ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of COVID-19 Pandemic on Dental Education in Cyprus: Preclinical and Clinical Implications with E-Learning Strategies
Author: Önöral, Özay
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Dental Schools,Medical Education,Student Attitudes,Online Courses,School Closing,Educational Technology,Electronic Learning,Barriers,Distance Education,Student Satisfaction,Teaching Methods

During the COVID-19 pandemic, the necessity of social isolation led education to be distance- and online instead of face-to-face (F2F). Education strategies became more challenging for the educationalists at dentistry faculties, since dental education is based on mostly practical tutorials. All over the world, the faculties tried to develop policies to protect the health of students and academic staff, as well as to ensure the continuity and quality of education. In our faculty (Near East University Faculty of Dentistry), online education was held for the spring semester with the aid of distance learning and the information technology centre of the university. In this study, it was aimed to examine the background of the virus, the proactive measures in the dental setting to combat COVID-19 outburst, and information technology-based educational measures adopted in Cyprus to ensure the continuation of dental education. The strategies used for online education in our faculty, the difficulties that were encountered, and future recommendations for e-learning were declared. Moreover, students' perception and satisfaction regarding online education model both for theoretical (120 students, response rate 78%) and practical lectures (220 students, response rate 82%) were investigated. With this regard, students were asked to answer reflective questions. Descriptive data were presented. A considerable number of the students stated that practical implementations should have been conducted F2F. Most of the students emphasised that online theoretical courses are more advantageous than F2F ones.
Use of Task-Based Approach in Teaching Vocabulary to Business English Learners at University
Author: Nychkalo, Nellia
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,Business English,Second Language Learning,Second Language Instruction,English for Special Purposes,Task Analysis,Instructional Effectiveness,Work Environment,Graduate Students,Masters Programs,Majors (Students),Aviation Education,Comparative Analysis,Instructional Materials,Business Communication,Communicative Competence (Languages),Student Attitudes,Self Efficacy,Language Proficiency,Foreign Countries

The purpose of this study is to identify the effectiveness of the task-based approach to teaching business vocabulary to master's degree students while studying business English. The discipline of business English aims to develop students' ability to analyse and solve problems of the business environment, improve their foreign language competence on the basis of acquired business vocabulary. The authors used the task-based approach in teaching business vocabulary which was aimed at encouraging students to social contacts, discussions, use of the necessary lexical units in situations close to real business life. The participants of the study were 34 students who studied for a master's degree at the National Aviation University (Kyiv, Ukraine) majoring in aviation, rocket and space technology. The study of the course required 34 academic hours. According to the methodology of the experiment, the two groups of students (control and experimental ones) had the same learning materials during the course, but the teaching methods were different. In the control group, we used traditional vocabulary learning methods which implied the presentation of the new vocabulary by the teacher, practice exercises which made learners more familiar with the lexical units and the use of the new vocabulary by students in context. In the experimental group, task-based learning method was used which required students to work on solving real business problems with special attention to the development of teamwork skills and communication skills based on the students' experience of work in business and communication with colleagues from other countries. Specially designed tasks were used to intensify the process of learning business vocabulary. The study showed significant positive dynamics in the acquisition of business vocabulary by students of the experimental group. The results of the test confirmed that task-based approach to vocabulary learning allows students to learn the necessary business vocabulary on a particular topic more easily and quickly It has been concluded that the task-based approach is not only efficient in vocabulary learning, but also increases the students' confidence in their professional and communicative competence.
Intentional vs Incidental ESP Vocabulary Acquisition by Political Science Students
Author: Danilina, Svetlana
Date: 2020-00-00
Type: Journal Articles
Subjects: Intentional Learning,Incidental Learning,English for Special Purposes,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Vocabulary Development,Retention (Psychology),Political Science,Undergraduate Students,Audiovisual Aids,Linguistic Input,Essays,Writing (Composition),Authentic Learning,Learner Engagement,Foreign Countries

The article discusses an experiment that researched the intentional vs incidental ESP vocabulary uptake in two university groups of third year political science students and addresses the implications of using an authentic audiovisual material as an input text for an ESP course. The procedure of intentional vocabulary learning involved pre-teaching of lexical items and explicitly informing the students they would have to use the vocabulary in a following productive activity (writing an essay), while the incidental uptake took place in the course of self-study where the students had to watch an authentic audiovisual recording and then write an essay on the subject discussed in the video. The case study employed a quantitative research method to calculate the amount of the target words and collocations used in the written output, and a qualitative method to assess the accuracy of their usage. Two months later a delayed posttest was done to check the students' productive knowledge of the target lexis form. The experiment correlated with output- and involvement load hypotheses, and had to assess the effect of a text-based output on learning outcomes, as well as observe how applicable is the involvement load hypothesis to analysing the students' self-study strategies. The study showed that the intentional mode of learning outperformed the incidental acquisition by over 20% and suggested what factors may have enhanced the scope of the ESP vocabulary retention. Further studies could concentrate on evaluating ESP learners' both productive and receptive target vocabulary competence over a longer-term perspective.
Use of Information Technologies in Studying Phraseology in the Course of Ukrainian as a Foreign Language
Author: Azarova, Larysa
Date: 2020-00-00
Type: Journal Articles
Subjects: Ukrainian,Second Language Learning,Second Language Instruction,Teaching Methods,Pretests Posttests,Blended Learning,Phrase Structure,Comparative Analysis,Academic Achievement,Information Technology,Foreign Students,Student Attitudes,Learning Processes,Computer Assisted Instruction,Dictionaries,Electronic Publishing,Learning Motivation,Internet,Task Analysis,Foreign Countries

Teaching Ukrainian as a foreign language requires a competent combination of traditional forms of learning and the possibilities of IT technologies. This study has been conducted to evaluate the effectiveness of IT technologies introduction in the educational process during the study of Ukrainian phraseology by foreign students. Authors conducted an experiment, which involved the introduction of IT technologies in the process of gradual study of phraseology at the lessons of Ukrainian as a foreign language during the academic year. 20 foreign students of the 3rd year participated in the experiment, from whom an experimental and control group of 10 students each was formed. Pre- and post-experimental tests to compare academic achievements, pre- and post-experimental surveys, informal interviews, observations of participants in the learning process were used as a means of data collection. The authors provided a system of tasks using Internet communications, computer presentations, online dictionaries, elements of the blended learning system for each stage of working with phraseological units. The obtained results confirmed the hypothesis: the use of IT technologies in the study of phraseologisms by foreign students increases their motivation for learning, and, as a consequence, improves learning performance. Indicators of academic achievement of the experimental group exceeded the starting level, while the control group noted a decrease in the indicators of academic achievement. Prospective directions for further research may be related to theoretical generalisations in the field of methodology of teaching Ukrainian as a foreign language, as well as to the development and implementation of modern complex methods using IT technologies.
&quot;Earning the Right&quot;: Conducting Community Based Research
Author: Johnson, Laura Ruth
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Research,Qualitative Research,Participant Observation,Interpersonal Relationship,Field Studies,Researchers,Role,Student Experience,Stereotypes,Reflection,Social Attitudes

In this article, we examine the process of conducting community-based research within graduate coursework, discussing and analyzing student reflective narratives on various aspects of the research process as a way of providing insight into the challenges, dilemmas, and joys entailed in conducting community-based qualitative research. In particular, we focus on the process of gaining entry into a research site; negotiating one's role as a researcher, and how researchers can be observant participants rather than just participant observers; and building reciprocal and collaborative relationships with participants. We also explore how our experiences in the community helped us challenge pejorative stereotypes about low-income communities and communities of color and lead to expanded views of the role of researchers within community contexts, as well as more nuanced and critical notions of researcher reflexivity that consider how researchers themselves are implicated in the issues and contexts that they study. We articulate the notion of dialogic reflexivity, which calls attention to how reflexivity involves on-going and collective refection and discussion with research team members and community members.
Exploring Teacher Diversity: How a Historical Review of Project Midstate Student Support for Teaching (MSS) Informs Future Practice
Author: Mitchell, Ronda
Date: 2019-00-00
Type: Journal Articles
Subjects: Diversity (Faculty),Preservice Teachers,Student Financial Aid,Academic Support Services,Minority Group Students,First Generation College Students,Program Effectiveness,Student Diversity,Teacher Education Programs

Project Midstate Student Support for Teaching (MSS) (http://www.uis.edu/projectmss/) is an initiative at University of Illinois Springfield (UIS) designed to increase the number of first generation and diverse teacher candidates in area school districts. Students accepted into MSS receive full tuition waivers, a $200 book stipend per semester, and academic support. Key findings from the document review of 424 student records show that 94% of the candidates came from the targeted areas and 83% were non-white. The teacher test passing rate was 96% with an average score above the Minimum Passing Level set by the state. Since 2012, all initial inquiries resulted in official university enrollments. Five of the 424 candidates became principals and six took master's-level education courses. While not part of the target group of recent high school graduates, some older candidates also enrolled in MSS. These older candidates (enrolling after the age of 23) graduated with GPA's statistically higher than the younger age group (p=0.04) and were more likely to graduate than their younger classmates. The older candidates were also more likely to complete student teaching requirements, suggesting that more of the older group actually went into teaching. In large part, the findings corroborate the potential value of teacher development programs like MSS to diversify the future teacher pool. The study also suggests ways that MSS may be improved to further its mission in the future.
Pre-Service Teachers Training for Efficient Health Promoting School Activities Performance
Author: Sivkovych, Halyna
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Instructional Effectiveness,Health Promotion,Elementary School Teachers,Preschool Teachers,Foreign Countries,Readiness,Student Motivation,Student Attitudes

All over the world the health of children and youth is considered to be the most important value. Therefore, one task of teachers' education is to train pre-service primary school and kindergarten teachers in a way that enables them to maintain and strengthen their own and their students' health. The aim of this article is to present the comparative results of a study of pre-service teachers' majoring in &quot;Primary Education&quot; and &quot;Preschool Education&quot; readiness to perform health promotion activities, to disclose ways of higher education optimisation to find new content, methods and forms of improving the quality of pre-service school and preschool teachers' training to conduct health promotion work. Our study employed a mixed research method. We developed a questionnaire that consisted of closed-ended and open-ended questions, combined into several sets. We also carried out an anonymous survey of second and third-year students of the Department of Pedagogy of Primary Education (n=133) and the Department of Preschool Education (n=145) of Vasyl Stefanyk Precarpathian National University. The survey was conducted in March-April of 2019. The conducted research shows that the training of pre-service primary school and preschool teachers at higher educational establishments for health maintenance is effective, but needs some improvement. Regarding the motivational indicator of students' readiness for health-promoting work, almost 65% of the respondents believe, that preserving the health of children and youth is the task of educational institutions. As for the cognitive component, more than one-half of our students demonstrate a sufficient level of the relevant knowledge, but their number depends on the problem and the academic discipline. There is also a slight difference in students' answers concerning effective forms and methods of health promotion activity. The results of the study indicate that improvement is possible under the following conditions: purposeful and systematic implementation of pre-service teachers' health education, thorough refining of the course contents, the purpose and tasks of which are related to the development of healthcare competencies; an increase in academic hours for practical training; creation of high-quality textbooks and teaching aids; expanding the curricula of higher educational institutions through optional subjects aimed at the development of students' competencies for their own and their students' health maintenance, as well as habits of exercising in their free time.
Reflection of Global Learning and Development Trends in Official Narratives of Canadian Corporations
Author: Nosulich, Halyna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Corporations,Lifelong Learning,Corporate Education,Educational Trends,Training,Professional Development,Educational Attitudes

The paper dwells on how current L&amp;D trends are followed by Canadian corporations and what their attitude to continuous learning is, considering that corporate narratives present in official documentation are relevant object for the research. In general, scientific inquiry of Canadian experience in the sphere of corporate education is relevant for comprehensive analysis as Canadian best practices can be applied by organisations of various types in other countries. The paper presents quantitative and qualitative data revealed in the process of content analysis of official narratives, their interpretation and correlations between the results and current L&amp;D trends as outlined in the literature review. Thus, in the centre of the methodological framework of this research is content analysis. 21 general annual and sustainability reports of 13 Fortune 500 Canadian companies were sampled for extracted text narratives to be coded according to the predefined coding scheme and further interpreted. The research has allowed to answer the question whether official documentation issued by Canadian companies is resourceful for the study of corporate education in the country. The light was shed on types of reports which contain the most relevant information on the issue. The investigation revealed that the most frequent coded narratives are related to the continuous development of employees, alignment of L&amp;D and business strategy, compliance training and inclusion &amp; diversity training within organisations. The paper describes and discusses these results in detail as well as traces reflection of global L&amp;D trends in corporate documentation.
Unmasking the Phenomenon of Inclusion: Parents&apos; Perspectives on Early Childhood Curriculum
Author: Maharaj, Adita
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Parent Attitudes,Parent Participation,Parent School Relationship,Curriculum Development,Cooperative Planning,Foreign Countries,Teaching Methods,Preschool Curriculum

This research sought to examine the curriculum planning/implementation processes involved in the public ECCE sector in a Caribbean country. One of the focal areas was the involvement and contributions by stakeholders with respect to ECCE curriculum at public ECCE centres. In order the capture data on this area, a qualitative approach was adopted. Two (2) focus group sessions with a total of twenty (20) parents were conducted at seven (7) public ECCE centres. The study yielded compelling evidence that there was limited parental involvement as it relates to curriculum and little to no awareness of the curriculum being implemented at their children's ECCE centres. Recommendations were proffered in the form of an intensive stakeholder inclusion programme containing a myriad of strategies targeting the inclusion of parents.
A Study on Humor Styles of Teacher Candidates
Author: Asilioglu, Bayram
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Characteristics,Humor,Teaching Styles,Foreign Countries,Interpersonal Relationship,Student Behavior,Correlation,Well Being

A teacher should have adaptive humor styles as well as knowledge, skills and attitudes about their profession. Humor styles affect many behaviors; from the relationships that teachers establish with their students to their characteristics. For this reason, this research was carried out to determine the humor styles of teacher candidates. 491 Teacher candidates have participated in this study, who were 3rd and 4th grade students in the faculty of education at 2 universities in Turkey. The researcher used the general survey model for the study. Data were collected using the Humor Styles Questionnaire (HSQ) developed by Martin et al. (2003). Findings showed that teacher candidates with the affiliative humor style had the highest average, those with the aggressive humor style had the lowest average. The averages of those with self-enhancing and self-defeating humor style were moderate. It was interpreted as positive that the average of those with self-enhancing humor style was high, as negative that the average of those with self-defeating humor style was moderate, and as positive the average of those with self-defeating humor style was low.
English as a Foreign Language Reading Anxiety of Chinese University Students
Author: Miao, Qing Qing
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,English (Second Language),Second Language Instruction,Reading Skills,College Students,Nonmajors,Vocabulary,Knowledge Level,Grammar,Teaching Methods,Reading Comprehension

Given the impact of anxiety on foreign language reading, understanding how English as a Foreign Language (EFL) reading anxiety is evoked would help teachers facilitate their students in the reading process effectively. This study aimed at investigating the sources of EFL reading anxiety of Chinese university students. The data were collected from 459 non-English major students from four different universities in China, using an adapted version of English as a Foreign Language Reading Anxiety Inventory (EFLRAI) developed by Zoghi (2012). The findings showed that the participants experienced the moderate level of EFL reading anxiety overall and also categorically. The main source of anxiety was from the lack of general reading ability. Of the three key factors that seemed to arouse higher levels of anxiety than the others, one related to the general reading ability and the other two were vocabulary-related factors. Chinese university students tended to read for details and seemed to get highly anxious when they did not understand 'everything'. These findings lend suggestions to some interventions that English teachers may use to reduce Chinese university students' anxiety when reading.
Motivation and English Achievement in Mexican Teacher Students: A Correlation Study
Author: Delgado-Gonzalez, Alexandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,English (Second Language),Second Language Instruction,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Elementary Education,Academic Achievement,Language Skills,Foreign Countries

The study aimed to measure the correlation between the motivation to learn English as a foreign language and the achievement level in students in the first semester of the Bachelor's degree in Primary Education at a higher education school &quot;Escuela Normal Oficial de Irapuato&quot; (ENOI). These future teachers of basic education are of interest due to the high impact they have on the education of future generations in Mexico. The present study comprised a quantitative non-experimental correlational research. Gardner´s attitude/motivation test battery (Gardner, 1985) was used to measure motivation and the Oxford on-line Placement Test scored the students' English level achievement. The motivation results show the high motivation intensity these future teachers have to acquire English as a foreign language, both for integrative and instrumental reasons; the average is 5.79 points out of 7. The English achievement results showed that 67% of incoming students barely reached an A1 which is less than 20 points out of 120, even though, it did not include a speaking section which has been reported as one of the most difficult abilities. The Spearman's rank correlation was calculated at 0.2430 using the results before mentioned. Based on these grounded findings, the authors propose focusing on specific learning areas that can better prepare these futures teachers to take advantage of their own students' crucial period.