ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Learning and Learner Autonomy in an EFL Class in Vietnam
Author: Lien, Tran Thi Ngoc
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Online Courses,Self Management,Vietnamese People,College Faculty,Teacher Attitudes,Undergraduate Students,Student Attitudes,Metacognition,Virtual Classrooms,Student Behavior,Student Motivation

Learner autonomy has long been a matter of great interest in the world of EFL pedagogy and practice. It is one of the qualities that teachers want to cultivate as they know that developing this core value is synonymous with training an independent, confident, and effective learner. There have been numerous studies on this subject in the educational setting; however, those conducted to examine learners' ability to self-control their learning in the online context are still far from sufficient. This research was conducted with the exploratory survey to examine learner autonomy in EFL classes in Vietnam, where e-learning has recently been made mandatory due to the Covid 19 pandemic. It involved the total participation of 20 teachers and 100 students randomly selected from five Vietnamese tertiary institutions. Results showed a good understanding of the course instructors about the importance of learner autonomy in the online courses and the need to promote it. The students, however, were not well aware of their self-regulated learning tasks. From the study results, we could realize some problems regarding the students' behavior in the virtual learning environment and differences in teachers' and students' perceptions of this notion. The research findings also supported the researcher in making recommendations to motivate self-controlled learners.
An Exploratory Empirical Research on Hope for Learning English as a Foreign Language
Author: Ghadyani, Fariba
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Psychological Patterns,Student Attitudes,Advanced Students,Adult Students,Item Analysis,Questionnaires,Correlation,Intervention,Program Development,Foreign Countries,Taxonomy,Student Characteristics,Gender Differences,Age Differences,Language Proficiency,Goodness of Fit,Interrater Reliability,Measures (Individuals),Learning Processes

There is a dearth of research on hope in studies of second or foreign (L2) language learning. Therefore, the present research contributes conceptually to a deep understanding of hope for learning English as a foreign language and the ways it may be developed. To do so, an exploratory mixed-methods design was employed. Using in-depth interviews, qualitative data was collected from the advanced-level adult Iranian EFL learners. Grounded-based analysis of the data led to the emergence of forty-seven items tied to seven main components as well as inter-relationships between them. In the quantitative phase, a 47-item questionnaire of hope for learning EFL was designed and then piloted. Next, to test the validity of the piloting phase findings, the refined 46-item questionnaire of hope for learning EFL was administered to a convenience sample of EFL learners (n=330). Statistical analyses of the testing data confirmed that forty-six items are linked to seven broad underlying components of hope for learning EFL. The main factors building the construct of hope for learning EFL were confirmed. Moreover, core factor, interconnections between the identified components were developed and validated. The findings can provide invaluable clues as to the development of educational interventionist programs in the future.
Exploring the Effect of an Entrepreneurship Awareness-Raising Intervention on ELT Learners&apos; Entrepreneurial Intention, Mindset, Self-Efficacy and Outcome Expectations
Author: Fallah, Nasser
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Self Efficacy,Entrepreneurship,Intervention,Consciousness Raising,Social Cognition,Intention,Foreign Countries,Pretests Posttests,Student Attitudes,Outcomes of Education,Course Descriptions,Undergraduate Students,Career Choice

This experimental study aimed to explore the effect of entrepreneurship education among English language teaching (ELT) learners in Iran. To this end, an entrepreneurship awareness-raising intervention was designed and evaluated through a mixed-method explanatory sequential design with hypotheses rooted in social cognitive career theory. The effectiveness of the intervention was first investigated quantitatively through pretest and post-test among 41 ELT learners. Then, semi-structured interviews were conducted among 15 participants to triangulate and further explain the quantitative findings. The results of repeated measures of MANOVA revealed that ELT learners' entrepreneurial intention, entrepreneurial self-efficacy, entrepreneurial mindset, and entrepreneurial outcome expectations improved significantly from pre-test to post-test under the effect of the intervention. Further, the findings of qualitative data analysis confirmed the quantitative results and revealed that all of the participants took great satisfaction in the course, and they believed that the effectiveness of the course was even beyond their expectations. Implications are discussed.
Teaching English for Specific Purposes (ESP) to Saudi Arabian Banking Employees
Author: Alshayban, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Banking,English for Special Purposes,Second Language Learning,Second Language Instruction,Professional Personnel,Employee Attitudes,Foreign Countries,Global Approach,Business English,Speech Communication,Writing Skills,Teaching Methods,Employers,Instructional Design,Educational Improvement,Skill Development

Globalization in the banking industry has demonstrated one of the most significant necessities of today, English for Specific Purposes (ESP)-based curricula. ESP drives contemporary organizations to communicate effectively with customers, suppliers, and competitors across geographical boundaries. Therefore, it is imperative to examine learners' needs and difficulties while using ESP in practice to achieve this goal effectively. This study aims to examine the skills of bankers learning or using English as a Second Language (ESL) to assist them in meeting their jobs' needs in the banking sector. An online survey (n = 43) and interview (n= 39) were employed to collect data to understand the aspects vital to the teaching of ESP among banking professionals from Saudi Arabia. About 60% of the sample admitted they needed to improve their English-speaking skills, with more than 80% citing that it is essential for their profession. The interviewees also highlighted English writing skills as being more critical to their needs and desired to enhance their speaking and writing skills. The interviewees further revealed that poor English, difficulty in understanding accents, and insufficient knowledge of banking terminology hindered their communication with customers. The article suggests pedagogical implications and recommendations to support employers in the banking sector, ESP teachers, and curricula designers for improving the current ESP design and delivery in Saudi Arabia.
Students&apos; View on STEM Lessons: An Analysis of Needs to Design Integrated STEM Instructional Practices through Scientist-Teacher-Students Partnership (STSP)
Author: Ismail, Mohamad Hisyam
Date: 2022-04-00
Type: Journal Articles
Subjects: Student Attitudes,STEM Education,Educational Practices,Partnerships in Education,Secondary School Students,Teacher Student Relationship,Scientists,Secondary School Teachers,Teamwork,Teacher Role,Course Content,Drills (Practice),Visual Aids,Instructional Materials,Foreign Countries

Previous studies in STEM education's context found that many students failed to connect between the knowledge they learned in class, the skills they acquired and the applications of the knowledge to real-life situation. They also perceived STEM lessons as rigid, drab, fixed, and a limited platform because they could not see STEM as an integrated disciplines and the interconnecting concepts across the disciplines. For students' benefits, this study explores their views on STEM lessons to incorporate their needs in designing integrated STEM instructional practices through Scientist-Teacher-Students Partnership (STSP) initiative. Embracing a qualitative research design, the researchers adopted a purposive sampling strategy to select six (6) secondary school science students as informants. Semistructured interviews were used to explore the informants' insights on STEM lessons. Based on the analysis of the interviews, three (3) themes have emerged, which are (1) Instructional practices in Science Classroom, (2) Issues in STEM learning, and (3) Students' demand in STEM lessons. However, this paper will only discuss the first theme of the study with four (4) categories namely, teacher-driven, content laden, drilling and practice techniques and instructional aids. This needs analysis study concludes that STEM teachers' instructional practices still heavily focus on a teacher-centered approach and preparing students for the examination. Hence, aspects like students' involvement, engagement and meaningful learning which are lacking in practice will be considered by the researchers in designing integrated STEM instructional practices through the STSP initiative.
Preservice Secondary Mathematics Teachers&apos; Views about Distance Education in the COVID-19 Process
Author: Piskin Tunç, Mutlu
Date: 2022-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Teacher Attitudes,Distance Education,COVID-19,Pandemics,Foreign Countries,Student Attitudes

The purpose of this study was to investigate preservice secondary mathematics teachers' views about distance education that was carried out during COVID-19 process. In this study, phenomenology design was used. The participants of the study were 148 preservice mathematics teachers enrolled in elementary mathematics teaching department of a state university in Turkey. The data were collected with a questionnaire consisting of three open-ended questions developed by the researchers. Content analysis was used in analyzing the data. As a result, the opinions of the preservice teachers regarding the advantages of distance education such as flexibility of time and place, easy access to information, economy, as well as disadvantages such as inefficiency, inequality, lack of communication, and desocialization have emerged. While they thought that general culture and vocational knowledge courses were suitable for distance education, they stated that the field courses were not. It is recommended that the universities should strengthen their distance education infrastructures to create a better distance education process.
Practicum: A Space for Leadership and Mentoring
Author: Woolston, Debbie
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Practicums,Leadership Qualities,Early Childhood Teachers,Foreign Countries,Leadership Training,Mentors,Supervision

Associate teachers (ATs) play a crucial role in supporting beginning teachers but there is little research that identifies the practicum as an opportunity for advancing ATs' leadership capability. While research identifies mentoring as central to the way ATs support beginning teachers entering the profession, there is little explicit discussion of the leadership skills ATs engage in and model to student teachers during a practicum experience. Nor is there explicit acknowledgement of the AT role as a pathway to leadership for early childhood teachers. In this article we draw from a case study located in a provincial New Zealand city and a review of literature to demonstrate that practicum is largely overlooked as a space for early childhood teachers to develop and advance their leadership skills. We argue that mentoring and supervision of student teachers during practicum provides a rich opportunity for ATs to increase their own professional knowledge and expertise as leaders within early childhood.
&apos;So Far so Good&apos;: Academic Migrants Adjust to Teaching in Aotearoa New Zealand&apos;s Tertiary Vocational Sector
Author: Masterson, Maggie
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Foreign Workers,Adjustment (to Environment),Vocational Education,Migrant Workers,Acculturation,Global Approach,Faculty Mobility,Immigrants,Faculty Development,Curriculum Development

Tertiary education providers increasingly recruit international teaching staff in their drive to fill skills gaps and build institutional knowledge and research capacity but literature examining the adjustment experiences of these academic migrants remains limited. This multiple case study focuses on Aotearoa New Zealand's ITP (Institutes of Technology and Polytechnics) sector and explores how the experience of migration has impacted on four long-term academic staff with a range of industry, teaching and research experience. Adapting to a new teaching and learning environment presented initial challenges for some of these migrant teaching staff, but their overall adjustment experience has been positive. The study identifies factors which have influenced their successful acculturation and highlights how these international teaching professionals are contributing significantly to the academic life of their institution, particularly in the area of curriculum development.
Prevalence of Drugs and Alcohol in U.S. Secondary Schools: Do Security Measures Matter in School Communities?
Author: Gimbert, Belinda G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary Schools,Drinking,Alcohol Abuse,Drug Abuse,Adolescents,School Security,Student Attitudes,School Safety,Drug Use

Despite the common perception of a decline over recent decades of adolescents' use of illicit drugs and alcohol, the recent exponential rise in teenage vaping has spotlighted how local and school communities must address this endemic public problem. Since use of illicit substance adversely affects adolescent development, it is imperative that educators assess the prevalence of drugs and alcohol and curtail access in secondary schools. We examined the association between drug and alcohol availability and school security measures, using data from the 2015 National Criminal Victimization Survey School Crime Supplement. Logistic regression determined whether school security measures (inclusive, exclusive, and ambiguous) reduce student-perceived drug and alcohol availability in U.S. secondary schools. Our findings indicated that students in secondary schools with school resource officers perceived greater drug and alcohol availability, while locked doors were associated with lower perceived availability. No inclusive security measures were associated with increased or decreased drug and alcohol availability. Only one exclusive measure -- locker checks -- in a single model related to perceived marijuana availability was significantly associated with perceived lower substance availability. School leaders and policy makers should consider the effectiveness of security measures to reduce substance use, while ascertaining the likelihood of detrimental effects.
First Impressions Matter! An Experiment Comparing Autonomous and Controlling Language in Course Syllabi
Author: Merchán Tamayo, Jully Paola
Date: 2022-00-00
Type: Journal Articles
Subjects: Course Descriptions,Teacher Student Relationship,Independent Study,Student Attitudes,Language Usage,Self Determination,Learning Theories,Comparative Analysis,Undergraduate Students,Student Characteristics,Student Motivation,Attendance,Likert Scales,Measures (Individuals),Discourse Analysis

The course syllabus serves as an important first contact between professors and students in university courses and the language used in a syllabus can influence students' first impressions of the professor and expectations for the course. Existing research in Self-Determination Theory has shown that autonomy-supportive language leads to increased positive outcomes for students compared to controlling language. The objective of the present studies was to compare an autonomy-supportive with a controlling syllabus to see how students felt when reading the syllabus (Study 1), and how the syllabus related to their impressions of the professor, reported motivation, and expectations for the course (Study 2). The results of Study 1 supported that the students reported more positive feelings when viewing the autonomy-supportive syllabus and perceived the autonomy-supportive syllabus was more autonomous and the controlling one was more controlling. In Study 2, the results showed that students who viewed the autonomy-supportive syllabus reported more positive impressions of the professor (more need-supportive, better quality), were more likely to have positive expectations about the course, and more likely to have a self-determined motivation towards attending class compared to students who viewed the controlling syllabus. Overall, the results from both studies supported that there are benefits to using autonomy-supportive language in a syllabus with few side effects. Professors could benefit by making a good first impression upon students by integrating autonomy-supportive language into their syllabus.
The Journey to SoTL: Institutionally Supporting a Transition to Scholars of Teaching and Learning
Author: McEwan, Michael P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Foreign Countries,Educational Research,Definitions,Research Universities,Professional Development

The concept of Scholarship of Teaching and Learning (SoTL) is now being increasingly used as a tool to evidence excellence in teaching (Hutchings &amp; Shulman, 1999; Kreber, 2002), support for academic promotion (Hutchings et al, 2011) and professional recognition within UK Higher Education (UKPSF, 2011). However, SoTL is not yet fully embedded in the typical academic role in the UK. In an environment where research is often 'king' the recent survey by Pritchard &amp; McGowan (2016) demonstrates that even with growing recognition for teaching in universities, SoTL is often seen as the poorer sibling of REF-able research, and poorly understood (Gunn et al, 2014). Despite this, the value, impact and esteem associated with SoTL is growing with suggestions that SoTL should become better defined and 'REF-able', and that universities should act to better support and incentivise the practice of SoTL and its growth in institutions (Fanghanel et al, 2016). So how can SoTL capacity be grown within a research-intensive university in the UK and to what extent can a shared understanding of SoTL, along with a sustained engagement in SoTL be successfully cultivated? This study explores these issues by examining the perceptions of academic staff related to SoTL whilst studying a Postgraduate Certificate in Academic Practice, a professional development programme related to teaching and learning in higher education, and determining the impact of learning related to SoTL on sustained engagement in the activity.
How Teaching Online Impacts Safety and Comfort: Experiences of Students and Instructors in the Context of Learning Counseling Skills Online
Author: Calderwood, Kimberly A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Safety,Prosocial Behavior,Interpersonal Competence,Counseling Techniques,Students,Teachers,Trust (Psychology),Emotional Experience,Student Experience,Teaching Experience

The COVID-19 pandemic led to the necessity for many services to transition from in-person to online, including teaching in higher education and continuing education venues. This shift raised important pedagogical questions that have not yet been explored in the scholarship of teaching and learning literature. This study explored the experiences of students and instructors participating in a synchronous online four-day training workshop on counseling skills relating to supporting individuals who experience life stress and trauma. While many of the findings were consistent with what is already in the e-learning literature, new insights about safety and comfort emerged that have important implications for online delivery when teaching counseling skills and other topics involving potentially complex and emotional content. Recommendations for online teaching and future research are made.
Active Learning in Flipped Classroom and Tutorials: Complementary or Redundant?
Author: Mason, Matthew J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Flipped Classroom,Undergraduate Students,Student Attitudes,Traditional Schools,Lecture Method,Tutoring,Small Group Instruction

Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, in which they solve problems and discuss ideas based on course material. Would they see any value in performing similar tasks in flipped-classroom settings, or would they regard the introduction of a second active-learning modality as redundant? Following the replacement of traditional lectures with flipped teaching within three physiology courses, with tutorials ongoing, questionnaire responses showed that students felt that they learned and understood more, and felt better-prepared for exams. Although similarities were recognised, the context of the active learning evidently made flipped classroom and tutorial teaching feel very different, probably because of the different levels of attention from the instructors. Questionnaire and interview comments suggested a complementarity between the two approaches, in that engaging with problems within a flipped classroom could give students more confidence in tutorials and in essay-writing, while tutorials offered more opportunities for individually-tailored feedback.
An Assessment of Burnout among Graduate Students in Health Professional Programs
Author: Hansen, Svanhild B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Burnout,Graduate Students,Allied Health Occupations Education,Gender Differences,Student Attitudes,Student Satisfaction,Intellectual Disciplines,Correlation,Student Characteristics,Family Structure

Objective: To measure the level of burnout among graduate students in health professional programs. A comparative analysis was used to explore differences in burnout scores among the participating programs. Methods: The Copenhagen Burnout Inventory (CBI) was distributed to students at two Universities with a focus on health professional educations. We assessed for demographics such as gender differences, and added an additional scale aimed at measuring school-related burnout. Results: Burnout and program dissatisfaction were positively correlated. Students in their third year reported the highest burnout scores, with the pharmacy program reporting the highest scores of burnout across all the programs participating. Women reported higher levels of personal burnout, whereas men reported higher levels of client related burnout. Conclusion: Burnout is prevalent among graduate students in health profession programs during the course of their education; interestingly, this appears to be more impactful among pharmacy students. Implications and suggestions for mitigating this impact are discussed.