ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Using Word Processor in Teaching Writing Skill among Secondary Students in Schools in Jordan
Author: Aladwan, Yaser
Date: 2021-07-00
Type: Journal Articles
Subjects: Word Processing,Writing Instruction,Writing Skills,Secondary School Students,Foreign Countries,Private Schools,Writing Achievement,Grade 9,Spelling,Grammar

The study aims to identify the effect of using word processor in teaching writing skill among secondary students in private schools in Jordan, clear out the differences in writing skill between the control group taught in the ordinary method and the experimental group taught using word processor. The study follows the descriptive and experimental approach to identify the effect of using word processor in teaching writing skills among secondary students in schools in Jordan. The study sample selected in random way consisted of 30 in Al-Jubaiha secondary school in the second semester (2018/2019). The study found that there are significant positive differences in the achievement of the students (experimental group) in writing skill as a result of using word processor in their teaching. The study also found that there are significant positive differences in the achievement of students (experimental group) in spelling and grammar because of the use of word processor in their teaching. This indicates the effectiveness of the word processor for the ninth grade students in writing skills. In the light of the results, the study recommends the use of word processor for teaching because of its effect on the achievement of the ninth grade students in writing skill.
The Extent of Use of Video Clip for Teaching and Learning in Nigerian Universities: A Case Study of Faculty of Education, University of Calabar
Author: Edem, N. B.
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Technology Uses in Education,College Faculty,Schools of Education,Teacher Attitudes,Barriers,College Instruction

This study reports a survey conducted to explore the extent of use of Video Clip (VC) by academic staff for teaching and learning at the Faculty of Education, University of Calabar, Nigeria. Five Research questions were formulated to guide the study. The population of the study was made up of all lecturers in the Faculty. The data were obtained using a structured questionnaire which in random was administered to respondent in their offices. One hundred copies of the questionnaire were randomly distributed to respondents in their various offices in the University studied. Eighty copies of the questionnaires were retrieved and used for data analysis (with 80.0% return rate). Method of data analysis used was percentage cumulative frequency. The findings of the study indicate that, although the vast majority (87.5%) of academic staff in the Faculty of Education were aware of VC tool for teaching and learning, their utilization was rather low (47.5%) and the frequency of usage is equally low, as most (47.5%) respondents used VC tool only occasionally based on the courses taught. Major challenges that hinder the utilization of VC by academic staff and Faculty of Education include power outage, unavailability of computers, overcrowded lecture rooms, capacity development, and inadequate provision for in-service training. The paper also proffered some strategies required to eliminate the challenges such as useful awareness campaign and proper in-service training to be organized by the management of the Faculty for effective capacity building amongst others.
Multi-Layered Language Policy and Translanguaging Space a Mother Tongue Classroom in Primary School in Sweden
Author: Wedin, Åsa
Date: 2021-06-00
Type: Journal Articles
Subjects: Code Switching (Language),Photography,African Languages,Native Language,Language of Instruction,Foreign Countries,Educational Policy,Elementary School Students,Grade 6,Language Usage,Second Language Learning,Power Structure,Swedish,Classroom Communication,Classroom Techniques,Immigrants,Refugees,Multilingualism,Signs,Educational Technology

This article is aimed to demonstrate how language policy at the local school level may create space for translanguaging. Focus is on a Mother Tongue (MT) classroom for Somali in a primary school in Sweden by way of an analysis of layers of language policy, with focus on spatial aspects. The empirical material consists of policy documents, interviews and observations documented through field notes and photographs from an MT Somali classroom with grade six students. Through the use of a framework of language policy as layered and linguistic landscaping with a focus on aspects of time, place and social factors, the analysis shows how the mother tongue classroom may constitute a demarcated room, while simultaneously interacting with other spaces both inside and outside school. The understanding of policy as layered made power relations visible in terms of language that moves between layers. It also made visible how school discourses shift between micro/macro, management/practice and inside/outside in the creation of space dominated by Somali and Swedish. It became apparent that an environment that supports the use of Somali inside the MT classroom may increase the likelihood of the pupils using Somali outside the classroom.
Identifying Concepts Created for Geometric Objects: Mind Map
Author: Yorulmaz, Alper
Date: 2021-09-00
Type: Journal Articles
Subjects: Geometric Concepts,Geometry,Concept Formation,Concept Mapping,Misconceptions,Difficulty Level,Knowledge Level,Pedagogical Content Knowledge,Preservice Teachers,Undergraduate Students,Elementary Education,Mathematics Education,Public Colleges,Foreign Countries

The purpose of this research is to determine the knowledge, perceptions and misconceptions of pre-service primary school teachers about geometric objects through mind maps. For this purpose, the research was designed with a case study, one of the qualitative research methods. The study group of the research consists of 52 pre-service primary school teachers studying at a state university in the Aegean Region of Turkey. After giving information about mind maps to pre-service primary school teachers, they were asked to create mind maps about the concept of &quot;Geometric Objects&quot;. The created mind maps were subjected to content analysis and codes and categories were created. The mind maps of pre-service primary school teachers were analysed one by one, starting from the centre towards the outer branches and separated as related and unrelated concepts. As a result of the research, it was revealed that most of the pre-service primary school teachers who participated in the study used the concepts of geometric objects and geometric shapes interchangeably. In addition, as a result of the analysis of the first branches of mind maps, it was determined that unrelated concepts were more than related concepts. Very few of them have reached the fourth branch in the mind maps created by pre-service primary school teachers, and they had difficulty explaining the concept. In line with the results obtained from the research, the concepts related to geometric objects should be taught in the undergraduate education of pre-service primary school teachers to provide meaningful learning about geometric concepts in pre-service primary school teachers.
Investigating Life Quality of the Department of Computer Education and Instructional Technologies (CEIT) Students in Terms of Various Variables
Author: Öz, Recep
Date: 2021-00-00
Type: Journal Articles
Subjects: Quality of Life,Undergraduate Students,Student Attitudes,Computer Science Education,Educational Technology,Gender Differences,Age Differences,Physical Health,Mental Health,Diseases,Family Income,Interpersonal Relationship,Predictor Variables,Public Colleges,Foreign Countries

The purpose of the study was to analyze the life quality of CEIT (Computer Education and Instructional Technologies) students according to their perception of gender, age, health status and level of income. The data were collected from the students studying at the third and fourth grades in CEIT undergraduate programs of Education Faculties affiliated to two different state universities. Among these students, 129 were third grade and 44 were fourth grade students. 86 of the students were female and 87 were male. While there were 34 students with a current disease, the number of students without a current disease was 139. Students' perception of family income was at medium and low levels. 123 students who had the perception that their family had a medium level of income and 50 students who had the perception that their family had a low level of income were within the scope of the study. The World Health Organization Quality of Life Scale-Short Form (WHOQL-BREF) was used as the measurement tool. The scale adapted into Turkish included 29 items and five sub-dimensions. In terms of the variable of gender, physical health life quality perception of the students was found to be different in favor of female students. It was determined that the perception of physical health quality of life did not differ between students according to the presence of a current disease and family income. No significant difference was found in psychological life quality perceptions of the students in terms of their gender, current disease and level of income. However, the difference between the scores related to the psychological sub-dimension were found to be significant according to the common effect of gender-health, gender-income and gender-health-income perceptions. The social relations life score average of male students was found to be higher rather than the average score of females, and moreover, average score of the students with low-income perception was found to be higher rather than the average score of students with a perception of medium level of income. The perception of social relations life quality of students with low-income perception and without a current disease was determined to be higher rather than the life quality perceptions of the students with low-income perception. It was determined that the age of CEIT students was not a significant predictor of their perceptions related to physical health, and psychological and environmental life quality. However, the variable of age was specified to be a significant predictor of students' perception on social relations quality of life.
Information and Communication Technology Emerges as a Beacon of Hope in Online Teaching
Author: Sekhri, Anuradha
Date: 2021-09-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Teaching Methods,Faculty Development,Technological Literacy,Science Education,Technology Integration,Teacher Competencies,Pedagogical Content Knowledge,Computer Simulation,Science Laboratories

ICT based pedagogy plays a vital role in making school science more relevant, exciting and motivating for students, and it offers opportunities to dissolve the boundaries between school and society. ICT has become a powerful tool that has revolutionised the work of scientists. It is now possible to handle more critical data, and more complex models and simulations can be developed and tested. The communication processes within the scientific community are speeded up because of more accessible access to research results in online scientific journals. With access to the Internet, it is easier to collaborate with fellow researchers across geographical boundaries. The application of ICT can support the quality improvement of the teaching and learning process, facilitating curriculum design and the development of educational skills. Digital tools in teaching and learning can increase students' concentration, communication, motivation and creativity. ICT can facilitate and enable teachers to communicate their information and develop understanding in students. ICT has an important aspect of developing competencies needed for teaching in science education. Since it can be used as an enabler in the delivery and delivery of instruction in science teaching and learning. ICT can enhance science's objectives and goals and at the same time encourage the development of some science skills.
Sparkly Princess Shoes: A Case Study Examination of a Social Hierarchy among Preschool Aged Girls
Author: Raisor, Jill M.
Date: 2021-06-00
Type: Journal Articles
Subjects: Case Studies,Social Structure,Power Structure,Preschool Children,Females,Peer Relationship,Socialization,Bullying

Young children are faced with the challenges of collaborating with others usually for the first time as they enter preschool. They must learn to think beyond their own needs and recognize the needs and wants of other children. Most educators soon realize that the naturally occurring interactions among the children tend to establish hierarchies. A qualitative case study completed over a span of five months examined a clique of five preschool aged girls who appeared to partially identify themselves by wearing what they titled, &quot;sparkly princess shoes&quot;. Methods of data collection include interview and observation. Implications for practice and strategies for adults working with preschool aged children are provided.
Effectiveness of Corpus in Distinguishing Two Near-Synonymous Verbs: &quot;Damage&quot; and &quot;Destroy&quot;
Author: Song, Qiuyuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Phrase Structure,English,Language Usage,Chinese,Native Language,English (Second Language),Second Language Learning,Error Patterns,Semantics,Contrastive Linguistics,Language Variation,Teaching Methods,Accuracy,Vocabulary Skills,Foreign Countries,Verbs,Computer Software,Literary Genres,Nouns,Comparative Analysis

This study aims to explore how corpus-based approaches can be used to address the distinctions of English near-synonyms effectively. Especially, it collected source data from the British National Corpus (BNC) and adopted Sketch Engine (SkE) as an analyzing tool to compare the near synonymous pair &quot;damage&quot; and &quot;destroy&quot; commonly misused by Chinese-speaking learners of English in terms of frequencies, genre distribution, colligation and collocation, differences in meanings and uses. It is found that &quot;damage&quot; and &quot;destroy&quot; are near-synonyms because they are relevant words and share most collocates but they are not fully intersubstitutable for certain contexts. Some words related to the human body or physical health are more collocated with &quot;damage&quot; and some such as military affairs and one's thought or belief more with &quot;destroy.&quot; In addition, the core meaning of &quot;damage&quot; gives more emphasis on something that can be recovered but does not work well as before, while &quot;destroy&quot; offers more senses for something that no longer exists. Furthermore, the British tend to collocate the two near-synonyms with the same word to create a build-up, because &quot;destroy&quot; is endowed with a stronger degree of destruction than &quot;damage.&quot; The study ends by suggesting corpus-based analysis should be promoted in language teaching and learning to improve the accurate use of English vocabulary by language learners.
EFL Students&apos; Personalized Reading Experiences and Its Influence on Engagement and Online Presences
Author: Kaban, Aysegul Liman
Date: 2021-09-00
Type: Journal Articles
Subjects: English (Second Language),Individualized Instruction,Second Language Learning,Student Experience,Learner Engagement,Electronic Learning,Electronic Publishing,Reading Comprehension,Peer Relationship,Student Attitudes,Reading Skills,Technology Uses in Education,Foreign Countries,Secondary School Students,Grade 6

These days, screen reading has been widely adopted and discussed by school teachers and researchers. However, few studies have been conducted to formally evaluate the effectiveness of screen reading in improving EFL students' English reading comprehension, not to mention investigating the factors affecting their reading comprehension outcomes. In this study, a personalized electronic reading approach was proposed for an EFL reading comprehension course; moreover, a learning analytics approach was used to analyze factors affecting the students' personalized reading comprehension outcomes. A 14-week research design was implemented with the online personalized reading approach using Microsoft Teams as the platform for facilitating and recording peer-to-peer interactions during the screen reading process. In addition, the students' perceptions were surveyed at the end of the 14 weeks. The results show that the experimental group was more engaged and motivated with the use of a personalized e-book reading program and that the group with personalized feedback showed more interaction according to learning analytics data which was collected through the LMS.
Self-Perceptions of Non-Native Students in an Undergraduate TESOL Program
Author: Jumsai Na Ayudhya, Patra
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Undergraduate Students,Second Language Instruction,English (Second Language),Communicative Competence (Languages),Foreign Countries,Positive Attitudes,Language Teachers,Student Attitudes

While debate continues as to the efficacy of Native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs), little research has been conducted to analyze how these teachers impact communicative competence in an EFL context. Research on NNESTs' self-perceptions has been done in many different contexts (for examples, America, Europe, East Asia), but rarely in Thailand. This paper reports on a mixed data collection study which examines the self-perceptions of undergraduate TESOL students in a Thai university. Data were collected through an online questionnaire responded to by 39 undergraduate TESOL students studying in a B.Ed. English program. Seven of these students were selected for semi-structured individual interviews. Findings show that the undergraduate TESOL students were aware of differences between NESTs and NNESTs and perceived both NESTs and NNESTs to have unique linguistic, cultural, and teaching strengths and weaknesses. The finding also shows that the undergraduate TESOL students had positive perceptions towards their non-native status and perceived themselves to be qualified and successful English teachers after graduation. This paper has implications for language teaching expertise and suggestions for developing TESOL degree curriculum and teacher preparation.
Ethics of Teaching Profession from the Perspective of Students According to the Gender Variable
Author: Çetin, Saadet Kuru
Date: 2021-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Ethics,Gender Differences,Teacher Behavior,Social Discrimination,Aggression,Antisocial Behavior,Foreign Countries,Student Experience,Student Financial Aid,Moral Values,College Faculty

This study aims to reveal the professional, ethical and unethical behaviors that undergraduate students encounter during their education life from a gender perspective. Phenomenology design, which is one of the qualitative research designs, was used in the study. The research was conducted with 64 students studying at the education faculty of a state university during the 2019-2020 academic year. The most expressed unethical behaviors by female and male students are discrimination, roughness and misconduct. While female students stated that the ethical behaviors they faced were, in turn, professional commitment/development, moral aid and equality/ impartiality; Male students, on the other hand, expressed financial aid, moral aid and research on the cause of the problem. The most important result of the study is that male students stated that they did not encounter ethical behavior in teachers. According to the answers given by the female students to the research questions in the study, the unethical behaviors of the teachers were revealed as discrimination, roughness and misconduct, respectively. In contrast, male students stated roughness, discrimination and misconduct.
Exploring the Effectiveness of Two Types of Virtual Reality Headsets for Teaching High School Mathematics
Author: Hsu, Yi Chen
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Computer Simulation,Computer Peripherals,High School Students,Secondary School Mathematics,Mathematics Instruction,Geometry,Teaching Methods,Electronic Learning

This study examines the integration of virtual reality (VR) information technology in the teaching of systems of linear equations in three variables in a high school mathematics class. More broadly, the study investigates the effectiveness of digital teaching with respect to the learning process. The study tests two auxiliary teaching systems: a desktop-based VR system and an all-in-one VR system. Before and after the experiment, participants were asked to complete a questionnaire, and post-experiment interviews were conducted with both students and teachers, both of which provided quantitative and qualitative data for analysis. The result of data show that VR technology is a suitable tool for teaching high school mathematics, when it combined with the tradition curriculum were well-received and facilitate effective learning. In addition, the desktop-based VR system is found to be superior to the all-in-one VR system in terms of learning effectiveness since the high-efficiency display and better control.
The Impact of Different Context Levels on Vocabulary Learning and Retention
Author: Zarfsaz, Elham
Date: 2021-09-00
Type: Journal Articles
Subjects: Cues,Reading Comprehension,Vocabulary Development,Word Frequency,Retention (Psychology),Language Proficiency,College Students,Late Adolescents,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Public Colleges,Foreign Countries

According to research on new vocabulary development by text, frequent experiences with foreign words, as well as the context in which these words appear, facilitate word learning and retention. The aim of this analysis was to see how context levels, word occurrence rates, and the combination of these variables affected the understanding and retention of unfamiliar words. Both zero, reduced, and high contexts were included in the study. The research included 60 Turkish EFL university students, with 20 in each of the three situations. The target words were the same for all learners in each condition. The high informative context was discovered that increasing word occurrences had significant effects on both productive and receptive knowledge of meaning while increasing word occurrences had significant effects on both productive and receptive knowledge of word type. The influence of frequent experiences with new words on vocabulary learning was only seen in the more comprehensive sense. It is realistic to provide learners with new words in high context to trigger vocabulary acquisition and retention.