ethanporcaro/eric-fulltext-meta huggingface dataset:
Patterns in Reporting and Participant Inclusion Related to Race and Ethnicity in Autism Intervention Literature: Data from a Large-Scale Systematic Review of Evidence-Based Practices
Author: Steinbrenner, Jessica R.
Date: 2022-11-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Intervention,Ethnicity,Race,Evidence Based Practice,Data,Participation,Minority Groups,Research Problems

There are marked racial and ethnic disparities in diagnosis and services for individuals on the autism spectrum, yet race and ethnicity are underreported and underexamined in autism research. The current study examines the reporting of race and ethnicity and the inclusion of participants across racial and ethnic groups in studies included in a large-scale systematic review of autism intervention research (1990-2017). Trained research assistants reviewed 1013 articles and extracted data on the reporting of race and ethnicity data and the inclusion of participants from different racial and ethnic categories from each article. Only 25% of the articles reported any data on race and ethnicity and reporting over time has slowly increased across the 28 years of the review. Descriptive statistics suggest that race and ethnicity reporting varied by study design, intervention, and outcomes. In studies with reported data, White participants had the highest rate of participation (64.8%), with a large gap between the next highest rates of participation, which were among Hispanic/Latino (9.4%), Black (7.7%), and Asian (6.4%) participants. The lack of reporting and the limited inclusion of participants across minoritized racial and ethnic groups are concerning and suggest a need to examine practices in autism research from planning to dissemination. [For the corresponding grantee submission, see ED618543.]
Practicum Students&apos; Perceptions in the Light of COVID-19: Challenges &amp; Opportunities
Author: Al Malki, Moza Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Practicums,Barriers,COVID-19,Pandemics,College Students,School Closing,Online Courses,Program Effectiveness,Internet,Time Management,Student Needs,Preservice Teachers,Skill Development,Student Teaching,Student Teacher Attitudes

This study investigates practicum students' challenges and opportunities of online teaching and learning in the time of COVID-19 at the University of Technology and Applied Sciences (UTAS), Al-rustaq, Oman. Utilizing a questionnaire containing quantitative and qualitative questions to 65 practicum students, the most prominent findings of the study were that online teaching helped practicum students to build confidence and equip them with the right skills and strategies to use online teaching platforms (Google Meet &amp; Google Classroom). Also, the online teaching helped students to manage their pace, and use visual clues, affordable e-resources and teaching aids. However, the study found that internet connection and time management were the main challenges in the online teaching. Online teaching hinders them from getting students full attention, assisting them during the activities and promoting collaborative learning during the lesson. As a result, the study provided some recommendations such as providing practicum students with alternative and more interactive platforms and more training on how to utilize them as this strategy has a high potential of enhancing the impact of online teaching on practicum students' teaching performance.
Validation of the Results of Linking Speaking Test of IELTS to China&apos;s Standards of English Language Ability
Author: Chen, Yuyue
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Tests,Undergraduate Students,Video Technology,Teacher Attitudes,Decision Making,Scores,Self Evaluation (Individuals),Generalization,Student Attitudes,Language Teachers,Standards,Speech Communication

This study, taking into consideration of teachers' as well as students' judgments, explored the generalizability and consistency of the results of linking speaking test of IELTS to China's Standards of English Language Ability (CSE). Nine college English teachers and 81 undergraduate students judged the degree of congruence between the IELTS speaking test and 72 relevant CSE descriptors to generate evidence of generalizability; 2 teachers judged the CSE levels of 11 videos of IELTS speaking test and 113 students assessed themselves based on the self-assessment scale, to provide data for exploring consistency from three perspectives: consistency of teachers' judgments, consistency between teachers' judgments and empirical scores, and consistency between students' actual ability and the ability demonstrated in the self-assessment scale. The evidence showed that the linking results performed well both in generalizability and consistency from the perspective of both teachers and students, but students rated comparatively low than teachers both in the two facets. However, considering that certain descriptors are relatively abstract and separate from daily life situations in IELTS speaking test, it is understandable that students rate low in generalizability; and considering students' insufficient self-assessment ability, their relative low recognition in consistency also get explained. In general, therefore, the linking results show good generalizability and consistency.
Psychosocial Learning Environments: EFL Learners&apos; Voices during a Pandemic
Author: Demir, Bora
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Social Behavior,Educational Environment,English (Second Language),Second Language Learning,Student Attitudes,Pandemics,COVID-19,College Students,Foreign Countries,Distance Education

The aim of this study was to investigate university students' psychosocial apperceptions between face-to-face and emergency remote learning environments they experienced in the same academic term during the 2019-nCoV (coronavirus) pandemic of 2020. Utilizing a mixed methods study design, our investigation involved quantitative data collection with the DELES-TR instrument, followed by online focus group interviews with questions derived from the survey results to gain a deeper understanding of students' perspectives of both educational environments. English as a Foreign Language students (N=687) from Çanakkale Onsekiz Mart University, Turkey participated in the study. The results indicated that students preferred the face-to-face environment over emergency remote learning due to difficulty in communication with instructors and peers and requiring students to take an active, responsible, and accountable role in their own learning in the remote learning environment.
How EFL Teachers Perceive and Self-Evaluate the Knowledge Components in Forming Technological Pedagogical Content Knowledge (TPACK)
Author: Shi, Leimin
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,English (Second Language),Teacher Attitudes,Self Evaluation (Individuals),Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Context Effect,Teacher Student Relationship,Demography,Training

Technology is widely involved across the learning environment including its integration into teaching English as a foreign language (EFL); however, few studies have explored EFL teachers' perceptions of technological pedagogical content knowledge (TPACK). This study investigates how EFL teachers perceive and self-evaluate knowledge of content (CK), pedagogy (PK), and technology (TK), the interplay of these with each other (TPACK), and the underlying influential factors for TPACK construction. The data were gathered in China from an online survey (n = 64) comprising 35 items on the TPACK components, and self-evaluation by nine survey participants of their TPACK in follow-up interviews. WeChat, the most popular social media App in China, was utilised as the data collection tool. The survey reveals teachers' strong beliefs in the value of PK, CK and PCK and their positive beliefs about technological applications in EFL instruction. Consistent with these results, interviewees' self-evaluation of TPACK demonstrates that they felt a high level of confidence in CK, PK and PCK but relatively less confidence when technology was integrated despite commonly applying technology to instruction. Influential factors include: 1) contextual factors; 2) knowledge of students; 3) demographic background; and 4) availability of quality training. Decision-makers' financial support and policy-making, technological training in the integration of CK and/or PK, and a collaborative learning strategy are recommended.
EFL Learners&apos; Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency
Author: Wiboolyasarin, Kanokpan
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Preferences,Error Correction,Feedback (Response),Self Efficacy,Language Proficiency,Foreign Countries,Teaching Methods,College Students,Oral Language,Written Language

The purpose of this work was to address the overarching questions of how EFL Thai learners preferred corrective feedback strategies and whether there were any significant differences in preferences across learners' language ability levels. The quantitative study collected 418 Thai EFL learners' preferences for corrective feedback via a closed-ended Likert scale questionnaire. The survey showed that learners desired to edit when their speech or writing contained errors, particularly when the wrong utterance was responded to with a metalinguistic comment regarding the error's nature. Statistical analysis found significant differences in students' preferences for metalinguistic clues and public feedback between intermediate and elementary levels. It appeared that beginner-level learners would almost certainly experience embarrassment if they were corrected in front of their peers. Conversely, self-correction, which was necessary once the student's erroneous remark was explained in terms of grammar usage, probably made advanced students uncomfortable. While teachers should examine their EFL students' corrective feedback preferences, this study found that their proficiency levels were slightly relevant.
Cell Phone Notifications Harm Attention: An Exploration of the Factors That Contribute to Distraction
Author: Kaminske, Althea
Date: 2022-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Information Dissemination,Attention Control,Ownership,Time on Task,Time Management,Undergraduate Students

Recent research has found that the presence of cell phones impairs attention during learning. The present experiment sought to better understand this phenomenon by measuring the effects of cell phone presence, cell phone notifications, and cell phone ownership (participant's or others) on attention. Attention was measured using a Stroop task in a within-subjects design, wherein participants (n = 105) were exposed to five experimental conditions. Cell phone notifications caused distractions, regardless of phone ownership and task difficulty, increasing the amount of time required to complete the task. However, unlike the noted literature above, the researchers did not find that the mere presence of a cell phone contributed to distraction. These results help us better understand which factors actually contribute to distraction and inattention.
Competency Framework of Agriculture Educators Vocational College: Measurement Model Using Partial Least Square-Structural Equation Modeling
Author: Abdul Raof, Shuhada
Date: 2022-00-00
Type: Journal Articles
Subjects: Agricultural Education,Vocational Education,Agriculture Teachers,Teacher Competencies,College Faculty,Least Squares Statistics,Structural Equation Models,Foreign Countries

Competent instructors need to have the skills, abilities, and competencies to perform tasks effectively, which will affect student learning achievement. This study is guided by the theory of Boyatzis developed by Spencer and Spencer. The Iceberg Competency Model was used as a guideline to identify the competency elements of educators from the agricultural stream in vocational colleges (KV). This research study aims to explore and identify the existing competency elements of agricultural educators in KV. This study used a study population comprising 243 respondents of agricultural educators in KV. To answer the research question, the data analysis was done by Partial Least Squares - Structural Equation Modeling (PLS-SEM). This study is a study built to observe the relationship between the latent constructs studied. These constructs consisted of exogenous and endogenous constructs. In this study, exogenous constructs comprised value constructs, social roles, self-image, motives, traits and constraints. At the same time, endogenous constructs involved constructs of skills and knowledge. To ensure that the construct of this study gives meaning to the reflective measurement model, it was evaluated based on internal consistency reliability and validity. Regarding the framework, some indicators that did not qualify were dropped based on factor loading and average variance extracted (AVE). From the analysis conducted, 16 indicators were dropped since they did not meet PLS-SEM requirements. The total number of items retained was 71 indicators. At the final stage of this study, the evaluation model was implemented to form a framework involving the evaluation of the constructs linked to each other.
Exploring English as a Foreign Language High School Teachers&apos; Perceptions of Reflective Teaching Strategies in Language Teaching
Author: Phan, Thi Tuyet Van
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,High School Teachers,Teacher Attitudes,Reflective Teaching,Teaching Methods

This study aimed at exploring teachers' perceptions of reflective teaching strategies in their teaching practice and the barriers that hinder the implementation of reflective teaching strategies. Quantitative and qualitative data were obtained by using a questionnaire and semi-structured interviews. The study took place in the context of high schools in most of the provinces in the Mekong Delta. The respondents involved in this research were fifty English as a foreign language (EFL) high-school teachers. The results revealed that most teachers have positive perceptions of the significance of reflective teaching strategies in their teaching. At the same time, the participants found barriers preventing them from implementing reflective teaching strategies in their language teaching such as lack of awareness of reflective teaching strategies, time or workload limitations as well as some obstacles related to the application of peer observation as a strategy of the reflective process. Finally, accordingly, the findings gained from two types of research tools, some pedagogical implications, and research suggestions on the effectiveness of EFL teachers' application of self-reflection strategies in the teaching-learning process were proposed in the study.
&quot;Don&apos;t, Never No&quot;: Negotiating Meaning in ESL among Hearing/Speaking-Impaired Netizens
Author: Parmisana, Venus R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Hearing Impairments,Deafness,Communication Disorders,Paralinguistics,Social Media,Cues,Visual Aids,Semantics,Syntax,Computer Mediated Communication

Negotiating meaning can be difficult for the deaf-mute people when being in the hearing and speaking world. Social media offers a platform where the deaf and the mute can engage in meaningful conversations among themselves and between people with hearing and speaking abilities. This paper determined the paralinguistic signals that the deafmute students employed in their Facebook posts. Using descriptive-qualitative research design, the study analyzed the lexico-semantic features of their language and how both paralinguistic and linguistic aspects contribute to the negotiation of conceptual meaning. The results revealed that paralinguistic signals are found in emojis, punctuation mark repeats, onomatopoeic spelling, accent stylization, intensification, hashtag and combinations. These signals function to give emphasis or intensify intonation. An emoji is the predominant paralinguistic signal used to compensate the lack of words to express feelings. In addition, distinct lexico-semantic features observed in the data include the incorrect position of words, incorrect lexical choice, redundancy, and insertion of prepositions or the lack thereof. These features do not carry a specific function in negotiating meaning because understanding the semantic content of a message is possible either with or without comprehension of the syntax. Semantic comprehension is not expected to help in the acquisition of the syntactic system because it may be accomplished through the recognition of isolated lexical items and interpretation of non-linguistic cues. Finally, paralinguistic signals and computer-mediated communication for the deaf-mute across generation and race can be considered for future directions of the study and appropriate technological tools may be designed to automate errors found in the social media posts of the deaf-mute.
Comparing the Effectiveness of Explicit EAL Feedback through Slideshow (Text+Audio) and Captioned Video
Author: Harrison, Jonathan
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Feedback (Response),Video Technology,Language Tests,Visual Aids,English (Second Language),Reading Comprehension,Listening Comprehension,Writing Instruction,Writing Assignments,Teaching Methods,Comparative Analysis,Audio Equipment,Undergraduate Students,Integrated Learning Systems,Foreign Countries,COVID-19,Pandemics,Scores

Research seems to show that captions and subtitles are generally beneficial to learners of English as an Additional Language (EAL), but some research does contradict this. Research on slideware and slide design seems to focus more on attractiveness of slides and less on educational effectiveness. However, research on slide design and specific approaches to slide design continue to become more detailed. This study compared comprehension of explicit feedback received through either slideshow (text+audio) video or captioned video on an EAL writing task in an on-demand university setting. Results (n=163) indicated that approximately 50% of learners clicked the feedback video to advance to the quiz without viewing it completely. Of the learners with at least one full viewing (n=86), slideshow video seems to have engaged students for a longer duration than captioned video. The quiz items were easier for the slideshow video groups, and the quiz items performed better for these groups. The slideshow video groups had slightly higher means, but a significant difference between the effectiveness of slideshow video and captioned video to transmit feedback to students was not found.
Collaborative Learning and Classroom Engagement: A Pedagogical Experience in an EFL Chilean Context
Author: Vega-Abarzúa, Jessica
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learner Engagement,Teaching Experience,English (Second Language),Second Language Learning,Foreign Countries,Private Schools,Student Behavior,Psychological Patterns,Cognitive Processes,High School Students

In the context of teaching English as a foreign language (EFL), there is growing attention towards collaborative learning and learners' engagement. Despite the interest on these topics, there is little research in Chile, in the English classroom, about both collaborative learning and learners' engagement at a school level. Therefore, this study emerged to explore and describe the impact of collaborative-based instruction on learners' engagement during an intervention of five weeks in a private-subsidized school in the city of Chillan. The participants of the study were 62 female and 70 male students, aged 15 to 17. Based on an action research methodology, the researchers used quantitative and qualitative techniques to collect data which comprised a Likert test (adapted from Alsowat, 2016) administered before and after the intervention, and unstructured observation registered in every lesson by means of field notes learnt from Efrat and Ravid (2020). Our results show that collaborative learning has a direct relationship with learners' engagement, evidenced in our four classes where behavioral engagement was predominant. Future studies may investigate whether the use of collaborative learning tasks, over a longer period, would still maintain learners' engagement in the EFL classroom as well as whether behavioral engagement is the most salient dimension among their students.
Developing Summary Writing Abilities of Korean EFL University Students through Teaching Summarizing Skills
Author: Ahn, Soojin
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Skills,College Freshmen,English (Second Language),Second Language Instruction,English Language Learners,Documentation,Student Attitudes,Foreign Countries,Instructional Effectiveness,Teaching Methods

The study investigated if teaching summarizing skills could improve the summary skills of Korean EFL university students. This study involved 38 university freshmen in a required English course and were randomly chosen as the control and experimental groups. The experimental group was taught through summarizing rules, while the control group was engaged in other lessons during the intervention period. The students' summaries were analyzed as to how effectively the participants paraphrased and integrated the main ideas, the major supporting details, and accurate information from source text into their summaries. The results show that a significant instruction effect was observed in the summary writing performance of the experimental group, in identifying main ideas and major details and paraphrasing and integrating ideas, compared to the control group, which showed a significant change between the first and second summaries only on the accuracy measure. The results are also supported by the questionnaire on students' perceptions of the instruction.
International Undergraduate Students&apos; Socialization and L2 Writing: A Case Study
Author: Son, Myeongeun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Undergraduate Students,Language Usage,Socialization,Social Networks,Second Language Learning,Writing (Composition),Self Concept,Foreign Countries,English (Second Language),Teacher Role,Student Attitudes

This qualitative study applies the frameworks of language socialization and social network theory to investigate how international students' construction and negotiation of their identities influence their L2 writing development. Two students (One Korean and one Motswana) at a US university, one from South Korea and one from Botswana, participated in a year-long study, which included semi-structured interviews and classroom observations. For purposes of triangulation, the data for this study were collected for a year from multiple sources. The findings indicate that instructors can play a crucial role in enabling international students to expand their social networks, for example, by helping them locate and utilize available resources to develop their L2 writing, and by providing additional scaffolding to help them understand group dynamics and become active learners in their new communities. The results offer pedagogical implications on the role of instructors and universities in providing explicit guidance to empower international students to better socialize into the new community.