to assess letter-sounds, single-word reading, non-word reading, oral reading fluency (ORF) and oral comprehension. Results: We present results on fluency, accuracy and comprehension and their interrelationships in these morphologically rich languages. While differences emerged between the conjunctive and disjunctive orthographies, strong relations occurred across the languages between lettersound knowledge and word reading, word reading and oral reading fluency, and ORF and reading comprehension. Results suggest minimum thresholds of accuracy and ORF in each language, below which it is virtually impossible to read for meaning. Conclusion: There is a strong need for language-specific norms and benchmarks for African languages. Preliminary minimum decoding thresholds for comprehension found in these three languages serve as a move in that direction.
Language Functions in ESL Textbooks
Author: Casta, Janet S.
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Textbooks,Textbook Content,Language Usage,Foreign Countries,Textbook Selection

Language functions are often used as fundamental guiding principles in ESL (English as a Second Language) textbooks especially now that focus on meaning has become crucial to ESL teaching and learning. This paper identifies general and specific language functions used in five beginner ESL textbooks to provide baseline data that will guide instructional material developers and teachers. It also examines language function content in relation to the objectives of each textbook to aide teachers in appropriately selecting materials for their students. Finally, the study analyzes the language function content of ESL textbooks &quot;vis-à-vis&quot; the needs of beginner ESL learners.
Effects of Implementing Cooperative Learning Method (CLM) on Eleventh Graders&apos; Paragraph Writing
Author: Tesfamichael, Wondwosen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Instructional Effectiveness,Paragraph Composition,Writing Skills,Vocabulary,Grammar,Grade 11,Secondary School Students,English (Second Language),Second Language Instruction,Conventional Instruction

This quasi-experimental study probed the effects of implementing cooperative learning method (CLM) on paragraph writing in terms of content, vocabulary, layout, grammar, and mechanics. The participants of the study were grade 11 students at Yekatit 12 Preparatory School, Ethiopia. The CLM (experimental) group was taught paragraph writing skills in line with the principles of cooperative learning. The traditional learning method (control) group was not instructed to practice composing paragraphs using CLM. Pre- and post-tests were used on a paragraph writing task. The data were analysed using descriptive and inferential statistics. In addition, the selected participants from the experimental group were interviewed. Their responses were video recorded and analysed qualitatively to learn their feelings about the effects of implementing CLM in an EFL (English as a Foreign Language) class. The results of the study after the intervention indicated that the experimental group significantly outscored the control group (p&lt;0.05) on a paragraph writing post-test with regard to content, vocabulary, layout, grammar, and mechanics. The focus group interview results also showed that the experimental group participants preferred to use CLM to traditional learning methods. Finally, it was concluded that implementing CLM in an EFL class helped the experimental group participants compose better paragraphs in terms of content, vocabulary, layout, grammar, and mechanics. On the basis of these findings and conclusions, a careful employment of CLM during paragraph writing stages was suggested as a pedagogical implication.
Constructive Friction? Charting the Relation between Educational Research and the Scholarship of Teaching and Learning
Author: Larsson, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Research,Researchers,College Faculty,Foreign Countries,Attitudes

While educational research and the Scholarship of Teaching and Learning (SoTL) are overlapping fields, over time there has appeared considerable friction between the two. There are claims that educational research has been tainted by SoTL's emergence and that those engaged in SoTL lack adequate training. They maintain that those engaged in SoTL would benefit from a better understanding of educational research theories and methods. Some engaged in SoTL perceive educational research as too distanced from practice. What underpins these perceived differences between the two fields? How might this friction be explained? The study described in this article explored empirical, interview-based viewpoints from new and experienced educational researchers and SoTL scholars, respectively. Participants were purposefully drawn from attendees at two European conferences specializing in educational research and SoTL. The data was examined using thematic analysis and focused mainly on the perceived differences between these communities. The central themes that emerged where differences occurred are community membership and governance, scope and purpose of inquiry, and intended recipients of inquiry results. Some differences include what and who determines the value of the contribution to the field and why it is valuable. This article provides an empirically based understanding of the relative attributes of both communities. We hope that it leads to future discussions about further developing fruitful and constructive interrelationships.
Chasing Impact: The Tale of Three SoTL Studies
Author: Pechenkina, Ekaterina
Date: 2020-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Program Effectiveness,Scoring Rubrics,Educational Innovation,Educational Improvement,Teacher Improvement,Information Dissemination,Higher Education,Educational Research,Telecommunications,Ownership,Handheld Devices,Blended Learning,Educational Technology,Interdisciplinary Approach,Learner Engagement

This article queries the notion of impact in studies of teaching and learning located within the field of Scholarship of Teaching and Learning (SoTL). Grounded in literature focused on measuring and challenging the impact in SoTL, and primarily on the &quot;what works&quot; question, the author proposes a rubric by which to judge various levels and dimensions of impact achieved in SoTL-focused projects. To operationalize it, the rubric is applied to three completed projects, which while differing in their initial scope and intended outputs were united by a shared goal of improving learning by the means of innovative teaching. By using the rubric to analyze these projects' outputs, strengths and weaknesses of each project's design and evaluation methodology are revealed. Diverse levels and dimensions of impact are identified and discussed. The author invites scholars of teaching and learning to use, test, and critique the rubric in the context of their completed or in-progress studies.
&quot;Epic-Genetics&quot;: An Exploration of Preservice Helping Professionals&apos; (Mis)Understanding of Epigenetic Influences on Human Development
Author: Snyder, Kate E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Genetics,Misconceptions,Child Development,Environmental Influences,Graduate Students,Knowledge Level,Student Attitudes,Educational Psychology,Student Motivation,Nature Nurture Controversy

Mental health researchers emphasize the importance of practitioner understanding of biology-environment interplay. Accordingly, our goal of the study described in this article was to understand students' preconceptions and misconceptions about biological and environmental influences on development through investigating their conceptions of epigenetics. Using a short-term longitudinal design, we explored preservice helping professionals' conceptions and misconceptions pertaining to epigenetics within the framework of a graduate level human development course. Baseline knowledge about epigenetics was low. Students developed multiple misconceptions about epigenetics and how the phenomenon relates to biological and environmental influences on human development. Students reported feeling highly efficacious for detecting and resolving misconceptions related to biology-environment interactions but varied in their perceptions of interest for learning about the content. Findings support the use of open-ended questions to detect misconceptions about epigenetics and are discussed in light of how to teach students about this phenomenon. Overall, this research speaks to the importance of understanding the misconceptions students believe and instructional strategies that may assist in correcting them.
Dynamic Properties of Language Anxiety
Author: Gregersen, Tammy
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Skills,Second Language Learning,Anxiety,Second Language Instruction,Nonverbal Communication,Emotional Response,Language Processing,Psychological Patterns,Resilience (Psychology),Research Methodology,Language Teachers,Teaching Methods

This article begins by examining previous empirical studies to demonstrate that language anxiety, or the negative emotional reaction learners experience when using a second language (MacIntyre &amp; Gardner, 1999), is a dynamic individual difference learner variable. I show that it forms part of an interconnected, constantly-in-flux system that changes unpredictably over multiple time scales. While at certain times this system might settle into an attractor state that accommodates contradictory conditions, perturbations that arise may lead to development and change with the curious possibility that minor disruptions generate large effects while major alterations go unnoticed. In essence, language anxiety (LA) is part of a continuous complex system in which each state evolves from a previous one. After I establish LA as a dynamic variable using the aforementioned criteria, I outline the implications and challenges for researching LA using a dynamic paradigm, which include focusing on individuals, transforming LA research questions, designing interventions and re-thinking data gathering methodologies. I conclude with implications for language teaching that emphasize: 1) raising awareness of the importance of decoding nonverbal behavior to identify moment-by-moment shifts in learner emotion; 2) remaining vigilant concerning variables that are interacting with LA that make this factor part of a cyclical process; 3) understanding that anxiety co-exists with positive emotions to varying degrees and that language tasks are not unanimously enjoyed or universally anxiety-provoking; and 4) incorporating positive psychology activities that proactively encourage buoyancy and resilience for moment-by-moment daily perturbations as well as debilitating disruptions that result in long-lasting influences.
Using a Phone-Based Learning Tool as an Instructional Resource for Initial Literacy Learning in Rural African Families
Author: Nshimbi, Jacob C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Elementary School Students,Educational Games,Literacy Education,Adult Literacy,Rural Areas,Grade 2,Parents,Program Effectiveness,Skill Development,Family Literacy,Foreign Countries

Background: Despite increased enrolments at primary schools in Zambia, more than half of the children in Grades 1-4 are unable to meet the required minimum standards for literacy. Aim: The study set out to examine the effects of using a phone-based mobile literacy game (Graphogame) to improve literacy skills in children and adults in rural family settings. Setting: The study was conducted in the Katete District, a rural town in the eastern province of Zambia. Methods: Participants were 73 Grade 2 learners (52% boys, mean age 9 years and 48% girls, mean age 10 years) and 37 parents (mean age 36 years). Three literacy tests, measuring letter-sound identification, phonological awareness, spelling competence and word recognition, were administered to both the children and parents. Parents also reported on their level of education, familiarity with smart phone use, availability of home reading materials and home literacy activities. Results: The findings showed that children who were exposed to the Graphogame performed better than the control group on all literacy measures. Furthermore, parent's performance on the tests improved after the intervention. Conclusion: The findings suggest that technology can improve literacy skills in both children and adults in rural areas of Zambia.
Do We Know What They Are Thinking? Theory of Mind and Affect in the Classroom
Author: Knupsky, Aimee
Date: 2020-00-00
Type: Journal Articles
Subjects: Theory of Mind,Neurosciences,Misconceptions,Classroom Communication,Teaching Methods,Emotional Response,Affective Behavior,Student Attitudes,Interdisciplinary Approach,English,Psychology,Course Descriptions,Undergraduate Students,Group Dynamics,Learner Engagement

Research on Theory of Mind explores how we develop the capacity to understand that others have thoughts and feelings that differ from our own and how we are compelled to &quot;read&quot; them. However, a preponderance of evidence from the cognitive humanities and cognitive neurosciences tells us that our readings are often misguided or just plain wrong. None of this work has considered how teachers and learners might engage in open conversations about theory to mind to identify misperceptions and enhance their understanding of one another's thoughts and reactions in the classroom. In this essay, we explore how using what we call &quot;Theory of Mind'ing'&quot; as a rhetorical device may invite moments of vulnerability and of clarification when we engage in learning with our students, thus enhancing classroom dynamics. We describe how the idea of Theory of Mind'ing' developed, present an initial evaluation of it by students, and situate this technique in the rich literature about affect and pedagogy. We propose that using Theory of Mind'ing' in the classroom can be used to encourage more authentic and interactive engagement.
Teachers&apos; Stated Beliefs on Coded Unfocused Corrective Feedback in EFL Writing at a Saudi University
Author: Alzahrani, Hamdan Farhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,Feedback (Response),Error Correction,Writing Skills,Writing (Composition),Coding,Accuracy,College Faculty,Undergraduate Students

This paper reports on a study exploring English language teachers' stated beliefs on coded unfocused corrective feedback in improving learners' writing accuracy at King Abdulaziz University (KAU). A questionnaire with both closed and open ended items was taken by ten participants. The results of the study indicate that many participants in the study believe that coded unfocused corrective feedback, currently employed at KAU, is comparatively effective in improving learners' writing accuracy, and that it is more suitable for high level learners who are motivated enough to deal with all errors. Also, this study reveals that unfocused corrective feedback is useful to produce a better second draft; however, some learners' errors still recur in new writing despite the continuous corrections offered by teachers. Participants in this study further believe that using codes to mark learners' errors is not as beneficial as it should be, and it would be more effective if used selectively.
Stylistics in the Southeast Asian ESL or EFL Classroom: A Collection of Potential Teaching Activities
Author: Gonzales, Wilkinson Daniel Wong
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Learning Activities,Language Styles,Syntax,Lexicology,Phonology,Reading Comprehension,Language Usage,Literature Appreciation,Poetry,Literary Criticism,Critical Thinking,Critical Reading,Oral Reading,Reading Aloud to Others,Vocabulary,Phrase Structure,Imagery,Higher Education

For the past few decades, stylistics has emerged as a discipline that encompasses both literary criticism and linguistics. The integration of both disciplines opened many opportunities for English literature and language teachers to get creative in their teaching--by introducing the stylistic approach in their classrooms. However, in a typical Southeast Asian classroom (Sadiman, 2004), several problems such as the lack of resources, scarcity of quality teaching strategies, time deficiency, as well as the unfamiliarity of authentic assessment seem to impede the utilization of the mentioned approach or other learner-centered approaches. Moreover, only limited literature on the analysis, let alone the teaching, of the ballad adopting the stylistic method are evident. This paper could be described as an attempt to address these problems. It provides a fresh perspective in analyzing a well-known 18th century British ballad, &quot;The Charge of the Light Brigade,&quot; in the syntactical/structural, lexical, and phonological aspects of stylistics. It also attempts to explain the evident theme of warfare based on textual evidences in the aforementioned aspects. In addition, it contributes to the existing literature advocating the stylistic approach in both the teaching of language and literature. Furthermore, it provides several potential comprehensive activities that take into account the challenging setting and situation of Southeast Asian English as a Second Language (ESL) or English as a Foreign Language (EFL) classrooms, especially at the tertiary level. This paper also has implications on classrooms that experience the same aforementioned challenges, and is not only limited to the Southeast Asian context.
The Current Use of Mobile Devices among Students and Faculty in EFL Teaching in a Saudi Arabian Context
Author: Alshammari, Radhi
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,English (Second Language),Second Language Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,College Students,College Faculty,Second Language Learning,Social Media,Language Skills,Informal Education,Student Attitudes,Teacher Attitudes,Barriers

Mobile technology has significant potential to support learning and teaching in English. However, few studies attempt to explore current use by students and faculty members of mobile technologies to facilitate English language learning and teaching in Saudi Arabia. Even fewer studies capture descriptions of current use in the words of these users. The present study focused on the current use and associated pedagogy related to mobile technologies. It drew on findings from qualitative data gathered through focus group interviews of 49 university students and 30 faculty members. Thematic analysis results showed that students predominantly use their mobile devices informally outside the classroom to facilitate their English language learning. For students, social media are particularly popular and provide opportunities to practise their English language skills outside the classroom. Conversely, faculty members emphasised the use of mobile devices formally in the classroom context, expressing views on how they might improve control of student use of mobile devices. Critically, comparison of such use by students and faculty members reveals that students' informal use of mobile devices to support learning is much better aligned than faculty members' formal use of these devices in terms of what one might consider mobile device best practice.
The Dynamism of Strategic Learning: Complexity Theory in Strategic L2 Development
Author: Amerstorfer, Carmen M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Processes,Learning Strategies,Holistic Approach,Systems Approach,Prediction,Preferences,Applied Linguistics,English (Second Language),Measures (Individuals),Student Attitudes,German,Native Language,Learning Theories

Learners of foreign languages (L2s) apply strategies to support learning processes and L2 development. They select strategies according to their individual needs and preferences and adjust their strategic actions to suit situational circumstances and contextual conditions. A holistic investigation of strategic L2 learning processes requires the integration of numerous interconnected, flexibly-interacting influences, which are at constant interplay with each other and whose development is difficult to predict. Validated as effective in other fields of applied linguistics, complex dynamic systems theory (CDST) can also provide an appropriate frame for researching strategic L2 learning. Based on state-of-the-art methodological guidance for complexity research, this article presents the re-analysis of empirical data from a previous study through a complexity lens. It further examines the suitability of CDST in strategy research, explores its practical value, and demonstrates that a complexity perspective can generate new, profound information about strategic learning.
Inquiry-Based Learning as a Facilitator to Student Engagement in Undergraduate and Graduate Social Work Programs
Author: Archer-Kuhn, Beth
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Learner Engagement,Social Work,Undergraduate Students,Graduate Students,Professional Education,Student Centered Learning,Student Experience,Foreign Countries,Student Characteristics

This seven-cohort mixed methods study examines student engagement in their learning in higher education utilizing inquiry-based learning. The study was conducted in varied settings (on-campus, in community, and study abroad), and across various degree levels (undergraduate, graduate, and doctoral) in social work education. Study results reveal an increase in participant reflective and integrative learning, and an increase in higher-order learning. Qualitative findings support the results through four emergent themes: (1) experience of inquiry-based learning, (2) adjustments required for learning process, (3) impactful facilitators to learning, and (4) developing deep learning. Implications and recommendations are offered for higher education and professional programs.