ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Web-Based Learning and Learning Independence toward Student&apos;s Scientific Literacy in Chemistry Course
Author: Cahyana, Ucu
Date: 2019-10-00
Type: Journal Articles
Subjects: Grade 10,Secondary School Students,Secondary School Science,Chemistry,Web Based Instruction,Foreign Countries,Scientific Literacy,Experimental Groups,Control Groups,Science Instruction

This study aimed to analyse the influence of web-based learning and learning independence toward student's scientific literacy on chemistry learning of molecule shapes. This study was conducted in a private secondary school in Jakarta, Indonesia in the odd semester of the 2018/2019 academic year. The research method used was a quasi-experiment design treatment by level 2x2. The research participants were 32 students from a 10th grade Science class consisting of 16 students from an experimental group and the other 16 students from a control class chosen by a simple random sampling technique. In the experimental class applied web media learning was used, while in the control class used applied traditional media. The test instruments used in this study were a learning independence questionnaire and a science literacy test. The results of the study showed that web media positively influenced science literacy compared to traditional media. A connection between the use of web media and learning independence towards science literacy was identified. The use of web media had a positive influence on students' scientific literacy when used in groups of students who had high learning independence but provided lower literacy results in students who had low learning independence.
Interrelationships between Writing Anxiety Dimensions and Writing Goal Orientation among Iraqi EFL Undergraduates
Author: Sabti, Ahmed Abdulateef
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Writing (Composition),Mastery Learning,Competency Based Education,Performance,Undergraduate Students,Student Behavior,English (Second Language),Second Language Learning,Goal Orientation

This study aimed to examine the relationships between facilitating writing anxiety (FWA), debilitating writing anxiety (DWA), mastery-approach goal (MAG), performance-approach goal (APPG) and performance-avoidance goal (AVOG). In total, 300 Iraqi undergraduate students participated in the study. A quantitative approach was applied in particular correlational design. Two questionnaires were utilized for data collection: The Second Language Writing Anxiety Inventory (SLWAI) and Achievement Goal Questionnaire (AGQ). The results of the study indicated that some students showed a high rate of debilitating anxiety, which led them to pursue performance-avoidance goal. Yet, the two factors of performance-avoidance goal and debilitating writing anxiety were negatively associated with the set of the three factors: mastery-approach goal, performance-approach goal and facilitating writing anxiety. Conversely, there were positive relationships between mastery-approach goal, performance-approach goal and facilitating writing anxiety. In the light of these findings, this study proposes that EFL learners need to consider the affective factors of debilitating anxiety and performance avoidance goal that are likely to undermine their confidence and motivation which may lead them to a maladaptive behavior.
The Image of Scientists among Pre-Service Classroom and Child Education Teachers in Jordan
Author: Gheith, Eman
Date: 2019-10-00
Type: Journal Articles
Subjects: Scientists,Preservice Teachers,Student Attitudes,Beliefs,Individual Characteristics,Stereotypes,Instructional Program Divisions,Foreign Countries,Freehand Drawing

The purpose of this study was three-fold: first, to investigate the image of scientists held by prospective teachers with respect to academic levels (1st year and 4th year); second, to identify sources of their image; third, to identify the most influential scientists from their point of view. The sample consisted of 140 preservice classroom and child education teachers enrolled at University of Petra, Jordan. A questionnaire, the Draw-a-Scientist Test (DAST) and a number of closed- and open-ended questions were used to collect data. Results of this study showed that participants had a balanced image of scientists, offering a positive image of scientists with regard to cognitive characteristics such as intelligence and a rather negative image in affective characteristics such as religion. Results also showed that participants saw the scientist as an elderly male with unkempt hair, and working in a lab. The 4th year students demonstrated a more stereotypical image compared to 1st year students. Findings showed that the substantial sources of their images were the following: Internet, science stories, academic texts, and teachers. The results also showed that 65.7% of participants indicated the absence of scientists in Jordan and that the most influential scientists were Einstein, Newton, Edison and Ibn-Sina.
A Comparison of Writing Performance of Iranian IELTS Candidates Facing Chart Topics vs. Table Topics in Academic Writing (Task 1)
Author: Ahmadi, Saeed
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Writing Tests,Accuracy,Grammar,Scores,Grading,Writing Evaluation,Connected Discourse,Cues,Comparative Analysis,Academic Language,Foreign Countries,Student Placement,Writing Achievement,Second Language Instruction

The present study aimed at investigating whether academic IELTS candidates perform differently in writing on either a chart topic or a table topic of the IELTS writing task 1 with regard to the four IELTS writing marking criteria i.e. task achievement, coherence and cohesion, lexical resource, and grammar range and accuracy. The study adopted a mixed methods approach. To this end, 45 candidates participated in the study. In the beginning, the participants were asked to write on a chart topic of the IELTS writing task 1. After 10 days, the same groups of participants were given a table topic of the IELTS writing task 1. All their papers were then marked and analyzed quantitatively in accordance with IELTS writing task 1 descriptor. Next, paired-samples statistical analyses were run to find out how they performed. The results revealed that the participants' writing performance on a chart topic was significantly higher than a table topic in terms of task achievement, lexical resource, and grammar range and accuracy scores. Concerning the qualitative side of this study, there was a significant difference between candidates' performance in chart and table topics with respect to task achievement and lexical resource. However, the results did not manifest any significant differences between candidates' performance getting chart and table prompts in terms of coherence, cohesion, and grammar range and accuracy.
A Cross-Sectional Investigation into the Implicit and Explicit Knowledge of the Article System in Iranian Learners&apos; Approximative System
Author: Asiyaban, Amir Reza
Date: 2019-10-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,Investigations,English (Second Language),Second Language Learning,Elementary School Students,Intermediate Grades,Middle School Students

This study was an attempt at finding the improvement trend of the article use in Iranian learners of English regarding the implicit and explicit knowledge of the article system. In so doing, 154 participants were categorized into three levels of Elementary, Intermediate and Advanced using Oxford Placement Test. Then, each group of the participants took the timed and untimed Grammaticality Judgment Task. The data obtained from the test were analyzed using a two-way ANOVA. The results on both tests (timed and untimed) revealed that the Elementary learners outperformed the Intermediate ones. However, Advanced learners performed more accurately than the other two groups. The performance fluctuation of the participants on the article use was attributed to the conflict between the implicit and explicit knowledge of the article system. Moreover, it was concluded that the conflict was due to the inappropriate time of the explicit instruction of the articles and their rules, which was accompanied by dearth of practice. Finally, the new term of tick-shaped improvement was introduced to demonstrate the refinement of the article use across proficiency levels.
A Mixed-Method Study of the Epistemological Teacher-Beliefs towards Educational Research in Classroom Teaching Practices
Author: Ismail, Siti Noor
Date: 2019-07-00
Type: Journal Articles
Subjects: Mixed Methods Research,Epistemology,Teacher Attitudes,Beliefs,Educational Research,Classroom Techniques,Teaching Methods,Foreign Countries,Teacher Effectiveness,Secondary School Teachers

This study was conducted to identify whether the epistemological teacher-beliefs contributes towards the educational research practice in the classroom. This study involved 500 secondary schools teachers in the East Peninsular Malaysia whereby a mixed-method approach using a standard questionnaire and interview was used. In this study, a questionnaire on Teachers' Perception towards Epistemology (Knowledge) was adapted from Hofer &amp; Pintrich (2002), and to measure Teachers' Perception towards Educational Research, researchers have adapted the questionnaires from Broekkamp &amp; Van Hout-Wolters (2007). The findings from Pearson Correlations showed that there is a weak positive relationship but significant (r=0.26, p = 0.00), whereas multiple regression analysis showed that epistemological teacher-beliefs (ß=0.26, p&lt;0.05) is a predictor for educational research. Furthermore, interview findings showed that the element of epistemological teacher-beliefs understanding and the support of school administrators is a contributing factor to the success of educational research in schools. It was recommended among others that the school leaders should continue to strengthen educational research practices among teachers as an effort to improve teaching quality and the effectiveness of the schools.
Corpus-Supported Foreign Language Teaching of Less Commonly Taught Languages
Author: Preradovic, Nives Mikelic
Date: 2019-10-00
Type: Journal Articles
Subjects: Uncommonly Taught Languages,Serbocroatian,Second Language Instruction,Student Satisfaction,Learner Engagement,Language Teachers,Computational Linguistics,Student Attitudes,Foreign Countries,College Faculty,College Students

The study explores the implementation of corpora in teaching of the four courses of Croatian as a foreign language. Croatian, as a less-resourced and less commonly taught language, shares the same issues as other less resourced languages: studies about using corpus -- are still missing. Student satisfaction and class engagement as well as teachers' course delivery methods (indirect and data-driven approach) were analysed in four groups of participants: two groups of beginner level of the foreign language learning (A1) and two groups of intermediate level (B1, B2). The experiment was conceived in three phases. In phase one, four teachers of Croatian as a Foreign Language (CFL) held an experimental lesson in their course groups. In phase two, the students were asked to complete a survey to examine degree of satisfaction with corpus-based approach in teaching CFL. In phase three, in-depth interviews were conducted with all teachers to examine their perceptions about the role of corpora in teaching, as well as their expectations regarding corpus-assisted language teaching. Based on the analysis, it was concluded that degree of students' satisfaction with experimental classes prepared using corpus was mostly positive. Experiment revealed that approach to language teaching depends largely on perception of teachers about integration and use of corpora in teaching. Corpora can be used directly in class of absolute beginners.
Fostering and Evaluating Learner Engagement with Academic Literacy Support: Making the Most of Moodle
Author: Willans, Fiona
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Academic Language,Instructional Design,Management Systems,Teaching Methods,Literacy,College Freshmen,Computer Simulation,Course Content,Data Analysis,Grades (Scholastic),Compliance (Psychology),Predictor Variables,Foreign Countries,Student Attitudes,Feedback (Response),Course Descriptions,Blended Learning,Academic Achievement,Online Courses,Comparative Analysis,Scaffolding (Teaching Technique),Writing Assignments

This paper reports on the evaluation of an ambitious attempt to embed academic literacy support within a core content course for first-year students at the University of the South Pacific. The course is offered in both blended and online modes, catering for on-campus and off-campus students, respectively, using Moodle as the virtual learning environment (VLE). We begin by explaining how we have made the most of Moodle as a learning platform, enabling us to supplement the core content resources with additional components that support students' academic literacy development, rather than sacrificing content to create this space. Since the additional material is embedded into the main learning design of the course, students acquire academic literacy within the disciplinary context of their academic programme, rather than through standalone 'study skills' provision that is devoid of content. We then devote the majority of the paper to discussing the evaluation of this course design, again explaining how we have made the most of Moodle to do so. We have used learning analytics data from Moodle tracking and completion reports to calculate engagement scores for each student, focusing on a composite of their access to resources, their compliance with sequencing and timing, their investment in activities, and their overall achievement. We have then examined the extent to which the different elements of engagement appear to impact achievement in assignments, demonstrating that the students who achieved the highest grades were those who accessed more materials, kept up with the intended schedule, and invested more than they needed to in activities, despite no immediate rewards for doing so.
From Practice to Writing: Using Reflective Journal Instruction in Enhancing Pre-Service Teachers&apos; Professional Development
Author: Dumlao, Remart Padua
Date: 2019-10-00
Type: Journal Articles
Subjects: Faculty Development,Reflection,Foreign Countries,English (Second Language),Second Language Learning,Preservice Teacher Education,Student Teachers,English Teachers

Journal writing as a way of reflective instruction has now become popular in second/foreign language teacher education due to its contribution for educational development and instruction, yet little studies have been conducted about pre-service teachers' reflection while teaching in a foreign classroom. This article investigates the experiences of 13 BSE majoring in English language teaching pre-service teachers in reflective journal writing during their teaching practice in a foreign classroom. Drawing from qualitative data, the findings suggested that the participants perceived journal writing as a way reflective practice in three main ways: (a) pre-service teachers personal development, (b) pre-service teachers self-efficacy, (c) pre-service teachers professional formation. The study implicates that teacher education courses should incorporate journal writing as an explicit tool that serves as a reflection frame for teacher candidates' ongoing professional language learning and growth as practitioners in the field of language teaching.
Inclusive Classroom Strategies for Raising the Achievement of Students with Dyslexia
Author: Stuart, Alena
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Classroom Techniques,Dyslexia,Educational Improvement,Outcomes of Education,Foreign Countries,Teaching Methods,Learning Disabilities,Reading Achievement,Literacy Education

The purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as &quot;persistent learning difficulties&quot; (p. 239) which present in &quot;otherwise typically developing children, despite exposure to high quality, evidence-based literacy instruction and intervention&quot; (p. 239). The difficulties arise due to a lack of phonemic awareness, key skills required to access literacy (2010). According to Mills (2018) there is no &quot;quick fix or one prescribed intervention&quot; (p. 38) to remediate dyslexia. This research overview provides an analysis of four studies followed by an evaluation of strategies suggested to improve learning outcomes for students with dyslexia. It concludes with key recommendations for inclusive practices which teachers could use to ensure students with dyslexia have the same opportunities to achieve as their peers.
Using &quot;Just in Time&quot; Online Feedback to Improve First Year Undergraduate Nursing Students&apos; Essay Writing Performance
Author: Beccaria, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Nursing Students,Undergraduate Students,Essays,Writing Improvement,Feedback (Response),Tutoring,Self Efficacy,Anxiety,Computer Attitudes,Computer Uses in Education,Foreign Countries,Instructional Effectiveness,Writing Instruction

Undergraduate nursing students often find essay writing challenging, and feel underprepared, yet the impact of using online feedback to support essay writing has been underexplored. First-year nursing students from a regional university were involved in a project that encouraged them to access an online tutoring service, as part of their development of an essay task. Significant differences were found in students' final essay marks for those who accessed the online writing support. Students who accessed online writing support were also more likely to be deep, rather than surface learners. The findings indicate that the provision of prompt or 'just in time' feedback, using an online feedback mechanism, can greatly enhance students' essay writing performance.
Optimizing Teacher Quality Based on Student Performance: A Data Envelopment Analysis on PISA and TALIS
Author: Mammadov, Rza
Date: 2019-10-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Academic Achievement,International Assessment,Secondary School Students,Achievement Tests,Foreign Countries,Teacher Surveys,Administrator Surveys,Developing Nations,Faculty Development

The present study aims to determine the relative efficiency of 28 countries participated in PISA 2015 and TALIS 2013 based on student performance and teacher quality, and to sort the countries according to their efficiency scores by using a super efficiency model. Moreover, this study attempts to reveal important improvements countries must make in terms of teacher quality to have better results for student performance. Using data of 28 countries from TALIS 2013 for determining the variables of teacher quality and PISA 2015 for student performance, a data envelopment analysis was performed. Four negative attributes of the teachers were included as input variables and students' performance on reading, mathematics and science as output variables in the analysis. According to the research findings, the most efficient countries on the basis of the determined inputs and outputs are Finland, France, Japan, South Korea, Norway, Singapore, while Brazil, Bulgaria, Chile, Czech Republic, Denmark, Iceland, Italy, Latvia, Netherlands, Portugal, Slovak Republic and Spain are inefficient. The potential improvement is required for all input variables, but its amount varies by country. However, a higher rate of potential improvement is needed for developing countries whose populations are younger.
LGBTIQA+ Learners in New Zealand Schools
Author: Bruce, Howie
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,LGBTQ People,Student Rights,Educational Environment,School Safety,Bullying,Student Needs,Depression (Psychology),Mental Health,Inclusion,Social Bias

The New Zealand Curriculum (2007) states that all students have the right to learn in an environment that is inclusive and safe. Teachers in New Zealand are responsible for upholding these and many other values, ensuring that each student's &quot;unique set of experiences, abilities and interests, and differences in how they learn&quot; (Ministry of Education, 2017a, para 2) are accommodated in the classroom. This research overview considers New Zealand articles on Lesbian, Gay, Bisexual, Transgender, Intersex, Queer and Allied (LGBTIQA+) students. Moreover, it identifies the importance of LGBTIQA+ students receiving the support they need to deter depressive thoughts and bullying. Consideration is given to what schools and teachers could do to develop inclusive classrooms for this group of diverse learners, thus supporting these students to reverse their negative experiences of schooling.
Principals&apos; Technology Leadership and Its Effect on Teachers&apos; Technology Integration in 21st Century Classrooms
Author: Raman, Arumugam
Date: 2019-10-00
Type: Journal Articles
Subjects: Principals,Teacher Administrator Relationship,Technology Integration,21st Century Skills,Leadership Effectiveness,Secondary School Teachers,Foreign Countries,Standards,Technological Literacy,Professional Development,Correlation,Classroom Techniques

This study aims to identify the effect of Principals' Technology Leadership on Teachers' Technology Integration in Malaysian secondary schools. This is a crosssectional survey where systematic random sampling was carried out to select 47 principals and 375 teachers from National Secondary Schools in the northern region of Kedah, Malaysia. Two questionnaires were used: Principals Technology Leadership Assessment (PTLA), which is based on the International Society for Technology in Education (ISTE)--Standards for Administrators (2014) was administered to principals, while the Learning with ICT: Measuring ICT Use in the Curriculum Instrument was administered to the teachers from the same schools as the principals. Descriptive analysis was carried out using SPSS Version 25, and SmartPLS was used for inferential analysis. Although the findings showed that the levels of Technology Leadership; the five constructs of ISTE (2014), and Teachers' Technology Integration were at high levels but, there was no significant relationship between Principals' Technology Leadership and Teachers' Technology Integration in the selected schools in the northern region of Kedah. Principals' preparatory programmes should emphasize leadership based on technology to enhance the integration of technology in classrooms. Further research on professional development for principals' is recommended.