ethanporcaro/eric-fulltext-meta huggingface dataset:
Thai University Students&apos; Understanding of Mock Politeness in English
Author: Lerdpaisalwong, Siriporn
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Interpersonal Communication,English (Second Language),Majors (Students),Language Usage,Nonmajors,Language Proficiency,Anxiety,Student Attitudes,Cultural Influences,Second Language Instruction,Interpersonal Relationship

Even though linguistic or grammatical competence has been of paramount importance for language development and research in English language teaching and learning, other related competence types (i.e., pragmatic competence and sociolinguistic competence) should not be neglected. The objectives of this paper were to investigate Thai university learners' understanding of mock politeness expressions in English, comparing English major and non-English major students, and to discern the factors influencing their understanding. The data were collected from a stratified purposive sample of bachelor degree English majors and non-English majors enrolled in a public university in Bangkok. A mixed method approach was used; the quantitative data were collected from a mock politeness judgement task while the qualitative data were obtained from individual interviews. The qualitative findings revealed that the majority of both English majors and non-English majors seemed to understand English mock politeness without much difficulty, yet details of each individual's understanding differed in details. As for quantitative findings, an independent sample t-test revealed no significant differences between the accurate answers of majors and non-English majors, while a one-way ANOVA test revealed no significant differences in the accuracy of answers among the four years of study/enrollment of both majors and non-English majors. The participants' understanding of mock politeness in English is shaped by their differences in English proficiency, anxiety levels, and views regarding the importance of understanding English mock politeness, opinions about cultural influence, and strategies used for learning mock politeness. This study sheds some light for language teachers and policymakers, highlighting pragmatic or implicit meaning in English language use in general, and promoting appropriate strategies for teaching and learning different types of politeness and impoliteness in communications, including mock politeness. This enables learners to become more successful in understanding and using the English language accurately.
The Effect of Community Dialogue in Building Critical Thinking Skills in Essay Writing
Author: Yulitriana
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Student Attitudes,Anxiety,Essays,Comparative Analysis,Intervention,Teaching Methods,Dialogs (Language),Writing (Composition),Video Technology,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Foreign Countries,Undergraduate Students

This study investigates the effect of community dialogue in building students' critical thinking skills in essay writing and their perceptions after learning through community dialogue. The experiment with pretest and post-test design was employed, and 42 students participated. Two YouTube videos were used to provoke students' critical thinking and the students acted as presenters and reviewers in the community dialogue activity. When the intervention completed, the students had to develop a five-paragraph essay consisting of introduction, body, and conclusion. A non-parametric testing with Wilcoxon Signed Ranks Test revealed that the statistical evidence comparing the students' essays in the pre-test and post-test shows a significant statistical difference (p=0.001). A questionnaire was distributed to the students to get the data of their perceptions towards the implementation the community dialogue. The result of the questionnaire reveals that the majority of the students felt confident when they presented their outlines, though there is quite a high percentage of students who experienced anxiety at the same time. As for the reviewers, the students learned to think critically in order to find both the problems and the solutions in their peers' outlines and by doing so learned from their friends' work and revised theirs as necessary. Finally, the students concluded that the community dialogue was helpful in a writing class.
Cognition-in-Interaction: A Discursive Psychological Perspective of Novice Language Teacher Cognition
Author: Li, Li
Date: 2023-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Beginning Teachers,Teacher Attitudes,Video Technology,Teaching Methods,Language Proficiency,Professional Autonomy,Pedagogical Content Knowledge

Teacher cognition has been an important agenda of language teacher education in recent decades, and it has advanced the field's understanding of L2 teachers' work. Thus far, language teacher cognition has been understood from different epistemological perspectives and researched with different methodological approaches. Given that teacher cognition is social and situational, more research is needed from an emic perspective to understand how teachers develop and renew their cognitions in their professional context. This paper adopts a discursive psychological perspective on teacher cognition, investigating novice teacher cognition using applied conversation analysis. As part of a more extensive study, the study offers an in-depth analysis of novice Chinese EFL teachers' thinking, knowing, understanding, conceptualising, and stance-taking regarding language teaching. The teachers were recruited through a combination of convenience and snowball sampling strategies. The dataset includes 330 minutes of classroom teaching, 217 minutes of interviews, and 605 minutes of video-based guided reflection on teaching. The data revealed the key theme in teachers' understanding of 1) focusing on linguistic knowledge, 2) establishing teacher authority, and 3) developing practical pedagogical knowledge. The findings reveal teachers' moment-by-moment cognition-in-interaction and multiple roles in facilitating learning. Substantial implications are put forward for teacher learning and teacher education.
Emily Is an Egg: An Example of a Narrative Analysis Approach to Identifying the Antecedents of Critical Language Teacher Cognition
Author: Leal, Priscila
Date: 2023-00-00
Type: Journal Articles
Subjects: Professional Identity,Language Teachers,Schemata (Cognition),Correlation,Social Justice,Teaching Methods,Teacher Attitudes,Personal Narratives,English (Second Language),Second Language Learning,Second Language Instruction,Story Telling

This article presents a theoretically grounded methodological approach to investigate the interplay between language teacher cognition and critical language teacher identity development. To answer the question as to what social, cultural, historical, and political aspects lead teachers to position themselves as language teachers for social justice, positioning analysis (Bamberg, 1997) is used to identify the antecedents of a critical language teacher's cognition in discourses vis-a-vis their development of critical consciousness. Positioning analysis can help us better understand critical language teacher cognition, their processes of becoming critical language teachers, and their development of critical language teacher identity and social positionings because it comprises not only the analysis of the content of a narrative, but also the interaction, as well as the social, cultural, political, and economic context in which such a narrative is constructed. To account for the long-term aspects of critical language teacher cognition, the analysis focuses on the narratives from the period before formal teacher training and how teachers position themselves and others within the story world, the storytelling world, and amidst dominant discourses. Followed by its report, I address a key pedagogical implication for the development of critical language teachers.
Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates
Author: Fredericks, Bronwyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Racism,College Students,Indigenous Populations,Academic Persistence,Equal Education,Foreign Countries,Student Behavior,Teacher Behavior,College Faculty,College Environment,Culturally Relevant Education

Aboriginal and Torres Strait Islander students continue to experience racism in Australian university classrooms. The &quot;Reconciliation Australia Barometer&quot; report (2022, p. 5) recently noted that experiences of racial prejudice have increased for Indigenous people with 60% of Indigenous people who responded to the survey experiencing at least one form of racial prejudice in the past six months. Many universities are attempting to implement action against racism and there have been concerted efforts to Indigenise curriculum across numerous universities. But there are many challenges and complexities to this process and more work is needed to increase cultural competency of university staff and students. This article explores findings from a National Centre for Student Equity in Higher Education (NCSEHE) funded project that focused on &quot;what works&quot; to support Indigenous students to complete their degrees. This article draws on data from interviews with graduates that highlight the perceived experiences of racism in the classroom from peers and staff and the need for further Indigenisation of the curriculum to improve Indigenous student completion rates. The article concludes by discussing recommendations for universities to create a safer environment for Indigenous students. These recommendations echo previous ones (e.g., Behrendt et al., 2012) yet they have not yet been adequately addressed by universities.
Benchmarking Australian Enabling Programs for a National Framework of Standards. A Practice Report
Author: Davis, Charmaine
Date: 2023-00-00
Type: Journal Articles
Subjects: Benchmarking,National Standards,Alignment (Education),Universities,Institutional Cooperation,Foreign Countries,Access to Education,Guidelines,Educational Practices

Enabling education programs in Australia assist students, who would otherwise have been excluded from higher education, to transition into undergraduate study. These programs emerged independently in response to the needs of individual universities and the varying cohorts of students they serve. The exclusion of these programs from the Australian Qualifications Framework (AQF) has meant they remain unregulated, with no national framework for standards. The development of academic standards is a dynamic, consensus driven process, and benchmarking provides a method through which academics from across institutions can work in partnership to reach shared understandings and improve and align practices. This practice report outlines the results of the first comprehensive cross-institutional benchmarking project involving nine Australian universities and demonstrates there is shared understanding of the standards of enabling programs between institutions. These findings will contribute to the establishment of national standards for enabling programs in Australia.
Delivering Resilience: Embedding a Resilience Building Module into First-Year Curriculum
Author: Goodchild, Tracy
Date: 2023-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Learning Modules,First Year Seminars,Psychology,College Freshmen,Foreign Countries

Starting university is challenging. Students require resilience to face the inevitable challenges of university life, yet many may not be equipped with the strategies they need. In this research, we explored changes in resilience following the delivery of a resilience building module within a core first-year university course. Psychology students at the University of South Australia completed the adapted Resilience at Work Scale at two separate time points and undertook a resilience building module. Pre- and post-scores were obtained for students' resilience (n = 205; n = 100 respectively); overall and components. On average, students had good levels of resilience at commencement, yet scores increased significantly across most components following completion of the module. Additionally, students who reported implementing resilience strategies experienced significantly higher score increases than their peers who did not. These findings hold important implications for staff across universities in relation to embedding resilience building programs into curriculum.
The Power of the Nudge: Technology Driving Persistence
Author: Kay, Ellie
Date: 2023-00-00
Type: Journal Articles
Subjects: At Risk Students,Learner Engagement,Undergraduate Students,Handheld Devices,Student Behavior,Behavior Development,Student College Relationship,Grade Point Average,Foreign Countries,Learning Analytics,Intervention,Technology Uses in Education,Learning Management Systems,Academic Persistence,Electronic Mail

Providing timely nudges to students has been shown to improve engagement and persistence in tertiary education. However, many studies focus on small-scale pilots rather than institution-wide initiatives. This article assesses the impact of a pan-institution Early Alert System at the University of Canterbury that utilises nudging when students are at risk of disengagement. Once flagged, students received an automated text message and email encouraging reengagement with the learning management system. Students who received the nudge re-engaged at a higher rate and spent more time engaging with online material. These benefits were sustained over two weeks, demonstrating a measurable benefit over time. Unexpectedly, the nudge resulted in persistence and engagement in other enrolled courses where a nudge was not provided, showing the transferability of benefits to other courses. Although no significant differences in GPA were found between test and control groups, future development will enable further research.
Digital Poetry for Adult English Learners with Limited Education: Possibilities in Language Learning, Literacy Development and Interculturality
Author: Kempster, Jemima Rillera
Date: 2023-00-00
Type: Journal Articles
Subjects: Poetry,Information Technology,English (Second Language),Second Language Learning,Second Language Instruction,Adult Students,Adult Literacy,Literacy Education,Computer Software,Adult Education,Digital Literacy,Personal Narratives,Educational Background,Multimedia Instruction

Studies on the role of digital technology in teaching and learning English tend to focus on secondary or higher education contexts and/or with literate or educated students. The recent global pandemic has highlighted the urgent need to advance digital equity and inclusion for adult learners with limited education and literacy. Despite their basic digital, language and literacy skills, classroom observations and studies have challenged stereotypes of this cohort of students' limited capacity for online learning (Pobega, 2020; Tour et al., 2021). This paper will discuss a digital literacy project which involved poetry writing using an online book creator app with adult learners with limited English print literacy skills. Moving beyond merely mastering the mechanics of digital technologies (Kern, 2015), this project was an exploration of how language classrooms can be set up as supportive spaces where adult English learners perform &quot;social acts of meaning mediated by the creation of texts&quot; (Bhatt, 2012). Drawing on their personal histories, the learners made connections with the people, events, and spaces, from their past and present, emphasising the need to focus on human connections in language learning and the development of digital literacy skills (Guillén et al., 2020). Through poetry as a familiar literary form, the project serves to expand and strengthen the epistemic contribution capability (Fricker, 2015) of English learners with limited education and print literacy skills.
Exploring the Experience of Year 10 South Korean Students&apos; English Language Learning in Immersive Virtual Reality
Author: Restall, Greg C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 10,Second Language Learning,English (Second Language),Immersion Programs,Computer Simulation,Multimedia Materials,Authentic Learning,Independent Study,Second Language Instruction,Communicative Competence (Languages),Technology Integration,Teacher Attitudes,Student Attitudes

A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students' existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. On completion of the four modules over a two-week period, the participating students completed an online questionnaire and a voice recording of a spoken task. In addition, both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Overall, students reported a positive correlation between their enjoyment of the experience and their perceived competence and confidence improvement. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is less possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential.
Technology Enhanced Learning: Applying Padlet, VoiceThread and Microsoft Teams in Online University Courses
Author: Shoecraft, Kelly
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Computer Software,Electronic Learning,Online Courses,College Students,Second Language Learning,College Second Language Programs,Computer Mediated Communication,Video Technology

The use of technology in language teaching and learning has been rising in popularity with rapid developments in technology as well as increased need due to the recent coronavirus pandemic. Moreover, the sheer number of technologies available and the choices with how to implement them can be quite daunting for educators. In this article, three technologies implemented in Master of TESOL university online courses are presented and explored with regards to their enhancement of learning: Padlet, VoiceThread (video recordings) and Microsoft Teams (chat forum). Firstly, the applications of these technologies were mapped to the TPACK framework (Mishra &amp; Koehler, 2006) along with educator observations on their implementation. Secondly, data from surveys and interviews provided students' perspectives on the use of technology and the benefits and challenges they experienced. Thematic analysis of this data revealed six themes: Engagement and interactivity, Peer learning, Flexibility, Record of work, Usability, and Challenges. The findings of the study demonstrate how technologies can enhance learning through increased motivation and participation, shared learning and self-directed learning. The goal of this article is to inform TESOL educators on the potential of these technologies and inspire them to explore options for integrating technologies in their own classrooms and contexts.
&quot;We Need Our Own Super Heroes and Their Stories&quot; -- Towards Decolonised Teaching within the Management Sciences
Author: Chinyamurindi, Willie
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Decolonization,Educational Practices,Rural Schools,Universities,Higher Education,College Seniors,Story Telling,Student Attitudes

There are growing calls for a decolonised curriculum. With the study reported on here, I offered an understanding of this critical topic through student voices. In this study, I illustrated how super heroes and their stories could contribute to decolonised teaching informed by the findings of the research. I specifically used the views of 30 final-year students enrolled in a strategic management course at a rural university in South Africa. Data were collected using a focus-group technique relying on group interviews. Students were asked to evaluate their experiences during the semester-long course, focusing on their understanding of aspects that could be improved given the decolonial tide. Two narratives emerged from the analysis as crucial findings. Firstly, the students expressed a desire for super heroes in the form of individuals that they can relate to to feature in higher education teaching. Secondly, related to the first request, the students also needed stories relatable to their context as a dominant feature in such teaching. I interrogate the role of the 2 findings in informing a decolonised curriculum and improving my teaching practice.
Dispositional Mindfulness Associated with Less Academic Burnout among Muslim Students during the COVID-19 Pandemic
Author: Aldbyani, Aamer
Date: 2023-00-00
Type: Journal Articles
Subjects: Stress Variables,Metacognition,Burnout,Muslims,College Students,Correlation,Psychological Patterns,Foreign Countries,COVID-19,Pandemics,Academic Achievement

In the study reported on here we examined the potential mediating role of perceived stress in the association between dispositional mindfulness and academic burnout among Muslim students. Seven hundred and seventy-five Yemeni university students were enlisted to complete the Maslach Burnout Inventory-Student Survey (MBI-SS), the Perceived Stress Scale (PSS), and the Mindful Attention Awareness Scale (MAAS). The results show that dispositional mindfulness was negatively correlated with perceived stress, emotional exhaustion, cynicism, and reduced academic efficacy. Moreover, perceived stress was positively related to emotional exhaustion, cynicism, and reduced academic efficacy. Structural equation modeling revealed that the mediation model fit the data well. That is, perceived stress partly mediated the dispositional mindfulness-burnout association. We found that dispositional mindfulness could predict academic burnout among Muslim students, and perceived stress may be one of the underlying factors of this association.