ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Subtitled Movies for Vocabulary Acquisition in ESP Settings: Insights from an Experimental Study in Algeria
Author: Bellalem, Fouzi
Date: 2018-09-00
Type: Journal Articles
Subjects: Films,Visual Aids,Vocabulary Development,Second Language Learning,Second Language Instruction,English for Special Purposes,Teaching Methods,Foreign Countries,Language Tests,Undergraduate Students,Comparative Analysis,Instructional Effectiveness,Case Studies,Linguistic Input,Student Attitudes,Test Items

Research in the field of second language acquisition indicates that exposure to subtitled movies as comprehensible input generally enhances the acquisition of vocabulary. This paper reports on an experimental study which seeks to explore the effects of using subtitled movies on the vocabulary acquisition of English for Specific Purposes (ESP) university students in Algeria. The aim is to possibly find empirical evidence using ESP programs in Algeria as a case study. In order to achieve this aim, a sample of participants were recruited for the research and were randomly divided into control group, those who were asked to watch a movie without subtitles, and treatment group, those who were exposed to the movie with subtitles. The two groups were later asked to complete a Vocabulary Test (VT), which involved thirty vocabulary items identified from the movie. The VT was quantitatively analyzed using the one-way ANOVA procedure to determine the statistical significance of vocabulary acquisition. The findings indicate that using subtitled movies clearly enhances the learning of new vocabulary, and that the vocabulary acquisition of the treatment group is much greater than the acquisition of the control group. As a conclusion, it is noted that these results are generally congruent with current theory in the field. It is recommended that ESP teachers in Algeria need to encourage the use of multimedia in their language classrooms towards enhancing their learners' vocabulary acquisition.
The Efficacy of Using Short Video through Group Work in Teaching Speaking to Indonesian English as Foreign Language (EFL) Students
Author: Masruddin
Date: 2018-09-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Video Technology,Cooperative Learning,Speech Instruction,Foreign Countries,English (Second Language),High School Students,Second Language Instruction

This research aims at finding out the efficacy of using short video in teaching speaking to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of short video through group work effective in teaching speaking to Indonesian EFL students? The significances of the research are (1) this study can be an addition in the persisting teaching speaking by using short video. (2) this study will also be helpful to curricular designers to integrate ICT for teaching and learning speaking to Indonesian EFL students. This research was conducted at the eleventh grade of Senior High School number 4 Luwu regency, South Sulawesi Province, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with pre-test and post-test design. The pre-test was given to find out the basic ability of the students in speaking and the post-test given to find out the students' improvement in speaking after giving the treatment by using of short video through a group work. The findings shows that using short video through group work is effective in teaching speaking to Indonesian EFL students. It is supported by the result of significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use short video through group work in developing speaking skill of Indonesian EFL students.
The Investigation of the Textual Organization of Research Article Discussion Sections in the Field of Second Language Writing
Author: Boonyuen, Tharinee
Date: 2018-09-00
Type: Journal Articles
Subjects: Journal Articles,Text Structure,Writing (Composition),Language Research,Writing Research,English (Second Language)

This research aims to investigate the textual organization of research article discussion sections in second language writing in order to reveal how expert writers in the discipline prefer to construct their discussion. Move analysis was conducted on a corpus of 103 research article discussion sections collected from five established journals. The analysis reveals that the research article discussion sections in second language writing could be described with eight moves with some moves containing steps. It was found that the commenting on results move, reporting results move and deductions from the research move were most frequent in the corpus. These findings suggest that the main function of the discussion sections is to report and comment on results, but the emphasis is placed on commenting. Besides, writers in this discipline also prefer to provide suggestions, areas for future studies and implications for teaching and learning in this section. Managing the section move, used to announce the outline of the section, was also identified in the corpus. This is a move that has never been reported before in previous studies on discussion sections. This finding suggests a strategy that can be used to handle the complexity of the discussion sections and make them reader friendly. The analysis also identified some typical patterns of moves occurring in a corpus. This study contributes to the fields of genre analysis, English for Specific Purposes and English for Academic Purposes, and provides guidance to novice or less experienced writers who want to write for publications.
Development and Validation of a Future Ready Talent Framework
Author: Pretti, T. Judene
Date: 2021-00-00
Type: Journal Articles
Subjects: Talent,Models,Work Experience Programs,Futures (of Society),Employment,Stakeholders,Foreign Countries

This paper advances the Future Ready Talent Framework (FRTF), a conceptual model of talents that are relevant to stakeholders of work-integrated learning (WIL) programs. The paper is organized into three sections. The first section provides background on the development of the FRTF, including a brief review of talent frameworks and the future of work literature as they relate to WIL. The second section presents the method through which the FRTF was extended and validated. This involved soliciting behavioral examples of talents from WIL stakeholders. The third section of the paper discusses implications of the FRTF for WIL, such as its application to student assessment. It also situates the FRTF in a broader discussion of WIL and the future of work. The goal of the paper is to position the FRTF as a tool that WIL stakeholders can use to create &quot;common ground&quot; as they communicate with each other about talent.
Employers Perspectives about Hiring Students from International Pathways
Author: Johnston, Nancy
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employer Attitudes,Personnel Selection,College Students,Foreign Students,Employment Qualifications,Work Experience Programs,Diversity,Barriers,Language Proficiency,Personnel Needs

This study explored Canadian employers' perspectives around the hiring of students who come from international pathways (SFIP) using Q Methodology. The research question was: &quot;What are employer perceptions and practices regarding the hiring of students who come to Canadian (B.C.) post-secondary institutions via international educational pathways?&quot; Four distinct worldviews emerged regarding employers' perspectives around the hiring SFIP: (1) candidates' qualifications are key and diversity is a real asset; (2) international pathway students are difficult and just not a good workplace fit; (3) candidates are hired based on who is deemed most likely to succeed in our organization; and (4) while philosophically committed to diversity, our hiring commitment remains with Canadians. All employers noted that English language and cultural competencies were critical requirements influencing their hiring decisions. This raises important implications for practitioners and institutions where SFIPs study and suggests that additional English language and intercultural supports are needed. [Note: The page range (323-344) shown on the PDF is incorrect. The correct page range for this article is p332-344.]
Exploring Diversity and Inclusion in Work-Integrated Learning: An Ecological Model Approach
Author: Itano-Boase, Miki
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Diversity,Work Experience Programs,Inclusion,Barriers,Postsecondary Education,Minority Group Students,Students with Disabilities,Females,Indigenous Populations,Ecology,Student Characteristics,Demography,Employer Attitudes

This paper identifies structural barriers faced by postsecondary students from diverse groups (women, racialized people, people with disabilities, and Indigenous peoples) when accessing work-integrated learning (WIL) programs. Drawing on the ecological model approach, this paper examines the challenges to inclusive WIL in Canada at the macro-level by looking at government funding for WIL programs; the meso-level by considering employer participation in WIL programs; and at the micro-level, by analyzing individual students' demographic characteristics. In considering micro-level factors, a quantitative approach is used to analyze the demographic characteristics of WIL applicants, while for meso-level factors, the paper utilizes a qualitative analysis of semi-structured interviews designed to capture employer perspectives. The study provides recommendations for policy-making, considers practical implications, and makes suggestions for future research.
Developments in Research-Based Instructional Strategies: Learning-Centered Approaches for Accounting Education
Author: Bolt-Lee, Cynthia E.
Date: 2021-09-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Student Centered Learning,Evidence Based Practice,Active Learning,Cooperative Learning,Game Based Learning,Technology Uses in Education,Video Technology,Audience Response Systems,Student Evaluation,Educational Research,Educational Strategies,Teaching Methods

This paper synthesizes research-based instructional strategies in accounting education, providing an important resource of learning-centered educational approaches from recent studies. Eleven articles published in 2019 from five accounting education journals are summarized. Categorized according to Marzano's research-based instructional strategies framework for effective instruction, these articles provide empirically-based studies on instructional design, organized as a thematic-bibliography. Research-based instructional strategies (RBIS) provide educators with learning-centered educational approaches and demonstrated student learning efficacy through evidence-based conclusions. Trends in the literature highlight the positive learning outcomes associated with strategies that create an active learning environment. Studies published in 2019 include an analysis of group and team-based learning, structured student assessment, class-participation tracking tools, game-based learning, and the use of instructor-generated videos. These findings provide evidence-based pedagogical approaches to improve instruction and learning outcomes, potentially reducing the trial-and-error method of testing a strategy's effectiveness.
Interracial Trust between Black Doctoral Student Protégés and White Mentors
Author: Brown, Eric M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Relations,Trust (Psychology),African American Students,Doctoral Students,White Teachers,Mentors,Counselor Training,Student Attitudes,Teacher Attitudes

Psychologists have found that many Black persons in the United States have significant levels of mistrust of White persons. This serves as a protective factor in response to pervasive structural and systemic racism. Yet interracial trusting relationships exist. In this phenomenological study, 10 Black counseling doctoral students described their interracial trust experiences with White faculty and/or clinical supervisor mentors. The authors constructed six themes from the data: setting less rigid boundaries, practicing transparency, taking the initiative, being congruent, honoring the proteges' strengths and experiences, and advocating for equity. Implications and strategies for supervisors and educators are shared.
Subaltern Praxis: A Vygotskian and Freirean Framework in NGO Education
Author: Keyl, Shireen
Date: 2021-00-00
Type: Journal Articles
Subjects: Guidelines,Educational Change,Nongovernmental Organizations,Immigrants,Migrant Workers,Foreign Countries,Ideology,Partnerships in Education,Transformative Learning,Activism,Feminism,Racial Bias,Stakeholders,Educational Practices,Learning Theories,Constructivism (Learning),Teacher Attitudes,Migrant Education,Access to Education,Social Justice,Stranger Reactions

This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and liberatory. This activist space is informed by an anti-racist and feminist ideology. Based on the narratives of this system's stakeholders, I forward a subaltern praxis, a transformative model for the development sector informed by Vygotsky's constructivist frameworks and Freirean ideology.
&quot;That Makes Sense Now!&quot;: Bicultural Middle School Students&apos; Learning in a Culturally Relevant Science Classroom
Author: Kim, Deoksoon
Date: 2021-00-00
Type: Journal Articles
Subjects: Biculturalism,Culturally Relevant Education,Science Education,Science Activities,Scientific Concepts,Concept Formation,Heat,Learner Engagement,Middle School Students,Immigrants,Grade 7,Student Attitudes,Active Learning,Student Projects,Family Involvement,Family School Relationship,College School Cooperation

This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members and connecting scientific concepts to their families' funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students' experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning.
The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers&apos; Pauses and Their Hybrid and Fluid Multicultural Practices
Author: Freire, Juan A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Holistic Approach,Multicultural Education,Teaching Methods,Cultural Awareness,Educational Practices,Bilingual Education,English,Spanish,Research Methodology,Teacher Education,Equal Education,Intervals

James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a study on U.S. dual language teachers' classroom implementation of multicultural practices serves to illustrate the utility of the Holistic Analysis framework in analyzing teachers' multicultural practices. Implications for teacher educators and researchers are discussed.
Knowledge Marketplaces: An Analysis of the Influence of Business Models on Instructors&apos; Motivations and Strategies
Author: Cisel, Matthieu
Date: 2021-08-00
Type: Journal Articles
Subjects: Online Courses,Lifelong Learning,Teacher Motivation,Educational Strategies,Income,Business,Models,Foreign Countries,Nonschool Educational Programs

Unlike MOOC platforms such as Coursera or edX, which typically partner with institutions of higher education, online knowledge marketplaces allow anyone to broadcast courses and charge for them. In this article, we investigate, through a mixed-method approach, the motivations and strategies of the instructors of Udemy and Skillshare. Semi-structured interviews and a quantitative analysis of the characteristics of Skillshare's courses, obtained using a Web scraper, suggest that while a significant proportion of the marketplace's instructors are outreach driven, the majority are income driven. They develop strategies to maximize their revenues, notably by adapting the characteristics of their courses, such as the number of videos, to the business model of the platform. Courses are shorter on Skillshare than on Udemy, where instructors' incomes are proportional to the number of registrations. We hypothesize that the latter platform's business model incentivizes instructors to create longer courses in order to attract wider audiences.
Instructor Presence and Student Satisfaction across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses
Author: Glazier, Rebecca A.
Date: 2021-08-00
Type: Journal Articles
Subjects: Student Satisfaction,Undergraduate Students,Online Courses,Preferences,Synchronous Communication,Teacher Effectiveness,Teacher Student Relationship,Assignments,Teacher Characteristics,Public Colleges,Urban Universities

Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities--such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in faceto-face courses, where they can establish personal relationships with students, whereas assignments &quot;stand in&quot; for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise.
What Motivates Students about Open Pedagogy? Motivational Regulation through the Lens of Self-Determination Theory
Author: Werth, Eric
Date: 2021-08-00
Type: Journal Articles
Subjects: Student Motivation,Open Educational Resources,Open Education,Personal Autonomy,Psychological Needs,Self Management,Grades (Scholastic),College Freshmen,Late Adolescents,Liberal Arts,Assignments

Open pedagogy is growing in popularity as an instructional method to decentralize classroom power dynamics, engage students, and provide greater meaning to student work. To investigate the impact of open pedagogy on motivation, interviews were conducted with first-year college students at a four-year liberal arts college after completing a semester-long project based on this pedagogical approach. Student responses were assessed using self-determination theory as a theoretical framework, particularly in relation to the motivation regulatory styles displayed by research participants. Results indicate that students experienced various forms of extrinsic motivation during the project based on open pedagogy, with autonomous forms of regulation being more prevalent than controlled regulation. Interview data also suggest that agency plays a role in mediating the internalization of student motivation. Based on these findings, suggestions are provided to the design of assignments in general and open pedagogy specifically to enhance development of autonomous forms of motivation.
Is the &quot;Understanding Dementia Massive Open Online Course&quot; Accessible and Effective for Everyone? Native versus Non-Native English Speakers
Author: Kim, Sarang
Date: 2021-08-00
Type: Journal Articles
Subjects: Online Courses,Open Education,Dementia,Health Education,Public Health,Adults,Native Speakers,English (Second Language),Access to Education,Instructional Effectiveness,Student Characteristics,Learning Motivation,Persistence,Foreign Countries

Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC's accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18--82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers (n = 5,320) were older, more likely to be female, less likely to be employed, and had lower educational attainment than non-native English speakers (n = 1025). Native English speakers were also more likely to care for or have cared for a family member or friend living with dementia than were non-native English speakers. Native English speakers had a significantly higher DKAS score both pre- (M = 33.0, SD = 9.3) and post-MOOC (M = 44.2, SD = 5.5) than did non-native English speakers (M = 31.7, SD = 9.1; and M = 40.7, SD = 7.7 for pre- and post-MOOC, respectively). Non-native English speakers with low pre-MOOC dementia knowledge scores gained significantly less dementia knowledge following course completion than did native English speakers (p &lt;.001, adjusted for age and education). There was no significant difference between the two groups in their likelihood of completing the MOOC. Our findings suggest that non-native English speakers are motivated and able to complete the MOOC at similar rates to native English speakers, but the MOOC is a more effective educational intervention for native English speakers with low dementia knowledge.
Video Lectures: An Analysis of Their Useful Life Span and Sustainable Production
Author: Espino, José Miguel Santos
Date: 2021-08-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Lecture Method,Video Technology,Undergraduate Students,Foreign Countries,Cost Effectiveness,Sustainability,Technology Uses in Education,Production Techniques

The learning effectiveness of video lectures has been extensively studied by the scientific community, but research on their cost-effectiveness and sustainable production is still very scarce. To shed light on these aspects, this study has measured the useful life span and cost-effectiveness of a large catalog of video lectures produced for undergraduate courses at a Spanish university. A Kaplan--Meier survival analysis has been performed to identify factors linked to video longevity. The analysis accounted for variables such as the video production style (screencast, slideshow, chalk and talk, talking head, and on-location film) and others such as the instructional purpose and field of knowledge. The teachers involved in video production and integration have been surveyed to discover causes of video obsolescence. In addition, using life span and production cost data, the cost-effectiveness of each production style over time was estimated. The results suggest that production style affects video longevity, and in particular, dynamic visuals are more related to longer life spans compared with static contents. Screencast stands out as the most cost-effective production style, having the best ratio of life span to production effort. Some practical suggestions are provided for producing video lectures with higher longevity expectations.