ethanporcaro/eric-fulltext-meta huggingface dataset:
Making the Intangible, Tangible: Assessment Design That Fosters Curiosity, Confidence and Collaboration during International Short-Term Study Tours for Australian Students
Author: Pennings, Mark William
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Efficacy,Cooperative Learning,Personality Traits,Study Abroad,Program Length,Foreign Countries,Undergraduate Students,Adults,Individual Development,Cultural Awareness,Program Effectiveness,Student Evaluation,Skill Development,Learner Engagement,Creativity,Industry,Design,Transformative Learning

A distinctive characteristic of study tours is their immersive nature, and the type of learning developed in such circumstances often relies on instinctive skills related to confidence, flexibility, curiosity, resilience and risk taking. To discover more about these learning experiences for adult undergraduate students studying varying disciplines in the creative industries at an Australian University, the researchers employed educational action research and developed assessment modules to foster student awareness of intangible skills and personal characteristics during short-term international study tours. On the completion of the tours, participating staff and students provided feedback, via a questionnaire and focus group discussions, that assessed the value of these modules in promoting learning and their contribution to personal growth and cultural sensitivity. Findings show that these modules were highly effective at enabling adult students to become aware of the skills they employed while being actively engaged in international study tours. This study highlights the potential significance of immersive assessment modules that provide specific ways for students to engage with their host country and the cultural differences to which they are exposed.
Transformative Learning through Mindfulness: Exploring the Mechanism of Change
Author: Morris, Thomas Howard
Date: 2020-04-00
Type: Journal Articles
Subjects: Transformative Learning,Metacognition,Perspective Taking,Attitude Change,Adults,Adult Learning,Motivation,Consciousness Raising,Personality Traits,Lifelong Learning

Making appropriate perspective transformations as we age is necessary to meet the demands of the rapidly changing conditions within our world. Accordingly, there has been a growing interest in the role of mindfulness in enabling transformations. Still, how mindfulness may facilitate perspective transformations is not well understood. The present paper draws from empirical evidence from psychology and cognitive science to discuss the theoretical possibility that mindfulness may facilitate perspective transformations. A theoretical model is presented that depicts an incremental transformative learning process that is facilitated through mindfulness. Mindfulness affords the adult enhanced attention to their thoughts, feelings, and sensations as they arise in the present moment experience. This metacognitive awareness may moderate the expression of motivational disposition for the present moment behaviour, enabling a more objective assessment of the conditions of the situation. Nonetheless, in accordance with transformative learning theory, an adult would have to become critically aware of and analyse the assumptions that underlie the reasons why they experience as they do in order to convert behaviour change to perspective transformation. Further empirical studies are necessary to test this assumption of the theoretical model presented in the present paper.
Exploring STEM Kit© Diagrams for Braille Readers in Inclusive Classrooms
Author: Adelakun, Sariat A.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Inclusion,Students with Disabilities,Blindness,Visual Impairments,Braille,Program Effectiveness,Science Instruction,Academic Accommodations (Disabilities),Foreign Countries,Instructional Materials,Tactile Adaptation,Educational Technology,Technology Uses in Education,Secondary School Students

Diagrams appear in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the efficacy of STEM Kit© diagrams on participation and inclusion of blind students in science lessons in two case schools in Nigeria. Data were collected through classroom observations and teacher and student interviews. The accessible diagrams in the STEM Kit were found to provide relevant solutions to problems militating against adequate accessibility of diagrams to blind students in inclusive classrooms.
The Construct of Gender and Ethnicity in Language Proficiency of Post-Colonial Filipino ESL Learners
Author: Parangan, Betsy Pearl Paclibar
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethnicity,Gender Differences,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Postcolonialism,Foreign Countries,Grades (Scholastic),Self Concept,Comparative Analysis,Student Attitudes,Secondary School Students

Gender and Ethnicity are essential constructs considered to be interwoven with each other. They are imperative considerations in the study of language learning. However, there remain a dearth of investigations on language proficiency that have accounted both gender and ethnicity, specifically among post-colonial Filipino ESL learners. Against this context, employing a quantitative research design, the study investigated the difference in the English Language proficiency across gender and ethnicity. This cross-sectional investigation involved 620 secondary schools students sampled across three major ethnic groupings. The data revealed that there is gender difference in the English Language Proficiency (ELP) favouring the females. However, no significance is found between ELP and the variable ethnicity. Educational implications are provided for the findings.
The Roles of a Native English Speaker Teacher (NEST) on the Students Motivation in Learning English: A Case Study at SMAN 2 Sumbawa Besar
Author: Darmanto
Date: 2020-00-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Learning Motivation,Language Role,Cultural Awareness,Foreign Countries,Language Teachers,Grade 10,Student Attitudes,Secondary School Students,Teacher Exchange Programs,North Americans

The involvement of a native English speaker teacher (NEST, henceforth) in teaching English is a new phenomenon in Sumbawa Besar. SMAN 2 Sumbawa Besar involved a NEST sent by the American Indonesian Exchange Foundation (AMINEF) through the Fulbright English Teaching Assistants (ETA) program. This study aims at describing the roles of a NEST on the students' motivation in learning English at SMAN 2 Sumbawa Besar. The design of this study was descriptive qualitative. The subjects were 27 of the tenth-grade students of SMAN 2 Sumbawa Besar. The following procedures such as observation, documentation, questionnaire, and an interview are used in collecting the data. The results showed that the existence of a NEST on the students' motivation in learning English had a vital implication on the following roles: pedagogical roles, psychological roles, language roles, and cultural knowledge roles.
Word Knowledge through Morphological Awareness in EFL Learners
Author: Sukying, Apisak
Date: 2020-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Morphemes,Vocabulary Development,Receptive Language,Expressive Language,English (Second Language),Teaching Methods,Task Analysis,Semantics,Metalinguistics,College Students,Foreign Countries,Scoring,Student Attitudes

Morphological awareness is essential for the successful use of a language and morphological instruction may facilitate the acquisition of new words. This quasi-experimental research examines the effects of affix instruction on acquiring morphologically complex words. Two measures of receptive and productive affix knowledge were administered to 92 participants. Sixty participants in the treatment group were provided with an explicit instruction on English affixes based on Bauer and Nation's (1993) word families, whereas participants in the control group were not (n = 32). Performance on affix knowledge tasks was analysed using a repeated-measures ANOVA and related methods. The results demonstrate a positive effect of affix instruction in English language classrooms. Affix features, including linguistic and semantic transparency, improved participants' performance of affix reception and production. The explicit instruction of affixes may therefore help English learners to understand words and to facilitate vocabulary acquisition. However, learners may require more time to learn the meaning of the affixes and to practice affixations with the aid of systematic instruction. Other implications of these findings are discussed in light of current pedagogical practice and theory.
Students&apos; Perception toward the Use of Deductive and Inductive Approaches in Teaching English Grammar
Author: Nur, Serliah
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Logical Thinking,Student Attitudes,Grammar,Cognitive Style,Teaching Methods,Comparative Analysis,Self Esteem,Attention,Relevance (Education),Foreign Countries,Program Descriptions,Morphemes,Physics,Counselor Training,Departments,Student Needs,Undergraduate Students

This study investigated the perception of students of the use of deductive and inductive learning approaches. The subject of the study involved a program named PIBA (Program Intensifikasi Bahasa Asing) in UIN Alauddin, Makassar where 2 English classes were purposively taken as samples to be treated using deductive and inductive approaches in teaching grammar with integrative skills. The research method employed was mixed method with quantitative and qualitative data taken from the control and experimental classes using an ARCS (Attention, Relevance, Confidence, Satisfaction) motivational model questionnaire, with in depth interviews and classroom observations utilized as research instruments. Based on the questionnaire and interviews, students gave positive perceptions on both learning approaches.
Sources of Embarrassment or Empowerment? Oral Feedback Strategies in English Language Teaching Classrooms
Author: Vallente, John Paul C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Standards,Communicative Competence (Languages),Teaching Methods,Classroom Communication,Teacher Student Relationship,Beginning Teachers,Experienced Teachers,Rural Schools,High School Students,Content Analysis,Psychological Patterns,Native Language,Language Usage,Guidelines,Power Structure,Multilingualism,Foreign Countries,Literature,Language Teachers

As a response to the mismatch between the performance standards indicated in the English curriculum and the communicative competence of English language learners, teachers employ oral feedback strategies that border on the Embarrassment and Hygiene Resource Framework of Mackay (1993). This study aimed to investigate how and why this framework operates in the English language teaching (ELT) of the Philippines by recording actual classroom interactions of five experienced teachers and five beginning teachers with their respective students from 10 public rural high schools. Descriptive statistics and content analysis were used in order to analyze and interpret data gathered from transcribed classroom interactions and semi-structured interview sessions of the participants. It was found out that the student-participants exhibit embarrassment-producing behaviors in the classroom, such as silence in response to teacher's questions, undue delay in response, inarticulate response, and resort to first language. In order to resolve such forms of embarrassments, the teacher-participants deploy hygiene resources, such as reasoning aloud for the students, vicarious dialogue, expansion or minimal responses, question reduction, and resort to first language. Generally, more than half (54% - 70%) of the oral feedbacks generated by the participants are classified under Mackay's (1993) framework. Reasons for this extensive display and use of embarrassments and hygiene resources include the function of local languages as communicative resources, use of speech disfluencies as aids in oral feedback planning, role of wait-time and periods of silence in promoting information processing, and regard for simplifying questions as strategies in soliciting responses. With such positive evaluations associated to cases of embarrassments and use of hygiene resources in ELT, this research argues that these mechanisms should be regarded as tools of empowerment for both teachers and learners. Participants employ them to facilitate negotiation of meaning and distribution of power relations in the multilingual ELT classrooms.
Metacognitive Strategies on Reading English Texts of ESL Freshmen: A Sequential Explanatory Mixed Design
Author: Daguay-James, Haydee
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Problem Solving,Majors (Students),College Freshmen,Comparative Analysis,Foreign Countries,Measures (Individuals),Student Attitudes

The application of metacognitive strategies has been found to play a crucial role in reading comprehension. Hence, a sequential explanatory design method was undertaken on the use of metacognitive strategies among 403 Filipino ESL freshman students taking up General English Course. Findings revealed that the participants demonstrated a high metacognitive awareness of reading strategies while reading academic texts in English with problem solving strategies as their prime choice, followed by support strategies, and global strategies. Among the different metacognitive reading strategies, reading to increase understanding and highlighting to help them remember important information from the text were of high usage. There is a significant difference in the freshman students' use of metacognitive strategies when they are grouped according to field of study. Among the eight groups of participants, six groups of students use metacognitive strategies on a high level. Students enrolled in Medical Laboratory Science used the MARSI extensively while students in the field of criminology use metacognitive strategies on a significantly lower frequency level when compared to the other fields. Drawing upon the findings of this study, further research on the factors influencing the differences on the employment of metacognitive reading strategies among readers be undertaken.
Reading Comprehension in the TOEFL PBT: Which Sub-Skill Deserves More Intensive Training?
Author: Elfiondri
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Language Learning,Language Tests,English (Second Language),Test Format,Reading Tests,Difficulty Level,Correlation,Advanced Students,Second Language Instruction,Undergraduate Students,College Graduates,Comparative Analysis,Vocabulary Skills,Foreign Countries,Teaching Methods,Inferences,Reading Instruction

Studies have shown that reading comprehension is the most difficult section of the Paper-Based Test (PBT) TOEFL. Therefore, this research aimed to identify which sub-skill in reading comprehension poses the greatest challenges for the students and how this sub-skill correlates to other reading comprehension sub-skills. To achieve this purpose, this research utilized both qualitative and quantitative approaches. To collect the data, 33 advanced EFL undergraduate students and fresh graduates at Syiah Kuala University, Indonesia, were recruited to sit a PBT TOEFL reading comprehension test, comprising 50 multiple choice questions to be completed in 55 minutes. The data were analyzed in two stages. In the first stage, the analysis involved descriptive statistics to find out which subskill was more problematic. Futhermore, inferential statistics was used in the second stage using KruskalWallis sum test and Spearman's correlation to seek significant evidence that each subskill is different from another and to find out how the most problematic subskill correlates to others. The results showed that the problems in reading comprehension were divided into three levels. Vocabulary was in level 1, which was the most problematic subskill, and level 2 consisted of the main idea, detail information, and inference. The least problematic subskill was reference,. i.e. level 3. In addition, vocabulary correlated to all other subskills except the main idea. Therefore, the universities need to dedicate more time in Reading Comprehension courses for difficult reading comprehension sub-skill. In addition, since vocabulary is a very fundamental but also the most problematic sub-skill which correlated to almost all other subskills, a separate vocabulary development course needs to be offered for the students.
Game-Based Assessment in Academic Writing Course for Pre-Service Teachers
Author: Zakaria, Nur Yasmin Khairani
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Evaluation Methods,Game Based Learning,Writing Evaluation,Writing Skills,Second Language Learning,English (Second Language),College Students,Preservice Teachers,Learning Motivation

Integration of technology in language learning has become a recommendable initiative for English as Second Language (ESL) instructors. Previous studies have noted remarkable improvement of students' learning through the integration of games in classroom teaching. However, little attention has been given to the integration of games element in language classroom that particularly aims to hone students' writing skills. In response to current language learning situation related to writing skills, this current study sought for a new method of assessment in ESL context. An online game application, Kahoot, was used as the primary tool for students' assessment in an academic writing course participated by 32 ESL students in a public university in Malaysia. Qualitative research design was conducted in this study and collection of data was conducted through focus group discussion with ESL learners and a semi-structured interview with ESL instructors. The Responses from students and instructors were recorded and transcribed in verbatim. Thematic analysis of the data revealed that ESL learners found that game-based assessment is highly engaging despite of some learners' anxiety towards the use of technology. ESL instructors also highlighted the importance of learning objectives in assessing students' performance regardless of the tools used.
Influence of Small Group Discussion on the English Oral Communication Self-Efficacy of Filipino ESL Learners in Central Luzon
Author: Tan, Richard K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Group Discussion,Second Language Learning,Second Language Instruction,English (Second Language),Intervention,Teaching Methods,Foreign Countries,High School Students,Public Schools,Oral Language,Self Efficacy,Communicative Competence (Languages),Scores,Student Attitudes,Comparative Analysis,Small Group Instruction,Teacher Student Relationship,Instructional Effectiveness

Attitudes toward a learning task deals with one's reaction to anything associated with the immediate context in which the language learning takes place. As such, the construct of self-efficacy, which is the belief in one's capabilities to carry out, organize and perform a task successfully, have always been underscored in the academic setting. Using a quasi-experimental, non-probability sampling method that included 30 senior high school students from a public secondary Science school in Central Luzon, the study examines the influence of small group discussion method on the students' English oral communication self-efficacy. Student satisfaction on EFL speaking classes questionnaire developed by Asakereh and Dehghannezhad (2015) was used to determine participants' self-efficacy. Results of the paired-sample t-test on English oral communication self-efficacy showed that the mean score after the small group discussion intervention (X-bar=3.605, SD=0.356) is statistically equal to the mean score before intervention (X-bar=3.463, SD =0.398, t[subscript (29)]= -1.273, p&gt;0.05), indicating that the intervention used did not statistically increase English communication oral self-efficacy.
Factors Influencing the Decision to Major in Special Education in Saudi Arabia
Author: Alnahdi, Ghaleb H.
Date: 2020-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Decision Making,Majors (Students),Special Education,Educational Attitudes,Positive Attitudes,Occupational Aspiration,Preferences,Student Interests,Gender Differences

The study reported on here examined the factors influencing the decision to major in special education in Saudi Arabia. The sample was composed of 394 preservice special education (SE) teacher participants of which 141 were female and 253 were male. Three different statistical analyses were used to examine the study data: Cronbach's alpha coefficient for reliability; confirmatory factor analysis for construct validity; and t-test for examining significant differences. The findings indicate that participants have positive attitudes towards teaching and a high interest in special education. However, 34% of participants stated that they did not want to teach for the rest of their lives, and 16% reported that they chose this major although they were fully convinced that special education was not their preferred type of work. We concluded that female preservice SE teachers were most likely to be interested in the field of special education and held positive attitudes towards teaching. This study presents major potential implications for preparing special education teachers in Saudi Arabia and other countries.
Geogebra for Learning and Teaching: A Parallel Investigation
Author: Mthethwa, Mthembeni
Date: 2020-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Algebra,Computer Software,Computer Uses in Education,Secondary School Mathematics,High School Students,Rural Schools,Poverty,Instructional Effectiveness,Foreign Countries,Mathematics Skills,Problem Solving,Mathematics Teachers,Teacher Attitudes,Outcomes of Education

In the study reported on here, we investigated the effects of the use of dynamic geometry software (DGS) (i.e., GeoGebra) on learners' learning and a teacher's beliefs. The learners and teacher involved in the study were from a high-poverty, rural high school in South Africa. We compared grade 11 learners (N = 56) who used GeoGebra in the context of learning circle geometry with learners who experienced geometry through traditional lecture-based instruction. Participating learners were from classes in a public school located in the rural Umkhanyakude district of KwaZulu-Natal, Republic of South Africa. Results showed that learners using GeoGebra were more successful at solving problems and justifying their statements, while the other learners provided a limited justification for their answers. In a parallel and complementary investigation the teacher's attitudes toward using GeoGebra as an instructional tool were considered qualitatively. Results showed that even in high-poverty, rural settings where the availability of technological resources are limited, the use of GeoGebra affected learners' learning and had positive effects on the teacher's beliefs regarding teaching and learning.