ethanporcaro/eric-fulltext-meta huggingface dataset:
Students Perspective of Using Content-Based Approach in ESP Class
Author: Yang, Ju Yin
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,International Trade,Business English,Content Area Reading,Content Area Writing,Questionnaires,Semi Structured Interviews,Course Content,Classroom Environment,Learning Motivation,Learning Activities,Material Development,Teaching Methods,Instructional Effectiveness,Pretests Posttests,English for Special Purposes,Undergraduate Students,Classroom Observation Techniques,Student Journals,Lesson Plans,Content Analysis,Likert Scales,Foreign Countries

The purpose of this study is to understand the perspectives of using content-based approach on college students in International Trade Business English (ITBE) Class. Content-based Approach (CBA) viewed as language learning with contents for academic subject matter. It provides a cognitive and motivational basis of language learning. CBA approach gave the academic or language instructors a guideline for designing the contents and activities. Concurrent triangulation research conducted with quantitative method was designed to understand the learners improve their knowledge of business English through the CBA. 115 participants who majored in the Department of Applied English completed questionnaires at both the beginning and the end of the course. To obtain qualitative data, ten participants were randomly selected for specific purpose. Participants received the semi- interview to obtain the detailed information. Findings are listed as followings: (1) CBA increase the level of students' satisfaction toward the well-designed ITBE materials, (2) CBA has positive effects on ITBE course contents, (3) CBA in ITBE classrooms motivate students' learning needs, and (4) CBA helps the academic teacher and language teachers work well in designing the course activities and materials. Results indicate that CBA enriched experience of ESP learners and provided practical opportunities for ITBE learning.
Developing Reading Comprehension through Metacognitive Strategies: A Review of Previous Studies
Author: Channa, Mansoor Ahmed
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Reading Comprehension,Literature Reviews,Reading Improvement,Reading Skills,Scaffolding (Teaching Technique),Reader Text Relationship,Self Evaluation (Individuals),Progress Monitoring,Protocol Analysis,Questioning Techniques

This paper has reviewed the previous studies on metacognitive strategies based on planning, monitoring, and evaluating in order to develop reading comprehension. The main purpose of this review in metacognition, and reading domain is to help readers to enhance their capabilities and power reading through these strategies. The researchers reviewed articles, papers, and books related to the field. The studies indicated that the strategies used in reading comprehension are significant. The findings of this study reveal teachers scaffold to develop reading and comprehending abilities of students. This review study would help readers to consider metacognitive strategies as the input to design reading comprehension material and syllabus based on planning, monitoring, and evaluating strategies for students to improve reading skills for learners' better comprehension of the text according to their needs.
Iranian EFL Learners' Grammatical Knowledge: Effect of Direct and Metalinguistic Corrective Feedback
Author: Saadi, Zahra Kheradmand
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grammar,Knowledge Level,Metalinguistics,Error Correction,Feedback (Response),Comparative Analysis,English (Second Language),Second Language Instruction,Second Language Learning,Writing Instruction,Language Tests,Pretests Posttests,Statistical Analysis,Statistical Significance,College Students,Measures (Individuals)

The present study was conducted to compare the impact of direct and metalinguistic written corrective feedback on Iranian EFL learners' grammatical knowledge. The participants were a convenient sample of students in two intact writing classes. The instruction provided in both groups was similar; however, the students in one group received direct feedback and the students in the other group received metalinguistic feedback in the form of error codes on writing accuracy (i.e., grammar, vocabulary, and punctuation) of their in-class written texts. Moreover, all the students took a grammar test serving as pre- and posttests before and after the treatment. In addition to the computation of gain scores, descriptive statistics and a mixed between-within subjects ANOVA were run to analyze the data. Descriptive statistics revealed that the grammatical knowledge of the learners in both groups developed as a result of the two types of feedback; nonetheless, there was not a statistically significant difference between the students' performance on the grammar test before and after the treatment. Furthermore, although the direct feedback seemed to be more effective in improving grammatical knowledge, no statistically significant difference was found between the two groups' gain scores on the grammar test. Accordingly, it was concluded that either of the feedback types may be employed to effectively develop EFL learners' knowledge of grammar.
Teaching for Democracy in Nigeria: A Paradigm Shift
Author: Enu, Donald Bette
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Social Studies,Teaching Methods,Democratic Values,Citizenship Education,Curriculum Development,College Faculty,Thinking Skills,Skill Development,Entrepreneurship,Evaluation

In this qualitative study, the authors addresses the complexities of the Nigerian Social Studies teaching context taking into cognizance the pervasive and lecture-based pedagogical process centered on rote learning and memorization. Democracy being a globally enthroned system of government can only endure when the citizens are actively involved by making input into the system of governance. Nigerian educators, particularly Social Studies educators, must rethink their teaching practices that will produce responsible democratic citizens. To achieve this, there is need to guide a transition in the teaching approach from rote learning to critical thinking. This paper therefore advocates for a restructuring of both the curriculum and instructional approach that will give Nigerian students the desired disposition to think for themselves so as to become good citizens in a sustainable democracy.
Medical Colleges in Saudi Arabia: Can We Predict Graduate Numbers?
Author: Althubaiti, Alaa
Date: 2014-00-00
Type: Journal Articles
Subjects: Medical Schools,Graduates,Prediction,Foreign Countries,Physicians,Dropouts,Enrollment Trends,Trend Analysis

The shortage of Physicians is a major problem in many countries. Medical colleges are often encouraged to increase the graduate numbers. In the Kingdom of Saudi Arabia, Saudi physicians form only 37.89% of the physician manpower. The remainder of the physicians are expatriates. It was recently estimated that the Kingdom would need 29,128 physicians by the year 2014 in order to maintain the same physicians-to-population ratio, i.e., 2.7 per 100,000. To solve the problem, the higher education institutions invested in medical education and increased their number of college graduates. However, there are many questions about whether this strategy will proof successful in covering the shortage or whether this will lead to problems, for example an excess in the number of physicians. These can only be answered if future graduate numbers are estimated and kept under control. In this study, common data mining techniques were reviewed and applied to the output of Saudi medical colleges over the past years. These techniques can be used to predict graduate numbers. The results show the importance of developing a national student information center to fix the data collection problems described in this paper.
UAE University Students' Awareness of Using the Writing Center
Author: Al Murshidi, Ghadah
Date: 2014-00-00
Type: Journal Articles
Subjects: Laboratories,Writing (Composition),Foreign Countries,Academic Discourse,Writing Skills,Role,Writing Improvement,Instructional Effectiveness,Qualitative Research,Statistical Analysis,Writing Assignments,Editing,Student Attitudes,Consciousness Raising,Second Language Learning,Second Language Instruction,Undergraduate Students,Questionnaires,Interviews,English (Second Language),English for Special Purposes,Semitic Languages

Writing has always been regarded as playing a prominent role in learning a second language. UAE university writing center provides a key support service within the institution, and as such must find ways to evaluate the impact of the instruction they provide. However, many studies of tutorial effectiveness lack adequate analyses of tutorial services and of both student and tutor awareness and outcomes. The purpose of the study is to explore the effectiveness of the writing center and its proposed services to improve students' academic writing skills. The study combined quantitative and qualitative strategies involving surveying 50 students followed by in-depth interview with the supervisor of the UAEU's writing center. Some major findings are that the study indicated that some students who visit the writing center are not aware of how to use it effectively. The study shows that 76% of students stated that the role of the writing center is to edit their assignments. The study indicates that 32% of students who visited the writing center were encouraged by their instructors to visit the writing center. This study implies some strategies to raise the students' awareness of the writing center purpose and services.
A Study: Exploring the Feasibility of Developing a Computer Science Online Degree Program at Tuskegee University
Author: Buckley, Ingrid A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Feasibility Studies,Computer Science Education,Online Courses,Program Development,Information Technology,Performance Factors,Barriers,Educational Resources,Computer Software,Cost Effectiveness,Needs Assessment,College Programs,Black Colleges

This paper investigates the feasibility of developing an online degree for a computer science and information technology degree programs. Our motivation is to increase access to quality education with the aim of stimulating growth, attracting new students, and retaining our current student body. A survey was conducted of CS/IT online degrees which are offered completely online. The survey includes various historically black colleges and universities (HBCUs) and majority universities throughout the United States to gain a broad perspective on the current offerings. This study provides comparisons of some majority universities against smaller universities, especially HBCUs in terms of online education. The pros and cons associated with online education are discussed to further understand if it could help us attain our goals. The resource and requirements (infrastructure, software, tools, and training) needed to develop a degree completely online are presented. A wide variety of tools, technologies software programs available in both private and public domain are enumerated and described. A detailed discussion is presented based on our departmental and curricular needs, including a phased implementation strategy for creating undergraduate and graduate degree programs online. A cost and benefit analysis is given to determine roughly, the overall effort of implementing online degrees within the CS Department. Lastly, some recommendations and conclusion based on our findings from the cost benefit analysis is presented. The goal of this work is to provide other institutions pondering the implementation of online courses/degree programs with a holistic understanding of this endeavor in terms of magnitude and cost.
Challenges in Academic Reading and Overcoming Strategies in Taught Master Programmes: A Case Study of International Graduate Students in Malaysia
Author: Singh, Manjet Kaur Mehar
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Case Studies,Masters Programs,Content Area Reading,Reading Strategies,Statistical Analysis,Questionnaires,English (Second Language),Second Language Learning,Barriers,Academic Discourse,Graduate Students,Readability,Likert Scales

This article focuses on research into academic reading practices of international graduate students in taught Master programmes in a Malaysian university. The purpose of the study was to examine the challenges faced in the academic reading practices as well as the strategies employed to overcome the challenges in the academic reading practices. Quantitative data was collected through the Academic Literacies Questionnaire and analysed. The findings show challenges faced by international graduate students are attributed by the fact that English is the medium of instruction and English is not their first language. At the same time, the findings also highlight the strategies employed by the students to overcome the challenges in their academic reading practices. However, it was found that the students, although exposed to challenges in their academic reading practices were not very responsive toward overcoming the challenges. This article concludes with administrative policies and reading related programmes to support the unique academic reading background needs of the students and ensure their academic success.
Data for Flipped Classroom Design: Using Student Feedback to Identify the Best Components from Online and Face-to-Face Classes
Author: Crews, Thad
Date: 2014-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Classroom Environment,Classroom Techniques,Online Courses,Conventional Instruction,Preferences,Undergraduate Students,Intermode Differences,Gender Differences,Interaction,Teacher Effectiveness,Usability,Instructional Materials,Student Surveys

Colleges and universities have seen considerable enrollment growth in online courses during the past decade. However, online modalities are not optimal for all subject areas or students. There is growing interest in hybrid, blended, and flipped instruction as a way to incorporate the best of different delivery methods. This study investigates and identifies student preferences for both face-to-face and online learning. Participants were undergraduate students from a mix of freshman, junior, and senior level courses. An open response instrument was used to allow broad insights into students' responses without biasing or limiting the feedback. Results suggest that the most positive impact with face-to-face learning is interaction through class discussions, group projects and other types of active learning. Females responded more positively than male students to interactivity in face-to-face classes. The data further indicates the most positive impact with online learning experiences is the class structure that supports flexibility, organization, and clear expectations. Nontraditional students reported more positively than traditional students about the benefits of flexible classes with clear course structures. This report should be of interest to educators who wish to take a research-based, student-centric, data-driven approach to the design of flipped or hybrid classrooms.
Suggested Model (Related to the Student Portfolio) Used in Evaluation the Students in University Courses
Author: Mahasneh, Omar M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Portfolio Assessment,Models,College Students,Evaluation Criteria,Validity,Reliability,Experimental Groups,Control Groups,Statistical Analysis,Statistical Significance,Student Attitudes,Gender Differences,Evaluation Methods

This study aimed to develop a suggested model related to the student's portfolio used in evaluating the students in the university courses. After revising the theoretical literature and previous studies, two tools of the study have been constructed: Suggested model related to the student portfolio, and identifying the specifications towards using it in evaluation. After confirming the validity and reliability of the two tools of the study, they were applied to a sample of the study which consisted of (60) students from AlShobak university/Bachelor of Pre-Vocational Education, distributed equally into two groups (control group, and experimental group). To achieve the objectives of the study, two researchers evaluate the students in the course of &quot;Foundations of Education&quot; by using the suggested model of the student's portfolio to the experimental group, on the other hand, there was an evaluation of the control group students' educational acquirements in the traditional way, and to answer the questions of the study, both researchers used the averages and standard deviations, did the (T-Test), and did the analysis of unilateral and bilateral variance (ANOVA). The results of the study showed differences of statistical significance between evaluation of students through the suggested model of the student's portfolio and evaluation in the traditional way in favor of the suggested model. Results also showed positive trend of students towards their evaluation using the suggested model, in addition, results did not show differences statistically significant to students depending on both gender and academic level. The study recommended diversity in using the Authentic Assessment ways, and that would be through evaluation their outcomes, and doing more similar studies on methods and strategies of evaluation to university students.
The Strategically Manageable University: Perceptions of Strategic Choice and Strategic Change among Key Decision Makers
Author: Frølich, Nicoline
Date: 2014-00-00
Type: Journal Articles
Subjects: Governance,Higher Education,Universities,Decision Making,Strategic Planning,Surveys,Participative Decision Making,Educational Change,Foreign Countries,Administrators,Resource Allocation,Educational Resources,Educational Practices,Enrollment Trends,Educational Research,Human Resources,Marketing,Public Relations,Correlation,Educational Quality,Statistical Analysis

One common way of conceptualising recent changes in university governance is by stating that the universities are being pushed towards a market-like setting where the uniqueness of each university's strategy and capacity for introducing organizational change is seen as necessary to improve the functioning of the university. We argue that the strategic functioning of the university is conditioned by the extent to which key decision makers, in the strategic decision-making process, share interpretations of the university's strategic advantages and hence have a coherent view of the strategic choices to be made. Our discussion is based on an analysis of a unique survey among principal decision makers at 26 universities in 8 countries in Europe.
Alumni Networks--&quot;An Untapped Potential to Gain and Retain Highly-Skilled Workers?&quot;
Author: David, Alexandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Alumni,Alumni Associations,Social Networks,Skilled Workers,Skilled Occupations,Regional Planning,Knowledge Economy,Network Analysis,College Graduates,Information Sources,Institutional Advancement,Human Capital,Technology Transfer,Fund Raising,Case Studies,Organizational Theories,Organizational Culture,Online Surveys,Organizational Objectives,Outreach Programs,Recruitment,Labor Turnover,Foreign Countries

In times of increasing skills shortage, regions and particularly non-core regions, need to attract highly-skilled workers. It is better for these regions to (re)attract highly-skilled workers that gained knowledge and contacts elsewhere and because they once lived in the region for study have already ties to the university region than trying to attract outsiders without such ties. In general, social networks can contribute to nurturing a &quot;warm place&quot; perception among potential workers. This paper looks at special kinds of social networks. It focuses on higher education alumni networks and discusses their role in retention and (re)attraction for increasing the highly skilled workforce in their university regions. Being part of a university community means that alumni networks are able to maintain continuous contact with their alumni and have a positive effect on students remaining in the region. This can occur through co-operation with the regional economy. However, the current study found that the analysed alumni networks were set up primarily as communication instruments for graduates and alumni and not for regional economy purposes. If elements of retention and (re)attraction are found in the network activities, this is more an unintentional side effect than a purposeful attempt to contribute to the regional economy. This paper argues that alumni networks could take on such a retention and (re)attraction function if they broadened their scope of activities and reorganized their management structure. Alumni networks are an untapped potential, which can be activated for regional purposes.
Psychoactive Substance Use and School Performance among Adolescents in Public Secondary Schools in Uganda
Author: Rukundo, Aloysius
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Substance Abuse,Academic Achievement,Secondary School Students,Adolescents,Secondary Schools,Public Schools,Statistical Analysis,Hierarchical Linear Modeling,Drinking

Introduction: Psychoactive substance use among adolescents influences behavioral and cognitive processes and is associated with adolescents' performance in school. We therefore sought to investigate association of PASU with adolescents' school performance. Methods: We employed quantitative methods of data collection and analysis. To test the substance use-school performance association, we specified and estimated fixed effects hierarchical linear models (HLMs). We nested the data in their respective four regions of Uganda. Results: Model estimates show that only alcohol use had significant t-values in association with school performance (b = 1.15, SE = 0.32, t = 3.83, p = 0.029 for beer use; b = 0.82, SE = 0.18, t = 4.49, p &lt; 0.001 for wines; and b = 0.89, SE = 0.19, t = 4.53, p&lt; 0.001 for spirits). Conclusions: Alcohol use significantly contributed to the model estimating association between PASU and adolescents' school performance.