ethanporcaro/eric-fulltext-meta huggingface dataset:
Diverse ELT Reading Materials: Cross Mapping Gender Ideas of Respective Readers
Author: Hameed, Ansa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Gender Differences,Language Variation,Instructional Materials,Elementary School Students,Private Schools,Public Schools,Textbooks,Content Analysis,Sex Role,Sex Stereotypes

Textbooks including other academic factors play a crucial role in the gender construction process as highlighted by various researchers. However, there is less research to delve into the process. The present study is an attempt to explore the gender conceptions carried by the readers of two diverse varieties of English Language Teaching (ELT) materials produced by local and foreign publishers, in Pakistani academic settings. For the said purpose, a mixed-method research method has been used; whereas, the instruments of the study are a semantic differential score list and a semi open-ended interview. The population of the study is comprised of two groups of students at the elementary level from two different types of Pakistan schooling system i.e. Government sector and private sector, as they are using different types of ELT material. The results of the study reveal that students exposed to these two varieties of materials have a difference in their gender conceptions. There is an observable difference in the way readers of each set of books relate different attributes to each gender group. Further, the participants of the interview also agree that characters in the textbooks are more often relatable and acceptable for them in real life. The research to some extent agrees that gender ideas provided to young minds in their textbooks contribute to their psychological construction of gender along with other instruments; however, more research is still needed. Finally, it is suggested that the revision of textbooks concerning offered stereotypical gender ideologies can help to reduce gender disparity, to some extent.
Can Strategic Behaviour Facilitate Confusion Resolution? The Interplay between Confusion and Metacognitive Strategies in Betty&apos;s Brain
Author: Zhang Yingbin
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Brain,Grade 6,Emotional Response,Comprehension,Cognitive Processes,Learning Strategies,Computer Assisted Instruction,Scientific Concepts,Science Instruction,Tests,Incidence,Concept Mapping,Editing,Reading

Confusion may benefit learning when it is resolved or partially resolved. Metacognitive strategies (MS) may help learners to resolve confusion when it occurs during learning and problem solving. This study examined the relationship between confusion and MS that students evoked in Betty's Brain, a computer-based learning-by-modelling environment where elementary and middle school students learn science by building causal maps. Participants were sixth graders. Emotion data were collected from real-time observations by trained researchers. MS and task performance information were determined by analyzing the action logs. Pre- and post-tests were used to assess learning gains. The results revealed that the use of MS was a function of the state of student confusion. However, confusion resolution was not related to MS behaviour, and MS did not moderate the effect of confusion on student task performance in Betty's Brain or on learning gains.
Intelligent Learning Analytics Dashboards: Automated Drill-Down Recommendations to Support Teacher Data Exploration
Author: Khosravi, Hassan
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Visual Aids,Artificial Intelligence,Information Retrieval,Foreign Countries,College Faculty,Teacher Attitudes,Prediction,At Risk Students,Predictor Variables,Data Analysis,Decision Making,Undergraduate Students,College Mathematics,Mathematics Instruction,Student Characteristics,Performance

Learning analytics dashboards commonly visualize data about students with the aim of helping students and educators understand and make informed decisions about the learning process. To assist with making sense of complex and multidimensional data, many learning analytics systems and dashboards have relied strongly on AI algorithms based on predictive analytics. While predictive models have been successful in many domains, there is an increasing realization of the inadequacies of using predictive models in decision-making tasks that affect individuals without human oversight. In this paper, we employ a suite of state-of-the-art algorithms, from the online analytics processing, data mining, and process mining domains, to present an alternative human-in-the-loop AI method to enable educators to identify, explore, and use appropriate interventions for subpopulations of students with the highest deviation in performance or learning process compared to the rest of the class. We demonstrate an application of our proposed approach in an existing learning analytics dashboard (LAD) and explore the recommended drill-downs in a course with 875 students. The demonstration provides an example of the recommendations from real course data and shows how recommendations can lead the user to interesting insights. Furthermore, we demonstrate how our approach can be employed to develop intelligent LADs.
Making Sense of Sensemaking: Understanding How K-12 Teachers and Coaches React to Visual Analytics
Author: Campos, Fabio C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Learning Analytics,Comprehension,Teacher Role,Coaching (Performance),Elementary Secondary Education,Data Use,Educational Technology,Technology Uses in Education,Visual Aids,Mathematics Instruction,Graphs,Emotional Response,Intention

With the spread of learning analytics (LA) dashboards in K-12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sense-making occurs, and how it may differ across K-12 professional roles. Our mixed-methods study reports on interviews and think-aloud sessions with middle-school mathematics teachers and instructional coaches from four districts in the United States. By exposing educators to an LA dashboard, we map their varied reactions to visual data and reveal prevalent sense-making patterns. We find that emotional, analytical, and intentional responses inform educators' sense-making and that different roles at the school afford unique vantage points toward data. Based on these findings, we offer a typology for representing sense-making in a K-12 school context and reflect on how to expand visual LA process models.
Microeconometric Approaches in Exploring the Relationships between Early Alert Systems and Student Retention: A Case Study of a Regionally Based University in Australia
Author: Harrison, Scott
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,School Holding Power,Integrated Learning Systems,Microeconomics,Universities,Geographic Regions,Academic Persistence,Correlation,Foreign Countries,Student Characteristics,Age Differences,Gender Differences,Academic Achievement,Grades (Scholastic),College Students

Early alert systems (EAS) are an important technological tool to help manage and improve student retention. Data spanning 16,091 students over 156 weeks was collected from a regionally based university in Australia to explore various microeconometric approaches that establish links between EAS and student retention outcomes. Controlling for numerous confounding variables, significant relationships between the EAS and student retention were identified. Capturing dynamic relationships between the explanatory variables and the hazard of discontinuing provides new insight into understanding student retention factors. We concluded that survival models are the best methods of understanding student retention when temporal data is available.
More than Figures on Your Laptop: (Dis)trustful Implementation of Learning Analytics
Author: Tsai, Yi-Shan
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Program Implementation,Trust (Psychology),Higher Education,College Faculty,Teacher Attitudes,Foreign Countries,Expectation,Design,Educational Policy,Power Structure,Ethics,Data Use

The adoption of learning analytics (LA) in complex educational systems is woven into sociocultural and technical challenges that have induced distrust in data and difficulties in scaling LA. This paper presents a study that investigated areas of distrust and threats to trustworthy LA through a series of consultations with teaching staff and students at a large UK university. Surveys and focus groups were conducted to explore participant expectations of LA. The observed distrust is broadly attributed to three areas: the subjective nature of numbers, the fear of power diminution, and approaches to design and implementation of LA. The paper highlights areas to maintain existing trust with policy procedures and areas to cultivate trust by engaging with tensions arising from the social process of LA.
Social Contexts of the Pronoun Usage in Balinese
Author: Satyawati, Made Sri
Date: 2021-00-00
Type: Journal Articles
Subjects: Malayo Polynesian Languages,Form Classes (Languages),Language Usage,Social Class,Foreign Countries,Language Styles

There are a number of previous studies on the grammatical aspects of Balinese have been done, however, specific studies that deal with the social aspects of the language are still lacking. This research fulfils this gap and can be utilized in developing materials for teaching and learning Balinese. In this way, the interaction of linguistic research and language teaching and learning can be put into practice. Context in language use is very important. An utterance in one language has functions other than referential; the stylistic shifts of the utterance often mark different social relationships. Balinese is a language that employs speech styles or levels. The principal purpose of this research is to study the impact of the traditional social class which is known as the caste system on pronoun usage in Balinese. This study is a descriptive-qualitative study. It was conducted by observing the uses of pronouns found in Balinese written texts and the analysis and discussion are done descriptively. The results of the data analysis showed that the traditional caste system is significant in determining the choice of pronouns in Balinese.
Speaking Learning Based on Multimedia
Author: Lisnawati, Iis
Date: 2021-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Teaching Methods,Media Selection,Instructional Materials,Speech Communication,Learning Processes,Critical Thinking,Public Speaking,Educational Benefits,Multimedia Materials

Learning media is one component that determines the success of learning. Learning media that should be used in the present day is a learning medium that facilitates students to be students and graduates are multi-competent, multi-literate, critical thinking, creative, innovative, able to cooperate and collaborate. Learning media that have these characteristics are learning media that combine, collaborate, or integrate several learning media, for example images, graphics, audio, and so on. Because the media uses several media, the media is referred to as multimedia. The multimedia chosen in speaking learning, especially on presentation, should be relevant to the needs of learning materials and learning objectives at each stage of the speaking, which includes (1) pre-speaking stages (e.g. group presentation videos used to analyze concepts and presentation aspects; e-books, journals online, online articles, e-mails used to determine the topics, develop topics, and compose the content of speech, etc.) (b) speaking stage, and (3) post-speaking stage. The use of multimedia in each stage of speaking facilitates students to succeed in learning.
Narrowing the Feedback Gap: Examining Student Engagement with Personalized and Actionable Feedback Messages
Author: Iraj, Hamideh
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Learning Analytics,Feedback (Response),Class Size,Learning Processes,Student Diversity,Metacognition,Student Attitudes,Correlation,Online Courses,Marketing,Blended Learning,Biological Sciences,Science Instruction,Intervention,State Universities,Foreign Countries,Undergraduate Students,Grade Point Average,Integrated Learning Systems

One of the major factors affecting student learning is feedback. Although the importance of feedback has been recognized in educational institutions, dramatic changes--such as bigger class sizes and a more diverse student population--challenged the provision of effective feedback. In light of these changes, educators have increasingly been using new digital tools to provide student feedback, given the broader adoption and availability of these new technologies. However, despite these efforts, most educators have limited insight into the recipience of their feedback and wonder which students engage with feedback. This problem is referred to as the &quot;feedback gap,&quot; which is the difference between the potential and actual use of feedback, preventing educators and instructional designers from understanding feedback recipience among students. In this study, a set of trackable call-to-action (CTA) links were embedded in feedback messages focused on learning processes and self-regulation of learning in one fully online marketing course and one blended bioscience course. These links helped us examine the association between feedback engagement and course success. We also conducted two focus groups with students from one of the courses to further examine student perceptions of feedback messages. Our results across both courses revealed that early engagement with feedback is positively associated with passing the course and that most students considered feedback messages helpful in their learning. Our study also found some interesting demographic differences between students regarding their engagement with the feedback messages. Such insight enables instructors to ask &quot;why&quot; questions, support students' learning, improve feedback processes, and narrow the gap between potential and actual use of feedback. The practical implications of our findings are further discussed.
Predicting University Students&apos; Exam Performance Using a Model-Based Adaptive Fact-Learning System
Author: Sense, Florian
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Undergraduate Students,Learning Analytics,Cognitive Psychology,Individual Differences,Educational Technology,Prediction,Study Habits,Grades (Scholastic),Computer Assisted Testing,Feedback (Response),Academic Achievement,Intelligent Tutoring Systems,Memory,Retention (Psychology)

Modern educational technology has the potential to support students to use their study time more effectively. Learning analytics can indicate relevant individual differences between learners, which adaptive learning systems can use to tailor the learning experience to individual learners. For fact learning, cognitive models of human memory are well suited to tracing learners' acquisition and forgetting of knowledge over time. Such models have shown great promise in controlled laboratory studies. To work in realistic educational settings, however, they need to be easy to deploy and their adaptive components should be based on individual differences relevant to the educational context and outcomes. Here, we focus on predicting university students' exam performance using a model-based adaptive fact-learning system. The data presented here indicate that the system provides tangible benefits to students in naturalistic settings. The model's estimate of a learner's rate of forgetting predicts overall grades and performance on individual exam questions. This encouraging case study highlights the value of model-based adaptive fact-learning systems in classrooms.
Imagining Multimodal and Translanguaging Possibilitiesfor Authentic Cultural Writing Experiences
Author: Cárdenas Curiel, Lucía
Date: 2021-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Multiple Literacies,Sociocultural Patterns,Literacy,Prior Learning,Vocabulary Skills,Language Usage,Native Language,Second Language Learning,Writing Workshops,Writing Instruction,Bilingual Teachers,Writing Processes,Case Studies,Latin Americans,Holidays,Grade 3,Elementary School Students,Poetry,Language Arts,Social Studies,Teaching Methods,Interdisciplinary Approach,Culturally Relevant Education,Spanish

This article proposes ways to authentically amplify writer's workshop for emergent bilinguals. Through the study of one bilingual teacher's mediation in teaching, we examined the affordances that translanguaging and transmodal practices have for emergent bilingual students' writing processes. In this case study, we focused on a writing sequence associated with the well-known Latin American holiday of the Day of the Dead, in which 3rd grade emergent bilinguals wrote &quot;calaveras,&quot; or literary poems, as part of an interdisciplinary language arts and social studies lesson. Our work is framed by sociocultural theories of mediation, literacy, and language. Under a multiliteracies pedagogy, we observed how a bilingual teacher and emergent bilinguals negotiate meaning through a variety of linguistic and multimodal resources. In our interactional analysis of talk, we found how the teacher mediated background knowledge and vocabulary as a part of the writing process; we also identified ways in which her mediation included extensive scaffolding as she provided linguistic and disciplinary knowledge needed to write calaveras. Through integrating the tenets of mediation with biliteracy, multiliteracies, and translanguaging pedagogies, this study offers a promising example of how teachers can build a culturally-sustaining writers' workshop to support emergent bilingual learners' language development and writing practices.
Everybody Does It: The Pragmatics and Perceptions of International Chinese Graduate Students and Their American Peers Regarding Gossip
Author: Ebsworth, Miriam Eisenstein
Date: 2021-00-00
Type: Journal Articles
Subjects: Pragmatics,Foreign Students,Graduate Students,Social Values,Private Colleges,Sociolinguistics,Comparative Analysis,Decision Making,Bilingualism,Biculturalism,Asians,Student Attitudes,Peer Relationship,Cultural Differences,North Americans,Intercultural Communication

Integrating natural observation, interviews, and quantitative analysis, we used a mixed design to compare the socio-linguistic judgments of international Chinese students at a private University on the East Coast of the United States (US) with those of their native English-speaking peers regarding a critical incident involving gossip. Ninety-two participants evaluated alternative sociolinguistic strategies offered in addressing the incident on semantic differential scales. Judgments by each group regarding four alternative responses were surveyed and compared. Twenty participants, ten from each group, participated in semistructured interviews. Themes were developed through a recursive process: interpretations were validated by a bilingual bicultural expert. Several distinctions in judgments emerged. The most preferred alternative to dealing with a group gossiping about a friend for Americans was to say honestly that it made them uncomfortable while Chinese participants preferred requesting a change in topic. Such contrasts were found to be representative of underlying sociocultural values for each group. Intercultural pragmatic distinctions such as these could lead to pragmatic failure and have the potential to interfere with the development of intercultural friendship among the members of the two groups. Implications for pedagogy and developing cross-cultural insight are offered.
A Video-Book Translation Project for Deaf Children
Author: Okyayuz, Ayse Sirin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Deafness,Hearing Impairments,Childrens Literature,Books,Video Technology,Translation,Preschool Education,Primary Education,Sign Language,Electronic Publishing,Deaf Interpreting,Cultural Differences,Language Usage

In the 21st century, providing accessibility for all to all products and platforms including cultural and literary products is one of the most important fields of study embraced in translation and interpreting studies, media accessibility studies and others. With governments and international organs like the UN and EU working towards full accessibility, it falls to multidisciplinary teams to produce accessible versions of such products and furthermore to provide road maps, guidelines and examples of good practice. The following article outlines a project undertaken with these priorities and concerns. In response to requests from parents with D/deaf children and the wishes of the author N. Neydim, work began on the translation and the intermedial adaptation of the Turkish children's books series Selim'in Maceralari (2011) in May of 2019. The project was completed and the video-books are currently available online. The initial aims of the project were, to raise awareness about children's literature in Turkish among preschool and early primary school age Deaf children and to provide these children with the Turkish sign language video-book versions of the author's works. The following article details the design and implementation of the project, the project cycle, profiles of the interpreting team, technical and design concerns, and options and decisions about the interpreting process to provide an example for similar endeavours and a platform for sharing insight on the issues inherent to the project.
ARabic-Kafa: Design and Development of Educational Material for Arabic Vocabulary with Augmented Reality Technology
Author: Daud, Wan Ab Aziz Wan
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Vocabulary Development,Computer Simulation,Computer Software,Pronunciation,Audio Equipment,Instructional Effectiveness,Teaching Methods,Language Tests,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Islam,Muslims,Religious Education,Telecommunications,Handheld Devices

This research focuses on the production and creation of educational materials for Arabic vocabulary learning using Augmented Reality Technology, namely ARabic-Kafa, which can support both teachers and students. The Marker Based Tracking tool is used in this Augmented Reality application. This method was employed because it can read objects and then display 3-dimensional (3D) virtual objects. The first step in resolving this issue is to create animations through the blender application, choose the image to be utilised as a Marker, and finally, export it to Vuforia to form an Augmented Reality app. The mobile app of Augmented Reality-based educational media is the product of this research. A series of testing were employed and a minimum distance for displaying a 3D object is 10 cm, and the minimum angle 30° to 90° to view 3D objects. The rotation marker's output effectively shows every aspect of the 3D object. Furthermore, the audio pronunciations can be played effortlessly.