ethanporcaro/eric-fulltext-meta huggingface dataset:
A Proposed Strategy for Managing Change in Value System and Knowledge Structure: A Case Study of Private University Students in Jordan
Author: Rabee, Ahmad Mohm'd
Date: 2019-00-00
Type: Journal Articles
Subjects: Private Colleges,Foreign Countries,Attitude Change,Student Attitudes,College Faculty,Student Behavior,College Environment,Values,Teacher Role,Student Adjustment,Preservice Teachers,Cognitive Structures,Student Development,Teacher Attitudes,Teacher Educators,Cultural Activities

very nation depends on its knowledge framework and value system in order to survive. For this reason, this study was focused on identifying a proposed strategy for managing the change in the value system and the knowledge structure of private university students in Jordan. Also, to point out the need for students to own their procedures, the sample consisted of a random sample of 279 faculty members. The results of the study showed that the highest areas of the use of faculty members in the field of educational procedures have an average of 3.25 with a class of Medium, and the students' need for owning the measures of management changed significantly. The system of values and knowledge of the students in private universities in Jordan in the field of educational procedures have an average of 3.36. The study reached a proposed vision for building a strategy to manage the change in the value system and the knowledge structure of private university students in Jordan in an environment where students feel reassured and whereby tranquility affects their behavior, values, and attitudes.
China through the Lens: Teaching Chinese Language and Culture through Film
Author: Hughes, Haning Z.
Date: 2019-00-00
Type: Journal Articles
Subjects: Chinese,Second Language Learning,Second Language Instruction,Teaching Methods,Films,Language Proficiency,Cultural Awareness,Language Usage,Learning Processes,Critical Thinking,Thinking Skills,Advanced Courses,Course Content,Interdisciplinary Approach,Curriculum Design,Course Descriptions,Foreign Countries

Foreign language (FL) acquisition requires not only the development of target language skills, but also a cultural understanding of the region and its people. While this article addresses the development of an advanced Chinese language and culture course using film, the principles illustrated can be adapted for use in other advanced-level FL courses. Teaching language and culture using authentic film materials provides students with a variety of pedagogical learning opportunities. It not only encourages students to immerse themselves in the authentic language and culture of the area, but also motivates them to research the historical, political, and societal aspects of the period. This learning process stimulates critical thinking skills, requires students to compare and contrast the familiar with the unfamiliar, and enhances language and culture proficiencies through the use of the target language.
InstaFrench: An Investigation of Learner Perceptions of Social Media and Images to Develop L2 Writing
Author: Carver, Julie
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,French,Reading Comprehension,Teaching Methods,Student Attitudes,Preferences,College Students,Introductory Courses,Second Language Learning,Second Language Instruction,Writing (Composition),Writing Processes,Reading Processes,Peer Relationship,Computer Mediated Communication,Asynchronous Communication,Computer Software,Discussion,Instructional Materials,Visual Aids,Photography,Video Technology

Social media has quickly become an integral part of day-to-day interaction for many university students. This exploratory study investigated the use of the social media site Instagram for written discussions in three introductory French classes (n= 83). Specifically, student perception on the role of image as a mediational tool (Vygotsky, 1978) to support writing and reading processes was explored. Findings from survey data showed that participants perceived image to play a role in four areas: their preferences for certain writing topics, their choices to engage (or not engage) in discussion with their peers, their reading comprehension, and their writing. Pedagogical implications and potential for future academic inquiry are discussed.
Teaching Grammatical Terminology: A Content Analysis of Popular French Textbooks
Author: Clifton, Alison
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,French,Second Language Learning,Second Language Instruction,Textbooks,Content Analysis,Teaching Methods,Introductory Courses,Vocabulary,Form Classes (Languages),Language Usage,Definitions

Even in this digital age, as educational technologies are increasingly integrated into teaching and learning, textbooks continue to play a significant role within language classrooms. Many textbooks maintain a traditional approach to presenting grammar, including using grammatical terminology. However, students seem to have little knowledge of these terms, which may make grammar explanations difficult to comprehend. This investigation examines data from eight widely-used beginning-level French textbooks to investigate how grammatical terminology is employed. The findings confirm that grammar explanations in beginning-level French textbooks feature a large number of grammatical terms and many of these terms are not defined. An instructional approach that allows for the use of a simplified set of grammatical terminology is proposed.
The Analytic Domain of Multiple-Intelligence and Its Relation to English Objective Test
Author: Sadiq, Baan Jafar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Multiple Intelligences,Objective Tests,College Students,Language Tests,Correlation,Questionnaires,Student Attitudes,Identification,Music,Logical Thinking,Environment,Reliability

The current research aims at identifying the analytic domain of multiple-intelligence and English objective test. The research is trying to answer that if there is a correlation between the analytic domain of multiple-intelligence and the English objective tests. Thus, the research has adopted a close questionnaire for diagnosing analytic domain (logical, rhythmic, and naturalistic) of multiple- intelligence of Iraqi students at Baghdad University, and an objective English test to achieve the aim of the research. Nine colleges at Baghdad University are randomly chosen to represent the sample of the research which is 511 students. The results of the research have shown that there are weak significant correlation between the analytic domain of multiple intelligent and the objective English test. Thus, from the results of the research Baghdad University could modify the objective tests with alternative ones that based on students' ability and intelligence not guessing tests. Continuous long-term assessment, untimed, free- response format, individualized test and creative answers based on multiple-intelligence are recommended.
Less Classroom Hours of EFL Instruction to Non-English Majors in Chinese Universities: Is It a Reason-Based Policy that Provokes No Response?
Author: Tao, Wei
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Nonmajors,Universities,Administrator Attitudes,Teacher Attitudes,College Faculty,Student Attitudes,Time on Task,Scheduling,Small Group Instruction,Independent Study,Language Proficiency,Language Tests,Time Management,Educational Policy,Undergraduate Students,Policy Analysis

This paper analyzes the phenomenon that reducing hours of EFL instruction to non-English majors in Chinese universities gets no response. It first depicts the phenomenon, pointing out that this phenomenon differs greatly from people's response to similar events that happened in the past. It then analyzes the complicated underlying factors from perspectives of main stakeholders including university authorities, school deans and teachers, and those from the perspective of students, revealing their diversified thoughts and feelings towards the reduction of EFL instruction hours. Based on the analysis, this paper thinks that it's not a thoroughly rational policy. In hope of minimizing the possible negative impact of the widely implemented policy, this paper proposes three suggestions for EFL instruction practice: Stratified instruction based on university-designed proficiency tests, communication oriented small-class instruction and teacher-guided autonomous learning.
Vocabulary Learning Strategies (VLSs) Employed by Learners of English as a Foreign Language (EFL)
Author: Goundar, Prashneel Ravisan
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,English (Second Language),Second Language Learning,Independent Study,Adult Students,Student Attitudes,Teaching Methods,Second Language Instruction,Metacognition,Foreign Countries,Notetaking,Anxiety,Memory,Dictionaries,Translation,Grammar,Pronunciation,Bilingualism

Learning a new language entails various challenges, one of these is grasping the vocabulary of the language. A significant way to tackle the problem is to motivate students to become independent learners during the progression of second language (L2) vocabulary learning. Thus, this study intended to explore the use of different vocabulary learning strategies among adult English as foreign language learners and investigated the various vocabulary learning strategies and found the benefits and drawbacks associated with each strategy. It was able to select the most frequently and least frequently used VLSs by learners who have completed the language program and those who are continuing the course. Further, it found effective strategies that could be used in teaching vocabulary to students. The research used a quantitative method approach with 53 participants who were EFL learners took part in the questionnaire survey. The results of the present study reveal the common strategies that foreign language learners use in vocabulary learning. The VLSs from this study will not only benefit students of the English language but can easily to be used by learners of other second languages globally. Finally, the paper discusses different strategies at length, gives valuable recommendations in the discussion section and concludes with implications for future research.
Adult Learning across USA, Canada, and New Zealand: A Cross-Cultural Study of PIAAC
Author: Yu, Chong Ho
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Education,Adults,Foreign Countries,Scores,Predictor Variables,Outcomes of Education,Learning Readiness,Trust (Psychology),Interpersonal Relationship,Literacy,Numeracy,Problem Solving,Competition,Global Approach,Information Literacy,Self Efficacy,Citizen Participation,Developed Nations,Critical Thinking,Human Capital

Skeptics of Programme for International Student Assessment (PISA) and Trend for International Math and Science Study (TIMSS) argue that while US elementary and high school students are behind their peers in other nations, the US workforce is still excellent because of the high quality post-secondary educational institutions in the US. However, the Programme for the International Assessment of Adult Competencies (PIAAC) indicates that US adults are in fact far behind their international peers in literacy, numeracy, and technology-based problem solving. Through the use of data mining, this study explored the possible association between PIAAC scores and several constructs. Since the US, Canada, and New Zealand were considered culturally similar nations, according to cluster analysis, patterns between PIAAC scores and selected constructs were analyzed by a variety of big data analytical methods, including cluster analysis, bootstrap forest, boosted tree, and data visualization. Given that PIAAC used multiple computerized adaptive testing, the consequential plausible values were randomly selected when the ensemble approach was used. Additionally, model comparison was utilized to decide between bagging and boosting in order to select the optimal model for each sample. In these samples, cultural engagement, readiness to learn, and social trust, respectively emerged as strong predictors for learning outcomes as they were assessed by PIAAC.
An Investigation of Prospective Social Studies Teachers&apos; Cognitive Structures Regarding Creative Drama
Author: Ay, Ebru
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Cognitive Structures,Art,Dramatics,Association Measures,Creative Activities,Pretests Posttests,Foreign Countries

The aim of this research is to reveal the prospective social studies teachers' cognitive structures regarding creative drama through the Word Association Test (WAT). The study group of the research consists of 85 prospective social studies teachers, as the final year undergraduate students attending the course of drama at Faculty of Education in Nigde Ömer Halisdemir University, in the spring term of the academic year 2015-2016. In the research, as data collection tool, Word Association Test was used. To the prospective teachers, WAT was implemented as pretest before the course of drama and as posttest after a 14-week-drama course. According to the findings obtained, the word which the prospective social studies teachers associated with the key concept creative drama at most was &quot;play&quot; in the pretest; however, it was &quot;improvisation&quot; in the posttest. Moreover, it is seen that the prospective teachers have associated the key concept creative drama with more words in the posttest, when compared to the case in the pretest, and some certain concepts incorrect in the pretest have been eliminated in the posttest. This situation shows that the prospective teachers have had a conceptual development regarding creative drama at the end of drama course; additionally, new and correct concepts have been acquired instead of the incorrect ones. Also, it can be stated that word association test is an effective technique in detecting misconceptions and prospective teachers' conceptual development.
Analyzing Problem-Causing Factors for Pakistani EFL Learners in Translating Present Indefinite and Past Indefinite Tenses from Urdu into English
Author: Din, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Translation,Morphemes,Urdu,Undergraduate Students,Achievement Tests,Sentences,Language Tests,Verbs,Grammar,Teaching Methods,Universities

Translation is considered one of the most important skills in studying and learning a language. It is termed as a craft which is thought to be enjoyed by those who aspire to grab a sound command over second language. This study has strived to analyze problem-causing factors faced by the EFL learners in translation particularly in translating present indefinite and past indefinite tenses from Urdu into English and present some suggestions to remedy the problems brought to light by the present study. The present study is quantitative in its approach. The subjects (n=200) of this study are the students of B.Sc. (4th Year) class. In order to achieve the set objectives of the study, the researcher has conducted an achievement test to achieve the set objectives of the study. The test was comprised of such ten (10) sentences of Urdu of which five were of present indefinite and the remaining five were of past indefinite tense. These sentences were taken from the paragraphs which were selected from the past papers of the university (Bahauddin Zakaria University Multan, Pakistan) examinations. This study has also aimed to present some suggestions as remedial measures to remedy these factors which cause problems for the Pakistani EFL learners in translating present indefinite and past indefinite tenses from Urdu into English. The present study recommends that two forms (singular/plural) of the first form of a verb should be given in the first column instead of infinitival meaning of this form, the exact Urdu meaning of this form of should be given and the grammar books should also give the meaning of the past form of a verb.
A Counseling Case on Problems of College Students&apos; Interpersonal Communication
Author: Liu, Jingjing
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Interpersonal Communication,Interpersonal Relationship,Cognitive Restructuring,Counseling,Counseling Techniques,Counselor Client Relationship,Behavior Modification,Student Attitudes,Beliefs,Foreign Countries

In allusion to psychological problems caused by interpersonal communication, counsel with the theory of humanism, cognitive therapy, and the methods related, to help the visitor exploit potentialities and positive resources contains in herself, rectify unreasonable believes at the same time, increase the confidence and courage to changes in interpersonal relationships, challenges, setbacks, construct a reasonable mode of interpersonal communication, promote the growth and perfect of the personality. Through 5 consultations, the target was basically achieved.
A Study of Amir&apos;s Psychological Change in &quot;The Kite Runner&quot;
Author: Kai-fu, Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Novels,Psychological Patterns,Role Conflict,Individual Development,Behavior Patterns,Social Theories

&quot;The Kite Runner&quot; is a representative novel by Afghan-American writer Khaled Hosseini. In this novel, Hassan's loyalty moved countless readers while Amir's betrayal shocked and even angered many readers. In the researcher's view, all behaviors of the protagonist, Amir, such as his betrayal, guilt and redemption, are closely related to his psychological changes. From mistrust to doubt, guilt to inferiority, self-accusation to role confusion, and from being willing to love to devotion, different psychological states lead to different emotional needs and behaviors. Admittedly, the whole psychological process is actually a journey of growth for Amir. By employing Erikson's psycho-social development theory to analyze Amir's psychological change in different stages, this paper aims to reveal Amir's inner world so that we can have a better understanding of the reasons for Amir's sin and cowardice.
Competency Profile of the Digital and Online Teacher in Future Education
Author: Ally, Mohamed
Date: 2019-04-00
Type: Journal Articles
Subjects: Teacher Competencies,Futures (of Society),Educational Trends,Educational Change,Influence of Technology,Expertise,Foreign Countries

As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future.
Blending Crowdvoting in Modern e-Learning Environments
Author: Maletic, Marija
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Voting,Competition,Social Media,Student Projects,Student Participation,Rewards,Undergraduate Students,Student Attitudes,Incentives

Given that the most students spend considerable time on social networks, many educational institutions use this habit as a basis for educational purposes. Increasing students' active participation in learning activities is one of the main goals of education. The purpose of this research was to investigate to what extent crowdvoting techniques can increase students' participation and interest in the e-learning process. Additionally, we set out to explore social networks as a medium for crowdvoting, contests, and collaboration among students. The research participants included 131 students in the information technologies area of the Faculty of Organizational Sciences, University of Belgrade who participated in contest related to their 3D modeling projects. Voting was performed via Facebook. The students voted for particular projects primarily based on the quality of the project itself. Additionally, the competition was an incentive for students to prove themselves to colleagues, but also to provide an opportunity for teamwork, additional engagement, and acquisition of new skills and knowledge. The research results indicate a generally positive attitude among students towards the competition and rewards.
Distance Learners&apos; Use of Handheld Technologies: Mobile Learning Activity, Changing Study Habits, and the &apos;Place&apos; of Anywhere Learning
Author: Cross, Simon
Date: 2019-04-00
Type: Journal Articles
Subjects: Handheld Devices,Electronic Learning,Distance Education,Study Habits,Undergraduate Students,Foreign Countries,Student Behavior,Study Facilities,Behavior Change,Student Attitudes

This study investigates how and where distance learners use handheld devices and the impact this has on learning habits, access to learning content and quality of work. It analyses the spatial dimension of anytime-anywhere learning and, with a focus on anywhere learning, it explores students' ongoing negotiation of the flow between and across study locations. The study concludes by proposing two new concepts: the &quot;flow of places&quot; and &quot;place of space.&quot; These should help direct the framing of future studies into the places, spaces, and mobility of formal and informal seamless learning. A dataset comprising 446 responses from undergraduate students enrolled at the UK's largest distance learning university was analysed in respect to three research questions. All age groups, study levels, and disciplines were represented. Five key findings are: most students now use handheld devices for study-related learning; the distribution of study-related learning tasks was similar in all seven study places; there is a strong, statistically-significant correlation between the number of study places in which handheld devices are used and the number of study task types performed; two fifths of students using a handheld device for learning have noticed a change in study habit and benefit to learning; and multiple regression analysis shows three variables (number of study places, number of study tasks, and change in study habits) are predictors of finding it easier to access learning materials and improved quality of learners' work.