ethanporcaro/eric-fulltext-meta huggingface dataset:
A Cross-Disciplinary Study on the Forms and Functions of Citations in the Discussion Sections of Master&apos;s Theses in Taiwan
Author: Baring, June April M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Citations (References),Masters Theses,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Applied Linguistics,Biology,Intellectual Disciplines,Discourse Analysis,Writing Strategies,Foreign Countries

Effective citation contributes to the success in master's (MA) thesis writing. The current study investigates cross-disciplinary citation practice in EFL Master's theses. First, the corpus was compiled by collecting 20 Applied Linguistics (AL) and 20 Biology (BIO) MA theses Discussion sections. The forms and rhetorical functions of citations were then identified and quantified. The results show that the writers from the two disciplines have different citation practices. In terms of forms, the AL discipline writers utilized both integral and non-integral forms almost equally. The BIO discipline writers, on the other hand, deployed significantly more non-integral citations. In terms of rhetorical functions, citations were used by both groups to achieve a variety of rhetorical functions. The AL discipline writers utilized citations mostly for Comparison and Application to provide explanation and justification. By contrast, the BIO discipline writers took a more descriptive approach by using more Attribution. Overall, the results suggest that while the AL writers seemed to align their citation forms and functions, the BIO writers adopted a more simplified or descriptive approach when citing. The study offers evidence in the need to guide EFL writers of different disciplines to becoming more strategic in their citation practice.
Insights from the Coffee Talk: A Corpus-Based Critical Discourse Analysis of Power Manifestations around the Word &quot;Students&quot; in the Discussions on Ajarn.com
Author: Rangsarittikun, Ronnakrit
Date: 2023-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Discourse Analysis,Semantics,Classification,Power Structure,Language Usage,Language Attitudes,Teacher Attitudes,Web Sites,Computer Mediated Communication,Computer Software,Verbs,Phrase Structure,Teacher Student Relationship,Foreign Countries,English (Second Language),Student Attitudes

This study draws on the strengths of both corpus linguistics and critical discourse analysis approaches to investigate the issues of power and ideology of teachers evident in their language use in the discussions on Ajarn.com. Data collection involved constructing a corpus from the discussions on the website, with the discussion threads dated from 2012 to 2022, in the &quot;Thai students&quot; tag. Altogether, the corpus, named Discussion corpus, covered over 80 articles with more than 160,000 words. Utilising Wmatrix software to generate semantic tags of the words in the corpus, an analysis of thematic categorisations revealed that issues related to education were central to the teachers' discussions. In addition, an analysis of verb collocates of &quot;students&quot; using AntConc software confirmed that teachers expressed their dominance over the students in different ways. Interestingly, it was also found that teachers felt that they could become powerless in a specific context in a bureaucratic system. Overall, this study, acknowledging that power is a fundamental part of social relations, suggests that teachers should exercise their power in a healthy way that benefits students' learning.
Targeting Creativity through a Learner-Generated Digital Storytelling Project
Author: Tisoglu, Secil
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Creativity,Undergraduate Students,Cooperative Learning,Program Effectiveness,Creative Thinking,Foreign Countries,College Freshmen

One of the most emphasized skills for social, educational and workplace settings is creativity in the present decade. This study aims to understand whether a collaborative digital storytelling production project improves the creativity of undergraduate students. 109 students engaged in group work and employed a range of digital tools (i.e. wikis, storyboard creation tools, video editing programs) for creating digital stories about the 21st-century problems they think relevant. Students were able to review and comment on each other's scenarios and present their digital stories to their classmates at the end of the project. The adapted version of 'How Creative Are You?' scale (Whetten &amp; Cameron, 2011) was used for measuring the students' creativity scores before and after the implementation. Whereas results indicated that creativity scores were increased by the digital storytelling production project, this effect was not significant. However, observation of the production process revealed some components of creative thinking skills of students.
Are Students Already Connective? Insights on Teaching English through a Connective Approach
Author: Boyraz, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Error Correction,English (Second Language),Second Language Learning,Second Language Instruction,Academic Achievement,Information Technology,Listening Skills,Grade 5,Action Research,Elementary School Students,Achievement Tests,Diaries,Synchronous Communication,Web Sites,Teaching Methods,Achievement Gains,Foreign Countries

This research aims to investigate if information and communication technologies (ICT) supported activities prepared by the researchers can contribute to academic success in developing listening skills in EFL when they are presented in a connective approach and what the participants think about the content and approach used. The sample includes fifth-grade students (aged 11-12) in different numbers in five applications carried out in seven weeks in spring term of 2020-2021 academic year. The research employed mixed method integrated action research in which quantitative data were collected through achievement tests developed by the researchers and qualitative data through participants' and researcher's diaries and semi-structured interview form, all collected online. A website was developed, and the ICT-supported content was presented through it to participants while all applications were carried out in online synchronous classroom sessions. The results show that in all applications there is a statistically significant difference between pre- and post-tests, indicating a moderate to high level effect on academic success in EFL listening skills. The researcher's and participants' diaries include mostly positive attitudes towards ICT-supported activities presented in a connective approach. Besides, data from diaries and the semi-structured interview form signals various student behaviors such as retrieving information, establishing connections with peers and online sources, and discovering individually that are triggered by connective approach. [Note: The page range (24-45) shown on the PDF is incorrect. The correct page range is 24-44.]
Comparing Middle School Student Learning Outcomes from In-Person, Online, and Hybrid Instructions: A Consideration of Learning Engagement during a Pandemic
Author: Randolph, Dacia
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Learner Engagement,COVID-19,Pandemics,In Person Learning,Online Courses,Blended Learning,Grade 6,Grade 7,Grade 8,Grade Point Average,Interaction,Instructional Design

Learning engagement varies in different modes of instructions. With such consideration, the authors of this article conducted comparative analyses on student learning outcomes measured by their final mean grade point averages (GPAs) during three timeperiods (before, at the onset of, and during pandemic) when inperson, online, and hybrid instructions were delivered. The records of 600 middle school students in a school district from a western state, across three academic years, were used as the sample (2018-2019 before pandemic when they were in sixth grade with in-person instruction, 2019-2020 at the onset of the COVID-19 pandemic in seventh grade with online instruction, and 2020-2021 during pandemic in eighth grade with both online and hybrid instructions). Results showed that no difference was found (from paired t-test) in student final GPAs when they transferred from in-person instruction before pandemic to online instruction at the onset of pandemic, but differences were found (a) between in-person instruction and hybrid instruction (from one-way repeated ANOVA), and (b) between online instruction and hybrid instruction (from both one-way repeated ANOVA and an independent samples t-test) at and during pandemic. Recommendations for practice and future research focusing on students' needs were presented.
Advancing Group Epistemic Practices in the Resolution of Interdisciplinary Societal Dilemmas
Author: Tsemach, Ehud
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Problems,Dialogs (Language),Persuasive Discourse,Interdisciplinary Approach,Role Playing,Democratic Values,Educational Games,Learning Activities,Epistemology,Junior High School Students,Foreign Countries,Student Attitudes,Teacher Role,Cooperative Learning

The present paper inquires whether a meticulous program designed to resolve Interdisciplinary Societal Dilemmas through dialogic argumentation advances epistemic practices. To delineate how epistemic practices are manifested in classroom discussions, we adopted the Actor-Network Theory (ANT), which explores the interactions and agencies of human and non-human actors. ANT analyses uncover the power these actors exert on each other and help recognize the networks that these actors create or dissolve. They also delineate how epistemic practices emerge and are shaped in these networks. We identified four epistemic practices in the discussions: (1) taking a reasoned position, (2) integrating knowledge from different disciplines, (3) weighing pros and cons before taking a complex position, and (4) role-playing in a democratic game. We show that the type of discourse developed in the program was mostly dialogic argumentation. In addition, we demonstrate how teachers often inhibit these advancements. Indeed, in the case of integrating knowledge from different disciplines, teachers' role is central, but the emerged actors' network is often nondialogic. Moreover, we show how non-human actors shape the interactions in networks as well as the formation of knowledge and agency. We conclude that: (a) the design of activities for resolving interdisciplinary societal dilemmas provides many opportunities for advancing epistemic practices, (b) these practices are mostly advanced through dialogic argumentation, but (c) more efforts should be invested in affording interdisciplinary argumentation.
Pedagogical Translation for Vocabulary Learning: The Parallel-Text Approach
Author: Lo, Siowai
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Translation,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Revision (Written Composition),Comparative Analysis,Professional Education,Retention (Psychology),Language Processing,Undergraduate Students,Social Sciences,Instructional Effectiveness,Foreign Countries

This study takes a fresh look at vocabulary learning from the lens of professional translation practice and proposes integrating parallel texts with translation tasks to foster vocabulary learning. The study adopts a quasiexperimental design to examine the effectiveness of using parallel texts in pedagogical translation to foster EFL learners' lexical gains and vocabulary retention. It compares learners' foreign language vocabulary gains as a direct result of pedagogical translation tasks completed under two conditions: (1) Translation tasks with parallel texts (the &quot;parallel-text approach&quot;) versus (2) translation tasks without parallel texts. A total of 40 Chinese EFL sophomores in social sciences participated in this study. The study consists of two experiments with identical procedures to allow all participants to swap roles and experience vocabulary learning under both conditions. Qualitative and quantitative data were retrieved from learners' drafts, revisions, and post-tests. The potential benefits of using parallel texts in pedagogical translation tasks were revealed in both between-group and within-subjects analyses. Empirical evidence of the pedagogical value of parallel texts may help language educators to innovate and facilitate learners to rethink their strategies.
Where English and Taiwanese Culture Meet: Investigation of Student Tour Guides&apos; &quot;Speaking in English Tourism&quot; Course
Author: Lin, Yi-Hsuan
Date: 2023-00-00
Type: Journal Articles
Subjects: Tourism,English (Second Language),Second Language Learning,Second Language Instruction,Travel,Employees,Role Playing,Task Analysis,English for Special Purposes,Foreign Students,Speech Communication,Intercultural Communication,Discourse Analysis,Communicative Competence (Languages),Teaching Methods,Foreign Countries,Language Tests,Undergraduate Students,Language Proficiency,Evaluators,Learning Activities

Local tour guides' English speaking competence determines inbound international tourists' travel experiences. This study investigated student tour guides' English learning by adopting role-play tasks. The communicative tasks were designed to explore how real interactions prepared English as Foreign Language (EFL) learners to become cultural ambassadors who introduce Taiwanese features to the world. Twenty-nine students were recruited from an &quot;English for Tourism Purposes&quot; course to interact with international students who acted as tourists. The student tour guides took turns introducing a topic unique to Taiwan. Data included recorded conversational interactions between the international and local students, comments on tour-guiding performances, and reflective notes. Adopting conversation and thematic analysis, the researcher analyzed the objective learning outcomes by observing how students performed in the tour-guiding tasks and examined the subjective viewpoints from the participants' reflective notes. The results revealed distinctive spoken features for communicative competence and the benefits of gaining a deeper intercultural understanding of how to communicate Taiwanese culture in English and developing various communication skills for interacting with foreigners. Pedagogical implications are discussed in terms of the design of English for Tourism teaching.
Difficulties in the Close Social Relationships of Slovenian Students during the COVID-19 Pandemic
Author: Puklek Levpušcek, Melita
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,College Students,COVID-19,Pandemics,Friendship,Intimacy,Sexuality,Parent Child Relationship,Family Relationship,Peer Relationship,Gender Differences,Place of Residence

This study examined the difficulties experienced by Slovenian upper-secondary school and university students aged 18 to 25 in their close social relationships during the COVID-19 pandemic. We examined the extent of social difficulties in six domains (relationships with friends, establishing a new relationship with an intimate partner, sexuality, relationship with a current intimate partner, parental control and living with parents, and family conflict) in the pre-pandemic period and in the first two waves of the pandemic. We were also interested in whether demographic variables were related to the students' perceived social difficulties. The results showed that the severity of reported difficulties increased in all six domains during the government-imposed quarantine periods, with relationships with friends and the opportunity to establish new intimate relationships being the most affected. In addition, we found differences in the extent of perceived difficulties related to educational status, gender, intimate relationship, and change in living situations. The study offers insight into the socio-emotional life of students during a non-normative life event that educators should acknowledge.
Literacy Policy in Southeast Asia: A Comparative Study between Singapore, Malaysia, and Indonesia
Author: Rusydiyah, Evi Fatimatur
Date: 2023-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Comparative Education,Literacy Education,Educational Policy,Policy Analysis,Program Implementation,Foreign Countries,Secondary School Students,Literacy,Policy Formation,Trend Analysis,Educational Trends

This study starts with two questions: why is the literacy of 15-year-old Indonesian students low, and how does this compare with other countries? This study aimed to examine the literacy policies in Singapore, Malaysia, and Indonesia and discuss the strategic policies to improve literacy in each country. The qualitative comparative research method was employed to acquire a comprehensive understanding of the literacy policies in these three countries. According to the findings, Singapore, Malaysia, and Indonesia each have distinct literacy policy trends. The context of each country's education system and language affects the government's literacy policies: Singapore emphasises industrialisation; Malaysia refers to its multi-ethnic life; Indonesia reflects the 2013 curriculum. Meanwhile, the National Library Board (NLB; Singapore), the Malaysian National Literacy Agency (Malaysia), the Language and Book Development Agency, as well as the Archive and Library Agency (Indonesia) contribute to the implementation and commitment of these literacy policies. As part of their programme implementation, each institution has a literacy activity.
The Policy Efforts to Address Racism and Discrimination in Higher Education Institutions: The Case of Canada
Author: Hussain, Muhammed Muazzam
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Higher Education,Racism,Racial Discrimination,Equal Education,Access to Education,Inclusion,Minority Group Students,School Policy,Barriers,Student Diversity,Social Justice

This paper reviews existing policies related to anti-racism and anti-discrimination at five major universities in Canada and assesses the equity initiatives undertaken by university authorities to promote greater access and inclusion of different ethnic minority groups. The study is based on secondary data sources. Therefore, policy papers, documents, study reports available in those universities, government policy and legislation, journals, and similar were consulted to construct the piece. Findings reveal that although the universities have some sort of antiracism and anti-discrimination policies to combat racism and discrimination in their educational setting, they face challenges or limitations in adopting holistic and inclusive measures for the different ethnic and diverse minority groups studying there. The study argued for promoting discussions and responses to specific policies, programmes, and practices, including behaviours and attitudes in the institutional and professional contexts, for combating racism and discrimination. The findings may be helpful for academics, policymakers, and administrators to develop their understanding of institutional racism, identify challenges, and adopt policy measures to address it.
Early Childhood Educators Reflect on Their Conversations with Families about Children&apos;s Diverse Gender Expression
Author: Reddington, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Parent Teacher Cooperation,Interpersonal Communication,Preschool Children,Sexual Identity,Foreign Countries,Diversity,Parent Attitudes,Masculinity,Femininity,Sex Stereotypes

This research captures early childhood educators' (ECEs') perspectives when communicating with families about their children's diverse gender expression. Since families and ECEs play a pivotal role in shaping young children's understandings of gender it is necessary to learn more about ECEs' communications with families. The data that informs this paper is derived from a qualitative research study that used semi-structured focus groups with 15 ECEs who work with young children, ages 3-5 years, at licensed early childhood centres in Halifax, Nova Scotia, Canada. The ECEs were invited to participate in two focus group sessions to discuss their experiences after recalling conversations with families whose children identify outside the traditional constructs of masculine boy/feminine girl. One central finding the ECEs observe is the displeasure fathers have when their sons engage in feminine interests, including the affective actions the fathers then take to remove stereotypically feminine coded activities from their sons' lives. This research highlights the need for ongoing early childhood education training on gender diversity to better support non-binary, transgender children, and children from 2SLGBTQIA+ families.
How Do Adolescent Students and Their Teachers Conceptualize Classroom Incivility?
Author: Spadafora, Natalie
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Middle Schools,High Schools,Interpersonal Relationship,Classroom Environment,Adolescents,Student Behavior,Foreign Countries,Antisocial Behavior

Civility is an important construct to be addressed in relation to child and youth development. The issue of classroom incivility is of particular interest, given its potential negative impacts to both the psychosocial well-being of adolescents and the overall learning environment. Therefore, the current study sought to investigate similarities and differences between perceptions of middle and high school students and teachers. Participants consisted of 40 intermediate and high school teachers and 52 students in Grades 7-12. Both students and teachers rated uncivil behaviour in the classroom based on how serious they thought it was and how often it occurred in their classroom. Further, participants responded to open-ended questions to allow for a deeper exploration of the viewpoints and lived experiences of both students and teachers. Findings suggest that adolescent students consider uncivil behaviours that may be seen as disrespectful towards the teacher as more uncivil than do teachers themselves. Teachers tended to focus on adolescents engaging in uncivil behaviuor towards each other as being more serious as well as a focus the negative implications of classroom incivility to the learning environment. These differing perceptions of uncivil behaviour in the classroom have important implications for intervention within educational settings.