ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of COVID-19 Pandemic on Preschool Education
Author: Duran, Munise
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preschool Education,Preschool Teachers,Preschool Children,Kindergarten,Teacher Attitudes,Anxiety,Professional Development,Distance Education,Electronic Learning,Parent Child Relationship,Hygiene,Foreign Countries

In this study in which case study -- one of the qualitative research methods -- was used, it was aimed to assess the effects of coronavirus disease (COVID-19) pandemic on preschool education by teachers. Preschool teachers working in 14 provinces where the number of cases is high form the universe of the study. Sample group is 140 teachers in total. So as to get data for the study, survey questions prepared by the researcher and submitted to expert opinion and structured interview forms were used. The findings of the study are as follows: preschool children had feelings of anxiety, fear and longing all together during this process and they wanted to return to their schools as soon as possible. Similarly, most of the teachers were highly concerned and worried. The teachers attended online educations related to their professional development during the process of staying home. Before COVID-19 came to Turkey, the schools did not take any measures; then, when distance education started, all schools were disinfected, the materials and toys in the classrooms were put aside after disinfection. Distance education process was quite difficult in preschool education; all the teachers taught in line with their own initiatives. During this process, while the activities most preferred by the teachers were games and art activities, the activities having pandemic theme were experiments and dramas about hygiene. Distance education increased parent participation to preschool education and this had a positive effect on parent-child interaction. In the distance education process, by establishing platforms intended for preschools, suggestions to make more and professional activities, to have common actions in cooperation with schools and to train parents were made.
Investigation of Emerging Trends in the E-Learning Field Using Latent Dirichlet Allocation
Author: Gurcan, Fatih
Date: 2021-05-00
Type: Journal Articles
Subjects: Educational Trends,Electronic Learning,Models,Learning Analytics,Online Courses,Student Evaluation,Learning Processes,Publications,Journal Articles,Integrated Learning Systems,Distance Education,Artificial Intelligence

E-learning studies are becoming very important today as they provide alternatives and support to all types of teaching and learning programs. The effect of the COVID-19 pandemic on educational systems has further increased the significance of e-learning. Accordingly, gaining a full understanding of the general topics and trends in e-learning studies is critical for a deeper comprehension of the field. There are many studies that provide such a picture of the e-learning field, but the limitation is that they do not examine the field as a whole. This study aimed to investigate the emerging trends in the e-learning field by implementing a topic modeling analysis based on latent Dirichlet allocation (LDA) on 41,925 peer-reviewed journal articles published between 2000 and 2019. The analysis revealed 16 topics reflecting emerging trends and developments in the e-learning field. Among these, the topics &quot;MOOC,&quot; &quot;learning assessment,&quot; and &quot;e-learning systems&quot; were found to be key topics in the field, with a consistently high volume. In addition, the topics of &quot;learning algorithms,&quot; &quot;learning factors,&quot; and &quot;adaptive learning&quot; were observed to have the highest overall acceleration, with the first two identified as having a higher acceleration in recent years. Going by these results, it is concluded that the next decade of e-learning studies will focus on learning factors and algorithms, which will possibly create a baseline for more individualized and adaptive mobile platforms. In other words, after a certain maturity level is reached by better understanding the learning process through these identified learning factors and algorithms, the next generation of e-learning systems will be built on individualized and adaptive learning environments. These insights could be useful for e-learning communities to improve their research efforts and their applications in the field accordingly.
The Structural Relationship Model of Indicators of Outstanding Leadership for Teachers under the Local Administrative Organizations
Author: Nonthing, Komsan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Indicators,Leadership Effectiveness,Teacher Leadership,Administrative Organization,Models,Integrity,Communication Skills,Goal Orientation,Leadership Qualities

The objectives of this research were to: 1) Study the suitability of the indicators to be included in the model, 2) Test the consistency of the model developed from the theories and research studies' empirical data, 3) Evaluate reliability value of the main components, the sub-components and other related indicators. The population used in the research was the teachers in the schools under the local administrative organization of Thailand. The multistage random sampling was used for the selection of 660 participants from a total population of 30,359 teachers across the country. The following results were observed: 1) All of the 52 indicators used in the research were appropriate according to the specified criteria, 2) The theoretical model was found to have been consistent with the empirical data. All of the statistical figures including; Relative Chi-Square, Root Mean Square Error of Approximation, Goodness-of-Fit Index, Adjusted Goodness-of-Fit Index, Comparative Fit Index, and Normed Fit Index: NFI, were found to have met with the specified criteria in both the first and the second confirmation factor analyzes, and 3) The primary element's factor loading was between 0.73 to 1.48, which is higher than the criteria of 0.70, the sub-element's factor loading was between 0.67 to 1.72 and the indicators weight was between 0.68 to 1.37, which is higher than the criteria of 0.30. These results indicate that the theoretical model developed in this research can be effectively used with construct validity for the development of the targeted samples in a research study.
Charting New Venues for Teaching Literary Texts through Black English Vernacular in EFL Context: Case of H.B. Stowe&apos;s &quot;Uncle Tom&apos;s Cabin&quot;
Author: Iles, Yamina
Date: 2021-03-00
Type: Journal Articles
Subjects: Literature Appreciation,African American Literature,Novels,Black Dialects,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods

This research paper attempts at studying the operation of literary texts teaching through Black English Vernacular (BEV) in EFL context, selecting the American novel: &quot;Uncle Tom's Cabin,&quot; henceforth (UTC), (1852) by Harriet Beecher Stowe (1811-1896) as a parameter of research. Its main aim is to reveal and project the new venues for teaching literary texts through BEV in EFL classroom. The choice of this novel constitutes a luxuriant source of investigation. Additionally, it is abundant with various cultural elements used by its characters. The significance of the study relies on the examination and analysis of lexical items regarding the role of literature in the EFL context between the past and the present time. Also, with the difficulties of using literary texts as language tools in the EFL educational milieu. After implementing a stylistic analytical method on the selected novel, the results of the study end up by the selection of certain lexical entries from Black English that can be used as a reference in the teaching of literature in EFL contexts.
Utilizing Learners&apos; Linguistic Landscape as a Pedagogical Resource in the Translation Classroom: A Case Study in the Sultanate of Oman
Author: Algryani, Ali
Date: 2021-03-00
Type: Journal Articles
Subjects: Translation,Case Studies,Teaching Methods,Metalinguistics,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Feedback (Response),Student Attitudes,Teacher Attitudes,Undergraduate Students,Skill Development,Program Descriptions,Creativity,Outcomes of Education,Language Processing,Critical Literacy,Language Usage

The study investigates learners' awareness of their linguistic landscape (LL) and perspectives on the use of LL as part of classroom teaching and learning. It also examines the course instructor's pedagogical perspective on the use of LL. The study aims to explore the potential benefits of utilizing bilingual public signage representing translational content to develop translation students' critical literacy, language awareness, and translation skills through reflecting on the use of LL as a teaching and learning material. The study is significant as it addresses the gap in the literature on the use of LL to promote students' critical literacy, language awareness, and translation skills in the EFL context of Oman. The samples of the study are 58 participants enrolled in undergraduate translation courses at Dhofar University. The data collection methods used in the study consist of focus group discussions, online surveys, and teacher's retrospective reflection. The quantitative data were analyzed by IBM SPSS V26, while the qualitative data were analyzed by common themes that emerged from students' feedback and teacher's reflection. The findings of the study showed positive outcomes on the use of LL as a teaching and learning resource such as improved language awareness, language proficiency, translation skills, creativity, and critical thinking skills. The implication of the study is to draw attention to the existing quality of the learners' LL and invite them to actively and responsibly participate in improving the linguistic landscapes of their local communities.
Teaching English Speaking Online versus Face-to-Face: Saudi Students&apos; Experience during the COVID-19 Pandemic
Author: Alzamil, Abdulrahman
Date: 2021-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Web Based Instruction,Foreign Countries,Student Experience,COVID-19,Pandemics,College Students,Student Attitudes,Computer Mediated Communication,Speech Communication

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students' attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students' English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.
Student Teachers&apos; Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening
Author: Rozak, Refi Ranto
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Teachers,Listening Comprehension,Language Fluency,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),News Reporting,Scaffolding (Teaching Technique),Teacher Educators,Vocabulary Development,Foreign Countries,Speech Communication,Teaching Methods

This article reports the use of similar news stories in narrow listening in an Extensive Listening course to promote student teachers' listening fluency in an Indonesian initial teacher education context. This study was to investigate: (1) What is the patterns of interaction of Indonesian student teachers of English regarding their listening fluency when exposed to slow, moderately slow, and normal speech level texts?; and (2) What are the challenges and opportunities of promoting listening fluency through narrow listening using news stories in an Extensive Listening course? The aims of this article are to portray student teachers' listening fluency interaction patterns through similar news stories in narrow listening and to investigate the challenges and opportunities of promoting listening fluency using narrow listening. This sequential mix-method study reported 40 student teachers' engagement in extensive listening activities over 12 weeks, such as: (1) the choice of the news stories using online extensive listening material selection survey, (2) repeated listening tasks for fluency development at a lower to a normal speech rate level, and (3) linked-skills fluency development activities scaffolded by the teacher educators. The study found that similar news stories in narrow listening as extensive listening material helped student teachers familiarize similar structures and vocabulary of the spoken texts from similar topics/themes. The article portrays the inclusion of narrow listening in an Extensive Listening course can help the development of student teachers' listening fluency in Indonesian initial Teacher Education context.
Teachers&apos; Perceptions of Customizing Students&apos; Learning through Differentiated Instruction at a Tertiary Level
Author: Al Siyabi, Munira Said
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Individualized Instruction,College Faculty,Foreign Countries,English (Second Language),Second Language Learning

Traditional ways of teaching were challenged by differentiated instruction which aims to embrace students' variance. Teachers are expected to maximize the learning opportunities by meeting the diverse needs of their learners. English teachers in Omani schools are trained and instructed to modify the content to meet students' different levels; however, teachers in higher education institutions are given more freedom in planning and conducting their classes. This research investigated teachers' perceptions of differentiated instruction which is customised to meet the diversity of learning needs and interests of English as foreign language students in the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq). The study also sought to identify practices teachers follow to implement differentiated instruction. An exploratory, descriptive analysis and a survey were employed to obtain the necessary data, which indicated that teachers are aware of differentiating instruction and the related practices. Teachers also showed a good understanding of the type of knowledge needed to obtain before implementing differentiation and the assessment tools to attain them. However, the results also indicate an essential need for structural support, professional development, to meet the challenges identified by teachers to maintain the continuity of these practices.
The Syntax of Multiple Determination in Arabic: An Anti-Residual Relative Clause/Close-Apposition Account
Author: AlQahtani, Saleh Jarallah
Date: 2021-03-00
Type: Journal Articles
Subjects: Phrase Structure,Semitic Languages,Syntax,Contrastive Linguistics,Greek,Form Classes (Languages),Phonology,Language Research,Structural Analysis (Linguistics),Semantics

This paper aims to give an account of the multiple determination (determiner spreading) phenomenon in Arabic. Determiner spreading is the syntactic representation and phonological realization of multiple determiners within the same determiner phrase. As a cross-linguistic phenomenon, determiner spreading has been investigated in other languages (e.g., Scandinavian and Greek); different accounts have been proposed. For Scandinavian languages, determiner spreading has been analyzed as a representation of different semantic interpretations. As far as Greek is concerned, some analyses have been proposed; however, two prominent ones have received considerable attention in the literature: (i) a residue of a reduced relative clause and (ii) an instantiation of close appositions. Contrary to those analyses, this paper claims that none of the two analyses is suitable for Arabic; thus, a language-specific analysis is required. To analyze determiner spreading in Arabic, the current paper posits the following research question: &quot;What is the linguistic purpose of the multiple determiners found in Arabic determiner phrases?&quot; Answering the research question, the paper claims that, in addition to its indispensable role in establishing agreement between nouns and adjectives within the Arabic determiner phrase, determiner spreading demarcates syntactic and semantic phrase boundaries. The paper takes Minimalist Program and Distributed Morphology as a theoretical framework to argue that attributive adjectives are projection of an agreement phrase headed by the definite article [Lushootseed] or by the indefinite phonological marker &quot;nunation: -n.&quot; This proposal requires no syntactic movements in the syntax proper. The ultimate linear order is achieved in the phonological components.
Validation Study of the Family Involvement Questionnaire--Elementary Version with Families in Belize
Author: Garbacz, S. Andrew
Date: 2021-06-00
Type: Journal Articles
Subjects: Family Involvement,Questionnaires,Foreign Countries,Factor Structure,Child Caregivers,Family School Relationship,Expectation,Attendance,Cultural Context,Progress Monitoring,Parent Child Relationship,Parent Teacher Cooperation,Elementary School Students,Community Involvement,Children

The purpose of this study was to examine the factor structure of the Family Involvement Questionnaire--Elementary Version with families in Belize. Participants were 185 primary caregivers of children in primary education settings in Belize. Caregivers were given the Family Involvement Questionnaire--Elementary Version to measure their educational involvement in their children's schooling. Findings indicated the factor structure of the Family Involvement Questionnaire--Elementary Version in Belize was not congruent with the factor structures with samples from the United States and New Zealand. Exploratory factor analysis suggested a five-factor solution: (a) home-school communication, (b) home expectations and monitoring, (c) educational support, (d) school and community involvement, and (e) school attendance. In light of similar measurement studies in the literature, these data indicate that family educational involvement varies across geographic and cultural contexts. This suggests that interventions and policies to improve education outcomes via family involvement ought to consider the unique structure of families' involvement in the educational system. [For the corresponding grantee submission, see ED605729.]
Proposed Model to Assist Saudi Postgraduate Students in Their English Academic Writing
Author: Alharbi, Noof Saleh
Date: 2021-03-00
Type: Journal Articles
Subjects: English for Academic Purposes,Writing Skills,Graduate Students,English (Second Language),Barriers,Supervisors,Models,Second Language Instruction,Language Proficiency,Program Effectiveness,Postsecondary Education,College Bound Students,Foreign Countries,Readiness,Educational Improvement,Preservice Teacher Education

This current research forms part of a broader investigation into the problems Saudi postgraduate students face in English academic writing. The study used the interpretive paradigm to investigate and interpret the perceptions of Saudi postgraduate students and their supervisors in relation to the difficulties they encountered regarding academic writing in English. Therefore, the study adopted a sequential mixed-methods design. The quantitative phase of the research employed a questionnaire whereas the qualitative phase employed semi-structured interviews and document analysis. In total, 275 students completed the prepared questionnaire whilst 15 students, both male and female, and 9 supervisors participated in the semi-structured interviews. The research also used ten samples of written feedback students had received from their supervisors. SPSS descriptive statistics were used to analyse the data quantitatively, and MAXQDA software was used to analyse the data qualitatively. The study identified that Saudi postgraduates encounter a range of difficulties in their academic writing, which were due to several underlying causes. Therefore, to address this issue and to contribute to knowledge in the field, the author of this study devised a theoretical model to assist Saudi postgraduate students overcome their difficulties with English academic writing. The main focus of the current study is to explain this model in detail.
The Efficiency of Quizlet-Based EFL Vocabulary Learning in Preparing Undergraduates for State English Exam
Author: Chaikovska, Olha
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Educational Technology,English (Second Language),Second Language Learning,Vocabulary Development,Undergraduate Students,National Standards,Foreign Countries,Rural Urban Differences,Intensive Language Courses,Test Coaching

Students' EFL learning experience in the rural context is poorer in comparison to urban quality of education. More than 70% of students at the State Agrarian and Engineering University in Podillia are from rural areas. To reduce rural-urban disparities in academic learning the university teachers should use high-quality instruction techniques that can make the process of studying both effective and motivating. The traditional methods of EFL teaching no longer satisfy the needs of modern society. Hence, technology applications need a theoretical foundation based on experimental surveys to determine the strategies for effective EFL learning. This research paper was conducted to examine the possibility of utilising such MALL technology like Quizlet in improving EFL learners' vocabulary acquisition. A brief review of scholarly literature published from 2005-2019 on Quizlet implementation in foreign language learning showed that there are many studies on the benefits of using Quizlet in EFL vocabulary acquisition. However, the research papers on the principles and strategies for adequate Quizlet-based learning in Ukrainian higher educational institutions are still lacking. Pre- and post-experimental questionnaires, pre- and post-experimental tests were adopted as tools for data collection. The results of the experiment have proven the proposed hypothesis. After utilising Quizlet and using spaced repetition technique for vocabulary learning to prepare undergraduates to state English exam, the results proved that the learners of the experimental group improved their level of EFL vocabulary at the post-test.