ethanporcaro/eric-fulltext-meta huggingface dataset:
Natural Order of Non-Native Phonology in L2 English Produced by L1 Korean and Chinese Adults
Author: Kim, Jong-mi
Date: 2018-00-00
Type: Journal Articles
Subjects: Korean,Chinese,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Phonology,Transfer of Training,Grammar,Linguistic Theory,Syllables,Oral Language,Accuracy,Phonemes,Language Proficiency,Difficulty Level,Pronunciation,Speech Communication,Language Universals,Language Tests,Foreign Countries,Undergraduate Students,Audio Equipment

This study investigates whether a natural order exists for non-native acquisition in the production of English syllable coda obstruents by Korean and Chinese adult native speakers. We recorded L2 English monosyllabic words produced by 66 Chinese and 51 Korean native speakers. The recorded speech was then evaluated by 11 native-speaker listeners of English to determine the accuracy of coda consonants. The results showed that in both Chinese and Korean languages, the mean proportion of L2 forms was consistently ordered across all groups of different proficiencies: Substitution &gt; Insertion &gt; Deletion. Our results support the Natural Order Hypothesis that non-native phonology has the same general order, no matter what might be the language proficiency of the learners or the learners' native language. However, the results do not support the view that this order is the acquisition sequence or the difficulty order. Other findings include that non-native phonology operates according to recoverability rather than transfer or markedness.
The Model of STEM Education as an Innovative Technology in the System of Higher Professional Education of the Russian Federation
Author: Mikhaylovsky, Mikhail N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Art Education,Decision Making,Teaching Methods,Economic Development,Educational Innovation,Educational Administration,Technological Literacy,Outcomes of Education,Models,Higher Education,Professional Education

To study STEM and STEAM education as an innovative technology, the authors of the paper conducted a comprehensive theoretical and methodological study on the stated problem. A comprehensive theoretical and methodological study was directed towards the solution to the problem of developing a new model for the STEM and STEAM education system to make correct management decisions in the framework of the country's socio-economic development based on objective data. The object of the study was STEM and STEAM education as an innovative technology. The subject of this study is the mechanisms of STEM and STEAM-education in the system of higher professional education of the Russian Federation. The methodological foundation of the study was the general scientific ideas for holistic, systemic, and integrative approaches to the study, which gave an opportunity to assess a set of interrelated and interacting elements that form a certain integrity. The use of these approaches provided a comprehensive analysis and formulation of the research problem and determined the strategy for its study. Both theoretical and empirical methods of studying the indicated problem were used in the comprehensive theoretical and methodological study presented in the paper. The leading methods of scientific knowledge were the following: the method of comparison; phenomenological data analysis; discourse analysis of the text; theoretical analysis; empirical description (expert assessment method and in-depth interviews). The result of the study is the STEM education model developed by the authors as an innovative technology in the system of higher professional education of the Russian Federation. The materials of the paper will be useful for specialists in the field of higher professional education, teachers of natural sciences and humanities, the teaching method of which is based on the STEM approach. [Note: The issue number (7) shown on the PDF is incorrect. The correct citation for this article is v17 n9.]
Analysis of Elementary School Teachers&apos; Perceptions of Mathematics-Focused STEAM Education in Korea
Author: Kim, Min Kyeong
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,STEM Education,Art Education,Foreign Countries,Instructional Effectiveness,Mathematics Instruction,Student Experience

The purpose of this study is to examine the perceptions of elementary school teachers and the conditions within which they teach. This study is expected to contribute to the preparation for the new technology demands of our rapidly changing society and the recent changes made to the 2015 Revised National Curriculum aimed at Fostering Creative-Convergence Human Resources in Korea. It is primarily expected to contribute to the application of the Science, Technology, Engineering, Arts and Mathematics (STEAM) education and Math-Focused STEAM education. For this purpose, we surveyed 273 teachers of 24 public schools in Seoul and Gyunggido area. The results showed that teachers recognized 'convergence' in STEAM education either as an 'integrated approach' in which specific subjects or topics are taught together or as a 'convergent approach' to teach together and further to a new one. In addition, positive responses were shown towards Math-Focused STEAM education in terms of its effectiveness on the education and needs of the students. The most significant problem in terms of the school environment was the lack of preparation time provided, materials, and educational resources. This study is expected to support the increased application of Math-Focused STEAM education in the field, and thus to expand the knowledge embodied in the subject of mathematics.
Changes of Meanings in Multiplication across Different Contexts: The Case of Amy and Beth
Author: Chin, Kin Eng
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Multiplication,Context Effect,Mathematics Instruction,Mathematical Concepts,Concept Formation,Addition,Fractions,Foreign Countries,Elementary School Mathematics,Numbers

This article focuses on how two mathematics teachers (Amy and Beth -- pseudonyms) cope with the changes of meanings in multiplication due to the changes of contexts. It highlights the qualitative similarities and differences between these two teachers in the sense-making process of multiplication. A potentially useful framework of supportive and problematic conceptions suggested by Chin (2013) and Chin (2014) is employed in this study. Interviews are performed with Amy and Beth in order to collect the necessary data. Findings reveal that both teachers try to make sense of multiplication by building on the conception of repeated addition across different number systems. When multiplication is operated with negative numbers then problematic aspects emerge within the conception of repeated addition. It is observed that both teachers didn't build on the meaning of repeated addition in the multiplication of fractions.
Digital Storytelling as a Communicative Language Teaching Based Method in EFL Classrooms
Author: Al-Amri, Haifa Mohammed
Date: 2020-03-00
Type: Journal Articles
Subjects: Story Telling,Multimedia Materials,Video Technology,Teaching Methods,Instructional Effectiveness,Second Language Instruction,Second Language Learning,English (Second Language),Collaborative Writing,Cooperative Learning,Communicative Competence (Languages),Class Activities,Secondary School Students,Student Attitudes,Females,Public Schools,Grade 10,Foreign Countries

Communicative language teaching has emerged in second and foreign language pedagogy due to the inadequacy of previous language teaching methods to enhance English as a foreign language (EFL) learners' communicative competence. However, old language teaching methods, mainly, grammar-translation and audio-lingual, are still prevalent in EFL contexts. One of the reasons behind EFL teachers' hesitance to shift entirely to communicative language teaching (CLT) is the absence of clear guidance, including examples for classroom activities appropriate for this approach. Thus, the aim of this study is, first, to bridge this gap by suggesting digital storytelling as a classroom activity that is well-aligned with the principles of the communicative language approach. Second, to assess the effectiveness of digital storytelling activity on improving some linguistic aspects of students' communicative competence. To this end, the study incorporated a case study design using multiple qualitative methods such as participant observation, semistructured interviews and analysis of participants' scripts and recordings to measure the improvement, if any. Participants were a class of 32 10th graders who collaboratively created five digital stories over 12 weeks. Results showed students' favourable views to digital storytelling activity, particularly the ample opportunities it creates for communication inside the classroom. As for communicative competence, improvement in phonology, grammar, and lexicon were the most notable. Finally, suggestions for effective integration and possible future research venues based on these findings are provided.
Exploring the Effect of Prior Knowledge and Gender on Undergraduate Students&apos; Knowledge Structures in Chemistry
Author: Gulacar, Ozcan
Date: 2019-00-00
Type: Journal Articles
Subjects: Prior Learning,Gender Differences,Undergraduate Students,Knowledge Level,Chemistry,Cognitive Mapping,Introductory Courses

Success in chemistry requires not only the ability to recruit prior knowledge but also the ability to establish strong connections between new and existing concepts to form knowledge clusters around core principles. How these knowledge structures are organized can be used to understand the relationships between concepts within a student's mind. 618 undergraduate students in a general chemistry course participated in this study at a US institution. The purpose of this study was to determine the effect, if any, that prior knowledge in chemistry and mathematics and gender have on the formation of students' knowledge structures. In addition, the structures were analyzed to identify the hidden connections between macroscopic, submicroscopic, and symbolic representations of chemical knowledge. To visualize these structures, a word association test (WAT) was created to determine concept relatedness. Student response data was then transformed into a series of distances by a computer program called JPathfinder, which created visual representations of the knowledge structures in the Gephi platform. The meaning and implications of these structures were discussed to provide ideas for teaching interventions that focus on weakly associated basic general chemistry concepts. The potential uses of WAT were also shared to help educators identify student misconceptions.
Enhancing EFL Learners&apos; English Proficiency and Intelligence by Implementing the Eclectic Method of Language Teaching
Author: Sarifa, Najmus
Date: 2020-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Proficiency,Teaching Methods,Females,Undergraduate Students,Foreign Countries,College Second Language Programs,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Instructional Effectiveness,Critical Thinking

This paper enlightens the significance of learner-centered approaches to language teaching. In an English as a Foreign Language (EFL) class, a teacher should adopt a specific teaching style to accomplish teaching goals. This study is an attempt to analyze and ascertaining the general principles and techniques of teaching EFL. The principal aim of the study is to highlight the needs of the learners and help the teachers to achieve their teaching goals with the planned learning outcome. The Eclectic Method of language teaching was introduced in the class to improve the communication skills and the academic performance of the learners. The Eclectic Method was pioneered in 1970 and gradually became very popular in English as a Second Language (ESL) and EFL classrooms. The Eclectic Method is a fusion of distinctive techniques of teaching and language learning approaches. This Method enables the language teachers to make it to all the learners despite the heterogeneity in their learning styles and intelligence. The author has used a Mixed Method Approach. The target group is female undergraduate students in the College of Science for Girls, King Khalid University, Abha, Kingdom of Saudi Arabia (KSA). After implementing an Eclectic Method in the language classroom, the author finds that it helps in blending multiple activities of language learning. It allows students to receive individual attention amid a populated class. It further makes the students feel more motivated and confident. The result of the study prompted that the learners have improved significantly in all the four skills: Listening, Speaking, Reading and Writing (LSRW) of language learning. The study signifies that the Eclectic Method works productively for every level of learners and makes learning easy and ingenious. The best part of this method is the teacher can design his/ her own teaching techniques based on the Proficiency and the competency of the learners to make learning more effective.
Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning
Author: Lubrick, Mark
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Video Technology,Academic Achievement,Learner Engagement,College Students,Teaching Methods,Computer Simulation,Cognitive Processes,Difficulty Level

Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.
Measuring Elementary Students&apos; Expectancies of Success in School Science: Psychometric Evaluation of the SUCCESS Instrument
Author: Toma, Radu Bogdan
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Science,Science Interests,Science Achievement,Expectation,Self Efficacy,Attitude Measures,Construct Validity,Test Reliability,Psychometrics,Preadolescents,Grade 4,Grade 5,Grade 6,Foreign Countries

Background: The importance of valid and reliable instruments for the assessment of factors affecting students' interest in science encouraged the development and validation of a brief Spanish instrument for the measurement of expectancies of success in school science, named SUCCESS. In this study, the psychometric properties of the SUCCESS instrument are further evaluated using different psychometric tests and a different sample than the one included in the original validation study. Material and methods: A sample of 313 Spanish elementary school students enrolled in 4th to 6th grade was drawn by means of convenience sampling techniques. Responses were analyzed in terms of construct and criterion validity, and two reliability indices. Results: Results from confirmatory factor analysis established the unidimensional structure of the instrument, with great model fit indices. Correlation coefficients between the SUCCESS and external measures (i.e. intentions to enroll, enjoyableness, difficulty, auto-efficacy, utility and relevance of school science) provided evidence of criterion validity. Cronbach a and item-total correlation indices supported the internal consistency reliability of the instrument. Conclusions: Taken together, this study further provide evidence to consider the SUCCESS as a valid and reliable tool for the measurement of Spanish elementary school students expectancies of success in school science.
Probing the Relation between Students&apos; Integrated Knowledge and Knowledge-in-Use about Energy Using Network Analysis
Author: Kubsch, Marcus
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 7,Energy,Science Instruction,Knowledge Level,Network Analysis,Scientific Concepts,Concept Formation,Concept Mapping,Middle School Students,Secondary School Science

Modern science standards emphasize knowledge-in-use, i.e., connecting scientific practices with content. For knowledge to become usable in knowledge-in-use performances, students need well organized knowledge networks that allow them to activate and connect sets of relevant ideas across contexts, i.e. students need integrated knowledge. We conducted a longitudinal interview study with 30 students in a 7th grade energy unit and used network analysis to investigate students' integrated knowledge, i.e., their knowledge networks. Linking these results with results from knowledge-in-use assessments, we found a strong connection between integrated knowledge and knowledge-in-use about energy. Further, we found evidence that well-connected ideas around the idea of energy transfer were particularly helpful for using energy ideas in the knowledge-in-use assessments. We present network analysis as a valuable extension of existing approaches to investigating students' knowledge networks and the connection between them and knowledge-in-use.
EFL Instructors&apos; Attitudes towards Professional Self-Development
Author: Irgatoglu, Aydan
Date: 2021-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teacher Educators,Faculty Development,Teacher Attitudes,Barriers,Gender Differences,Age Differences,Faculty Workload,Teaching Experience,Teacher Qualifications,Self Evaluation (Individuals),Peer Evaluation,Observation,Problem Solving,Foreign Countries

This descriptive study aimed to find out whether instructors practiced self-development activities, whether some factors hindered the practice of self-development activities, and to what extent the instructors implemented self-development activities in their classes to solve a problem. Additionally, it aimed to find out whether the instructors differed in the use of self-development activities in terms of age, gender, experience, education level, and teaching hours. This study was conducted with 348 EFL instructors and four teacher trainers. Three research instruments including a questionnaire, interviews with teacher trainers, and four EFL instructors were used to investigate the self-development activities which were journal writing, self-appraisal, peer-observation, reading, writing a research paper, and action research. The analysis of data revealed that EFL instructors practiced self-development activities on a limited scale except for peer observation, which was carried out as a school policy. The results also showed that the workload was the most important hindrance in practicing self-development activities. Additionally, EFL instructors did not transfer the information gathered from self-development activities in their EFL classes to solve problems and they differed in the use of self-development activities to some extent in terms of age, gender, teaching experience, ELT qualifications like BA, MA, or Ph.D. and teaching hours.
How Gifted Primary School Students Make Sense of the Definition, Purpose and Process of Observation
Author: Elmas, Ridvan
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Academically Gifted,Observation,Student Behavior,Gifted Education,Science Process Skills,Science Education,Grade 2,Grade 3,Grade 4,Instructional Program Divisions,Student Attitudes

This study examines how gifted primary school students define observation, whether they know the purposes of observation and how they manage to perform it. A qualitative study was designed to thoroughly examine the observation process of 16 gifted students and determine the factors affecting the process. The focus group meetings were analyzed with the students' pictures and the field notes obtained during their observations. The results indicated that when examining the students' behaviors in the observations instead of what they observed, they draw what they already know. Most of the students used the word &quot;to examine&quot; when defining observation. Additionally, the students' drawings before the observation were relatively simple and did not have enough details about living beings. Besides, the second-grade students describe observation from a broader perspective, and their observation examples from their past experiences are short-term and object-based. The students also showed differences regarding their grade level in their opinions about which sense organs should be included in the observation process.
A Framework for Developing Nascent Entrepreneurs: Entrepreneurship Education&apos;s Kobayashi Maru
Author: Karriker, Joy H.
Date: 2021-04-00
Type: Journal Articles
Subjects: Guidelines,Entrepreneurship,Self Efficacy,Teaching Methods,Experiential Learning,Mentors,Coaching (Performance),Outcomes of Education,Resilience (Psychology),Persistence,Human Capital,Competition,Business Administration Education,Failure,Online Courses,COVID-19,Pandemics,Instructional Effectiveness,Undergraduate Students

Experiential entrepreneurship education is consistent with resource-based theories of entrepreneurship, which, among other things, regard the impacts of education and experience on entrepreneurial outcomes. Hands-on educational programming is a reification of such theoretical work, combining both of those elements. Such programs often utilize a coaching or mentoring approach, with the expectation that practice under the guidance of a qualified mentor develops the resources and capabilities the entrepreneur may leverage to perform entrepreneurial activities successfully and consistently. Specifically, entrepreneurship literature points to entrepreneurial self-efficacy (ESE) as well as confidence in the business and commitment to entrepreneurship as impactful elements in the entrepreneur's bringing an idea to fruition and to venture performance (Trevelyan, 2009). Related pedagogical research indicates that teaching theory-based competencies, rather than exclusively providing prescriptive or technical solutions, is important to student success. In educating and training aspiring entrepreneurs, our discipline requires a blended framework for encouraging entrepreneurial persistence among students as nascent entrepreneurs. Following resource-based literature, we assert this outcome may be accomplished through the development of resilience and ESE as personal resources, and that resilience may be taught using theory. Thus, we draw on the resource-based theoretical stream and the constructs of entrepreneurial resilience and persistence to propose a theory-inclusive pedagogical model with practical implications.