ethanporcaro/eric-fulltext-meta huggingface dataset:
Uyghur and China in the American Media Discourse: A Critical Discourse Analysis of &quot;CNN&quot; News Articles
Author: Prayudha
Date: 2019-00-00
Type: Journal Articles
Subjects: Minority Groups,News Reporting,Discourse Analysis,Correlation,Programming (Broadcast),Muslims,World Affairs,Foreign Countries,Language Usage,Power Structure,International Relations,Ethnic Groups,Civil Rights,Terrorism,Laws,Violence,Figurative Language,Form Classes (Languages),Sentence Structure,Geographic Regions

This paper analyzes the textual aspects in Critical Discourse Analysis (CDA) Norman Fairclough model of &quot;CNN&quot; news discourse about Uyghur issue. When this research is conducted, there are only at least five articles specifically discussing Uyghur issue that are 29th December 2011, 29th February 2012, 29th February 2012, 30th October 2013, and 5th September 2014 publications. The research focuses on analyzing the text representation and the relation between participants in the discourse. Objectives of the paper are: 1) to analyze the text representation of news in the news channel of &quot;CNN&quot; related to the Uyghur case, and 2) to analyze the relation between participants in the news channel of &quot;CNN&quot; related to the Uyghur case. The subject of this paper is Uyghur issue as reflected in the news articles of &quot;CNN&quot; International. The paper applies qualitative descriptive method. As a consequence: &quot;CNN&quot; often put formality features and a vague vocabulary to block and obscure the negative value from the readers to China. The relation here is presented by &quot;CNN&quot; to China rather than &quot;CNN&quot; to Uyghur. It is reflected by the power of the status of China.
Russian Students&apos; Use of Social Network Sites for Selecting Universities Abroad: Case Study at the Russian State University for the Humanities
Author: Rekhter, Natalia
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Social Networks,College Choice,Study Abroad,Public Colleges,Humanities,Foreign Countries,Decision Making,Foreign Students,College Transfer Students,Undergraduate Students,Student Attitudes,Young Adults,Web 2.0 Technologies,Information Sources,Russian

This qualitative case study explores how undergraduate students from the Russian State University for Humanities used social network sites (SNSs) for their decision to transfer to higher education institutions (HEIs) abroad. Participants reported using specific SNS features, such as likes and shares, for measuring HEI rating and indicated that ability to use native language was among motivating factors for membership in a specific SNS. The reported benefits of SNSs included instantaneous connections with likeminded individuals, realistic visualization of campuses, and unbiased and multidimensional views presented by SNS members. One of the emerging findings was that participants with no connections abroad relied exclusively on SNSs for their college choice. Participants with connections abroad relied on the advice of their international contacts, and SNSs played a complementary role. HEI professionals may consider hiring and training international students to maintain consistent and meaningful content on different SNS platforms, particularly in their countries' specific SNSs.
The Use of Social Media to Make Personnel Decisions in Education
Author: Davis, Tamra S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,Personnel Selection,Decision Making,Principals,Administrator Attitudes,School Personnel,Computer Mediated Communication,Teacher Selection,School Districts,Human Resources,Teacher Recruitment,Profiles,Elementary Secondary Education

Given the ubiquitous nature of social media, it is important for prospective and current teachers to be aware of the impact of a personal digital footprint upon their career. Teachers are held to a higher standard due to the public nature of their employment. Teachers represent the school district not only during the school day, but beyond the work day. The study surveyed school principals or hiring managers in Illinois, USA about the use of social media to screen or censure teachers. Approximately 2300 principals were contacted; however, only 80 responded to the survey. Of the responses, approximately 50 percent of the schools indicated a review of social media to make employment decisions. Facebook and Twitter are the two most popular social media platforms and the two that most potential employers search. Both platforms can offer a negative view of a potential candidate, as well as be used in grounds for discipline and/or termination of a teacher for inappropriate behaviors (e.g. unprofessional posts and inappropriate pictures). Further research is needed to determine the depth and breadth of social media screenings in regards to school personnel.
Implementing an ePortfolio to Foster Students&apos; Ability for (Self-)Reflection: Lessons Learned and Issues Still to Be Addressed
Author: Dreisiebner, Gernot
Date: 2019-04-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Reflection,Graduate Students,Business Administration Education,Program Effectiveness,Self Efficacy,Student Motivation,Time Factors (Learning),Competence,Masters Programs,Feedback (Response),Coaching (Performance),Usability,Computer Software,Foreign Countries

The purpose of this paper is to review the role of software within an ePortfolio (ePF) initiative for students of a five-semester master's program for Business Education and Development. The didactical aim of the ePF initiative presented is to enhance students' ability for (self-)reflection. An accompanying study of the implementation process allows for evaluating the impact of the ePF initiative as well as for the evaluation of its implementation. At six points of time students fill in questionnaires regarding their self-perception of their own competences and their rating of the side conditions of the implementation, leading to 1,925 questionnaires up to September 2018. Results show a positive impact on students' self-perception of their own competences and the perceived importance of self-reflective learning. Regarding the ePF implementation, students generally value the ePF work, especially with regard to the support of their reflection process by an external coach. However, they criticize the time intensity of the reflection process, resulting in the need of a clear communication of the aims of portfolio work to uphold students' motivation. Although the software only represents a side condition in the ePF initiative discussed, students have specifically criticized the software provided -- leading to the conclusion that the software might act as hygiene factor on students' motivation to reflect. From these findings arises the need for further research, which is subject to an interview study among the participants of the ePF initiative being currently in preparation.
Students&apos; Perception of Edmodo Use as a Learning Tool
Author: Siahaan, Erna Basania
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Educational Technology,Integrated Learning Systems,Second Language Learning,English (Second Language),Language Skills,Skill Development,Blended Learning,Instructional Effectiveness

Due to the development of technology, teachers are expected to integrate technology into the classroom to engage the Z Generation students. Edmodo is a popular online learning platform that has now been widely used as a learning management system in blended learning or just as a supplementary tool. This study aims at investigating students' perceptions of Edmodo as a learning tool. Involving 47 students of the English department of Universitas Kristen Indonesia, data were collected employing a questionnaire and an interview. The results showed that the participants perceived Edmodo use improved their language skills, developed interaction and communication, enhanced the freedom to share ideas, and promoted their vocabulary and creativity. However, they regarded that the traditional face-to-face learning should not be replaced by online learning. They seemed to suggest the two learning modes combined.
Increasing Third Grade&apos;s Mastery of Simple Present Tense Using Flashcards
Author: Sartika, Maya
Date: 2020-02-00
Type: Journal Articles
Subjects: Instructional Materials,Second Language Learning,Second Language Instruction,English (Second Language),Grade 3,Elementary School Students,Concept Formation,Problem Solving,Teaching Methods,Action Research,Student Attitudes,Foreign Countries

Mastering the simple present tense can be very difficult for EFL young learners because tenses contain abstract concepts that do not exist in the first language of EFL learners. The third graders at Permai Elementary School, North Jakarta, also encountered problems in mastering the tense when they are taught using the lecture method. To solve the problem, action research was conducted by using flashcards. The action research was carried out in two cycles in August to October 2019. Involving 30 third graders, quantitative and qualitative data were collected employing tests, observation, and questionnaires. The findings revealed that flashcards use managed to increase the students' achievement in learning the simple present tense. The mean scores of the three tests administered during the action research increased from 36.69 to 65.73 and to 75.00. The use of flashcards also changed the students' attitude from mainly negative to mainly positive. The mean of the positive responses increased from 20.4% in the pre-action survey to 83.89% in the post-action survey.
Students&apos; Perception of Using the Internet to Develop Reading Habits: A Case Study at the English Education Department of Universitas Kristen Indonesia
Author: Bana, Arny
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Internet,College Students,Educational Technology,Technology Uses in Education,Reading Habits,Information Sources,Electronic Publishing,Printed Materials,Reading Materials,English (Second Language),Second Language Learning

The internet ubiquity in education has flooded the teaching and learning process with digital tools and drastically changed many aspects of academic life, including students' reading habits. This study aimed at exploring students' perceptions of using the internet to develop reading habits. The study employed the qualitative descriptive method with survey design and involved 43 students of the English department of Universitas Kristen Indonesia Jakarta. Data was collected by means of a questionnaire consisting of 20 items. The results showed that 43% of the respondents had a positive perception that the internet developed their reading habits. However, the majority of them regarded reading as merely an activity for getting information to finish school assignments. They viewed the internet as the main source of information they needed to finish their learning assignments. Since about one-fifth of them preferred paper-based reading, it was concluded that not the whole of Generation Z members totally ignored printed reading materials.
How Should We Counter Challenges in Teaching Pronunciation for EIL?
Author: Nangimah, Musrifatun
Date: 2020-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Pronunciation,Dialects,Language Teachers,Teaching Methods,Phonology,Teacher Attitudes,Faculty Workload,Instructional Materials,Self Esteem,Foreign Countries,Student Needs,Lesson Plans,Interpersonal Communication,Audiolingual Methods,Language Fluency,Communication Skills,Listening Skills,Speech Skills,Learning Activities

English as an international language (EIL) deals with the use of English in wider communication, both global and local contexts. In an EIL context, people with different mother tongue (L1) use English to share ideas and culture. That is why intelligible English which should be no longer normbound is needed. Teaching pronunciation for EIL, especially should provide a variety of English accents. English teachers should be flexible to the modification needed and fully informed of what, why, and how to teach and assess comprehensible English. Unfortunately, teaching English pronunciation has always been challenging for non-native English speaker teachers. In this retrospective essay, I discussed the challenges of teaching English pronunciation: the differences between English and students' L1 phonological system, teachers' strong and long-standing belief about unnecessary pronunciation, teachers' excessive workload and insufficient teaching materials, and teachers' lack of confidence due to native speaker preference model. Ideas to think about and a simple lesson plan to teach English pronunciation that is suitable for EIL context are provided.
Secondary School EFL Teachers&apos; Perception of ICT Use in Learning and Teaching: A Case Study in Greater Jakarta
Author: Pardede, Parlindungan
Date: 2020-06-00
Type: Journal Articles
Subjects: Secondary School Teachers,Language Teachers,English (Second Language),Technology Integration,Foreign Countries,Teacher Attitudes,Affordances,Second Language Learning,Second Language Instruction,Self Efficacy,Technological Literacy,Instructional Effectiveness,Teacher Education

Since ICT tools influx into EFL classrooms provides an increasing range of possible solutions for refining teaching and learning inputs, processes, and outcomes, their use can benefit students and teachers. However, ICT implementation in the learning process is affected by various factors, among which teachers' perception is the most significant. This study aimed at investigating teachers' perceptions of ICT use in EFL learning activities. To attain the aim, data as collected by asking 32 EFL teachers from various junior and senior high schools in Greater Jakarta to fill in a questionnaire consisting of 60 closed-ended questions. To triangulate and elaborate the quantitative data, 5 open-ended questions were asked to 8 of the participants selected as the interviewees. The results indicate that the teachers had a good level of perception of ICT use in EFL learning and teaching activities. The majority of them had integrated ICT in their EFL classrooms. Regarding the issues related to facilities and technical expertise they sometimes encountered, they either asked for help from technicians or colleagues. Many of them also agreed with the importance of attending training to enhance their skills in using ICT in learning and teaching.
The Development of Smart House Model in Garut; The Advancement of Non-Formal Education Program
Author: Sudaryana, Bambang
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nonformal Education,Access to Education,Inclusion,Lifelong Learning,Low Income,Program Administration,Innovation,Models,Educational Facilities,Community Services,Welfare Services

Smart House is a means to involve citizens in inclusive education; an additional education outside of school. In Smart House, especially school-aged children can explore their own potential as well as motivate themselves to achieve a higher intelligence level. In Smart House, there are five centers of education, including the library space with 6000 copies of books collection, and centers of educational facilities. The objective of this study is to identify communication strategies, the role of Smart House as non-formal education, and to know the factor supporting and inhibiting it. The method used is a descriptive quantitative method to describe data objectively; data collection is conducted through observation, interview, and documentation. The number of respondents in this study was 50. Based on this study, it was found that many people do not take advantage of Smart House due to factors come from Smart House, and factors come from the community. The study concludes that the role of Smart House affects the access of services of non-formal education programs, as well as the function, the purpose, and the benefits of Smart House as a place of learning from children to the elderly with activities that meet the needs of the poor people. The impact of Smart House is the increasing power of intellectual for rural children at the age of learning and as an accommodation of creativity for the population, and it is helpful to increase family income.
A Study to Investigate the Importance of Physical Facilities to Improve Teaching Learning Process at College Level in Tehsil Kotli Azad Kashmir
Author: Saeed, Nauman
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Environment,Foreign Countries,Public Colleges,Furniture,Audiovisual Aids,Laboratories,Academic Libraries,College Faculty,Teacher Attitudes,Student Needs,Classroom Environment,Instructional Effectiveness,Educational Facilities

The primary focus of the research was to investigate the importance of physical facilities to improve teaching learning process at college level in tehsil Kotli Azad Kashmir. It was descriptive study in nature. All teachers of public colleges of tehsil Kotli Azad Kashmir constituted population of the study. The study was delimited to public colleges of tehsil Kotli. Two post graduate colleges were selected for pilot testing process and these colleges were also included in final study. Consecutive sampling technique was used to draw the sample from population and 50% sample was selected randomly from the population. The data obtained was analyzed by using SPSS software. The study explore that physical facilities are essential for any effective teaching learning process. Findings of the study were that enough availability of physical facilities should improve any teaching learning process. The study recommends that; all basic and needed educational facilities such as furniture and buildings etc should be provided. College's libraries must be updated according to the requirement of syllabus. College's laboratories are equipped according to syllabus requirements. All required A.V aids should be provided.
Undergraduate Students&apos; Perceptions on Their Identity as Future EFL Teachers
Author: Wijaya, Kristian Florensio
Date: 2020-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Professional Identity,Language Teachers,English (Second Language),Preservice Teachers,Microteaching,Foreign Countries,Student Development,Teacher Motivation,Resilience (Psychology),Empowerment,Self Concept

To be professional EFL teachers in the future, pre-service teachers should continuously construct their identities amid various obstacles and difficulties they confront in their working circumstances. This study attempted to investigate undergraduate students' perceptions of their identity as future teachers. One research problem was proposed in this study namely: What are the factors influencing pre-service teachers to develop their teacher identity through Micro Teaching Class? This study applied qualitative method harnessing three research instruments &quot;i.e.,&quot; classroom survey, students' reflections on their future teaching vocation, and interview to gather the data from Micro Teaching Class of the English Education Study Program, Sanata Dharma University, Yogyakarta. The findings indicated that most of preservice EFL teachers studying in Micro Teaching Class were willing to nurture their identities as future educators as long as extensive supports given to them. Future researchers need to conduct more intensive studies on the relation between agency and resilience influencing pre-service EFL teachers' professional identity development.
The Correlation between EFL Students&apos; Vocabulary Knowledge and Reading Comprehension: A Case Study at the English Education Department of Universitas Kristen Indonesia
Author: Manihuruk, David Hotmagasi
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Undergraduate Students,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Vocabulary Development,Mastery Learning,Reading Tests,Language Tests,Test Reliability

This study aimed at investigating the correlation between students 'vocabulary mastery and reading comprehension performance. The population of the study was the whole students at the English Education Department of Universitas Kristen Indonesia. The sample was taken using the cluster sampling technique, i.e., by taking 52 students of Batch 2015, 2016, and Batch 2017 as the participants. Data were collected in May 2019 by administering vocabulary mastery and reading comprehension tests. The instrument's reliability was tested employing Cronbach Alpha with the results of 0.733 for the vocabulary test and 0.730 for the reading comprehension test, indicating both instruments are reliable. Using Spearman's non-parametric test, the correlation coefficient between the two variables at the sig. (2 tailed) and 0.05 level of significance was 0.014. This indicates there is a positive moderate correlation between vocabulary knowledge and reading comprehension.
Integrating the 4Cs into EFL Integrated Skills Learning
Author: Pardede, Parlindungan
Date: 2020-02-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),21st Century Skills,Global Approach,Teaching Methods,Blended Learning,Skill Development,Learning Processes,Communication Skills,Critical Thinking,Creativity,Cooperation

The accelerative globalization and digitalization in the 21st century have been growingly changing the way we live, interact, learn and work. Consequently, to thrive in the 21st century, besides knowledge and the basic skills, today's students should also be equipped with what is called the 4Cs (communication, collaboration, critical thinking, and creativity). To meet the challenges, EFL classrooms should not merely focus on students' language skills development but also integrate the 4Cs into the learning process. This article reviews current ideas and research findings on integrated skills learning, the 4Cs, significance of blended learning in the 4Cs and integrated skills the integration, and offers practical tips for integrating the 4Cs into integrated skills learning.
Teaching English for Specific Purposes in Vocational High School: Teachers&apos; Beliefs and Practices
Author: Muliyah, Pipit
Date: 2020-06-00
Type: Journal Articles
Subjects: English for Special Purposes,Language Teachers,Teacher Attitudes,Second Language Instruction,Vocational High Schools,Classroom Techniques,Time Management,Textbook Content,Student Needs,Student Motivation,Modern Language Curriculum,Teaching Conditions,Foreign Countries

This study reports the result of a qualitative case study research design. This study aims to explore teachers' beliefs about teaching English for Vocational school, to investigate how those beliefs are reflected in classroom practices, and to explore that affect the shaping of teachers' beliefs in the teaching and learning process. The participant of this study were six English teachers from three different vocational high schools in Majenang. The data was taken using a semi-structured interview, documentation, and classroom observation. Then the data was analyzed using line by line analysis. Teaching English in Vocational High School is believed different from Senior High school (SHS) as it belongs to English for specific purposes (ESP) and demands different knowledge of material, method, and strategies. The result shows that the teacher's beliefs are not always realized in their classroom practices for a variety of potential reasons. The inconsistency between belief and practices are related to various factors, including class density, time constrains, incompatibility of the assigned text-books, huge workload, and students need.