ethanporcaro/eric-fulltext-meta huggingface dataset:
University Students&apos; Online Cooperative Learning Attitudes and Its Relationship with Course Achievement
Author: Yildirim Yakar, Züleyha
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Cooperative Learning,Student Attitudes,Academic Achievement,Preservice Teachers,Foreign Countries,Algebra

This study attempts to examine the effect of online cooperative teaching on students' attitudes towards online cooperative learning (OCLAS) and the relationship between OCLAS and course achievement. Besides, students' views on online collaborative practice were taken. The study was conducted with the 3rd year preservice teachers who were studying at the primary school mathematics teaching program of a state university in Türkiye and who received the &quot;algebra teaching&quot; course during the spring term of the 2020-2021 academic year. Having the nested mixed method design, quantitative data were collected through use of a one-group pretest-posttest quasi-experimental design and correlational design. The findings revealed no statistically significant difference across the students' attitudes towards online cooperative learning after the implementation. In addition, the interviews conducted with students who had different attitude levels indicated that all of the students took certain advantages of the implementation and that they found the Google tools (docs, slides, forms, spreadsheet) used in group work convenient and useful for collaboration. The findings also suggested no significant relationship between the students' achievement in the Algebra Teaching Achievement Test and their attitudes towards online cooperative learning.
George Herbert Mead and the Psychology of Language Learning
Author: Benson, Phil
Date: 2019-06-00
Type: Journal Articles
Subjects: Linguistics,Interpersonal Relationship,Language Acquisition,Psychology,Environment,Nonverbal Communication,Verbal Communication,Behavior

George Herbert Mead was an early-twentieth century American psychologist, who work on social psychology has been especially influential in sociology. Although Mead wrote a good deal on language, his work has had much less influence on linguistics and applied linguistics. Outlining key ideas from Mead's work on the emergence of language and mind from social interaction in the environment, this paper makes a case for Mead to be considered among the foundational figures in the psychology of language learning. It argues that his work is especially worth reading as a source of ideas that might underpin an ecological view of the psychology of language learning.
Observing Anxiety in the Foreign Language Classroom: Student Silence and Nonverbal Cues
Author: Maher, Kate
Date: 2020-06-00
Type: Journal Articles
Subjects: Cues,Nonverbal Communication,Anxiety,Second Language Instruction,Student Attitudes,Second Language Learning,College Students,English (Second Language),Interaction,Foreign Countries,Verbal Communication

This study looked at multiple forms of silence and nonverbal cues of language anxiety in the foreign language classroom to explore their functions from the perspectives of students. Using the Classroom Oral Participation Scheme (COPS) developed by King (2013), 18 hours of observation produced data on learners' verbal and non-verbal participation behaviours in Japanese university EFL classes. The data was analysed using the COPS participatory categories. Three recurring forms of silent L2 behaviour were identified: short responses, use of L1, and non-talk. Semi-structured follow-up interviews were carried out with 14 students whose silent behaviour was observed and transcribed into a corpus of 43,711 words. In addition to facilitative functions of silence such as cognitive processing, interviewees reported using silence to navigate interpersonal interactions with their classmates and fear of negative evaluation by peers. Findings illustrate how anxious learners may limit social exchanges in the target language for image protection purposes. For example, some students used short responses to avoid revealing a different opinion to their partner that might lead to an awkward interaction. The results suggest that awareness of nonverbal cues and silent behaviour -- with multiple forms and functions, should be explored further as an approach to detecting language anxiety in EFL contexts.
Identifying Emotions and Thoughts Related to Speaking Anxiety: Laying the Groundwork for Designing CBT-Based Support Materials for Anxious Learners
Author: Curry, Neil
Date: 2020-06-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,English (Second Language),College Students,Cognitive Restructuring,Behavior Modification,Intervention,Emotional Response,Coping,Majors (Students),Correlation,Student Attitudes,Foreign Countries,Student Behavior

Students describing feelings of anxiety and a lack of confidence for speaking in a foreign language can be a common phenomenon in the context of Japanese higher education. We believe that cognitive-behavioural therapy (CBT) techniques can be used to help such learners overcome these feelings. A scenario-based questionnaire, adapted from Gkonou and Oxford's MYE (2016), was designed in order to examine a number of speaking situations which were thought to induce anxiety, the emotions students associate with these situations and why they feel them, whether there are any situational factors influencing their perceptions, and what coping strategies they may or may not use. Using data collected from 85 first-year English-language majors, we found that 'You want to say something in English in class, but you don't' was the most negatively rated scenario. This was reported as a frequent occurrence and was also a scenario where they lacked coping strategies to deal with their negative emotions. The data also show that there are notable, significant correlations between how frequently students experience any of the given scenarios and how they rate their emotions, with the more frequently a scenario is experienced, the more negatively it is evaluated. This data will be utilised to design CBT-based activities to reduce anxiety in the foreign language classroom.
Distance Learning during COVID-19: EFL Students&apos; Engagement and Motivation from Teachers&apos; Perspective
Author: Aldossari, Sita
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Student Motivation,Learner Engagement,Language Teachers,Secondary School Teachers,Teacher Attitudes,Electronic Learning,Online Courses,Educational Technology,Foreign Countries,Teacher Education

The present mixed-method study aimed to explore 114 female secondary-level English teachers' perceptions of the effectiveness of distance education in public schools in the Kingdom of Saudi Arabia regarding students' motivation and engagement during COVID-19 using a Google Forms questionnaire. Additionally, the challenges teachers faced in distance education and their attitudes toward teacher-training programs during the pandemic were investigated in semi-structured interviews. The findings indicated an overall positive view toward the effectiveness of distance education. However, the interviewed participants expressed their preference for traditional in-class teaching due to their familiarity with it compared to distance teaching. Online classes gave students the opportunity to become more actively engaged. Distance education was also found to promote students', especially shy students, motivation for learning and participating in class activities. Teachers indicated some challenges in distance teaching, such as a lack of internet connection and human interaction, technical issues, assessment reliability, increased workload, and students' unwillingness to learn. Finally, recommendations for more effective distance education were provided, namely, technological and pedagogical training for teachers, the need for technical support, and proper training for students on online learning.
Paragraph Comprehension from the Perspective of Conjunctions and Structure under Structuralism
Author: Yu, Shuying
Date: 2022-00-00
Type: Journal Articles
Subjects: Paragraph Composition,Reading Comprehension,Text Structure,Form Classes (Languages),Reading Skills,Sentences,College Students

People frequently struggle with comprehending the text they read and require more intensive support to develop proficiency in reading comprehension. Some find it perplexing observing all the elements and constituents of the paragraph theory. Good readers, however, can understand what a paragraph is by studying the conjunction relationships between sentences and group of sentences in the paragraph and can also understand the organization of the text by analyzing the conjunction relationships in a paragraph or a text when they deal with a written text. Such analysis of the conjunction relationships in a paragraph or a text can be used as a basis for understanding how the author organizes and presents materials. The inspiration of structuralist view of education is that students need to learn and discover the structure of knowledge. The research methods of the paper are ones of knowledge, experience, observation, logical reasoning and keen analysis of English examples or materials. This paper provides guidance for the skills of logical relationship comprehension, text structure determination and main idea dentification, and introduces some practices of using the skills. These skills have brought us some findings: We can use the conjunction relationships between the sentences in a paragraph to determine the structure of the paragraph, whether they are signaled or unsignaled, including finding the main idea; The contextual clues can be adverbs, pronouns, nouns, verbs, and preposition groups besides conjunctions; Items in one type of relationships are of equal weight and one sentence in another type of relationships is given more importance than the others; There is a relationship between the type of conjunction relationship involved and the location of the topic sentence; The role of the main idea or topic sentence is not in whether it always provides important information, but in its organizational function. These findings guide readers to apply the knowledge of paragraph organization system to help them deal with English texts.
What Might We Learn from 25 Years of Research on Education Deans?
Author: Wepner, Shelley B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Deans,Administrator Characteristics,Psychological Characteristics,Self Concept,Leadership Effectiveness,Professional Identity,Job Satisfaction,Tenure,Professional Development

This article provides a retrospective account of 25 years of qualitative and quantitative inquiry into the psychological characteristics, leadership strategies, and attributes that education deans bring to their positions and the contextual factors that contribute to their staying power. Over multiple, mixed-methods studies, some 423 education deans shared their views through interviews, vignette responses, situational self-analyses, and surveys. The main results indicated that a mature ego is at the centerpiece of effective leadership, allowing deans to invoke different dimensions of their leadership to adapt proficiently to their professional environment. Their professional identities, attributes, and capacities, stemming from their mature ego, contributed to job satisfaction and longevity. Relevant professional development arose as worth considering.
Administrators&apos; Perceptions of Evaluating Science Teaching: A Case Study
Author: Brown, Erikka
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Science Instruction,Instructional Effectiveness,Science Teachers,Teacher Evaluation,Best Practices,Feedback (Response),Scientific Literacy

The focus of this case study approach was to better understand the perceptions of the practicing administrators and their evaluation of science classes. Six practicing principals were asked at least ten questions which led to conversations about their role and comfort level with evaluating science teaching. The administrators varied in their comfort levels with science instruction and knowledge of best-practices. After interviews were conducted, a follow-up questionnaire related to research-based instructional practices (e.g., inquiry, the 5E model, and other Standards-based science teaching practices was sent to each principal. Findings suggest that principals' evaluations are dependent upon their own science classroom experience and that best practices in science education are not prioritized.
From a Teacher Student&apos;s View--How STEM-Actors Have Impact on Teacher Education and Teaching in STEM
Author: Engström, Susanne
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Teachers,Student Attitudes,STEM Education,Teacher Education,Teaching Methods,Science Teaching Centers,Reflection,Educational Environment

In this study, Swedish STEM-teacher students' experiences of STEM-actors are explored. 85 teacher students have visited each, of a total of 21 different STEM-actors (science centres, museums, maker spaces, code clubs etc.) who all offer school classes STEM-activities but also in-service teacher education. The teacher students were given the task of observing, interviewing and analysing. The teacher students' report texts constitute data that has been analysed thematically. In the teacher students' statements, no disputing attitude towards the STEM-actors emerge. It seems that a preconceived approach is being developed among the teacher students that the school system needs external STEM-actors for both further education and teaching in T&amp;S. The student teachers become convinced that the formal school setting fails to make the subject of technology fun and interesting enough. Nevertheless, the student teachers are not completely convinced that doing (construction), i.e. practical work, is always what should be most important. They express the view that the teaching must contain engaging, fun and interesting elements and that it requires subject competence of the teacher. The student teachers are undergoing a teacher training course which includes encounters with STEM actors, that seem to have resulted in a view that technology teaching in a formal school setting is insufficiently interesting, engaging and fun.
A Qualitative Research on Bureaucracy from the Perspective of Vice Principals in Türkiye
Author: Balikçi, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrative Organization,Assistant Principals,Administrator Attitudes,Elementary Secondary Education,Administrator Characteristics,Governance,Management Systems

The purpose of this research is to understand and make sense of bureaucracy from the perspective of vice principals. In this research, both positive and negative meanings of bureaucracy were determined. Differences occurred between the Weberian bureaucracy perspective and the results of the research. Bureaucracy was also found to influence both the vice principals and schools. At this point, school administrators' attitudes were determinant. Considering the difference between Weberian bureaucracy and the findings of the current research, a new bureaucracy model can be created thanks to further research.
Mapping Current Research and Future Directions of Design Literacy with Systematic Quantitative Literature Review (SQLR)
Author: Bolinas, Julius Cesar
Date: 2022-06-00
Type: Journal Articles
Subjects: Educational Research,Educational Trends,Design,Literacy,Literature Reviews,Statistical Analysis,Interdisciplinary Approach,Higher Education,General Education,Secondary Education,Handicrafts

Design literacy is an emerging research field that is gaining attention among scholars today. Credit goes to the growing acceptance of design thinking in various disciplines beyond design. Design literacy develops natural abilities in everyone to solve real-world, wicked problems by supporting the cognitive development of concrete (making things) and iconic (making meanings) modes of cognition. The author argues for embedding design literacy in every educational level, particularly across disciplines in higher education. To gain insight into the state of scholarly discourse around design literacy in educational contexts, a systematic quantitative literature review (SQLR) was conducted using 12 databases to map its research direction and define its characteristics. The SQLR revealed several findings. First, the foundations of design literacy are grounded in general education and design education. Second, publications were meagre but well represented by the secondary and higher education level. Finally, two thematic directions were observed - &quot;design literacy for making things&quot; is the situated practice in secondary education while &quot;design literacy for making meanings&quot; is for higher education. This SQLR serves as a benchmark review and a starting point to initiate scholarly discourse on design literacy as it aims to contribute to the advancement of research in the field.
An Analysis of Errors in Business-Oriented Written Paragraphs of the Thai EFL Undergraduates
Author: Patarapongsanti, Ampika
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Learning,Business Communication,Writing Assignments,Error Analysis (Language),Paragraph Composition,Interference (Language)

Effective written communication is not only a crucial skill for academic achievement but also for business context as it could lead to individual professional career success and profitable accomplishment. To achieve these goals requires concise and correct communication. This study, therefore, aims to explore the most frequently-made errors by 30 Business English major students. From the total number of 14,118 words, the study found that the students most frequently made three types of errors: morphological (17.91%), syntactical (45.37%), and mechanical (36.72%) levels. Of all the errors that occurred, article errors appeared to be the most problematic use (17.31%), followed by punctuation (13.34%), plurality (13.43%), capitalization (9.55%), and preposition (8.96%) errors. The findings suggested that mostly-made errors by the Business English major students were influenced by the interference of their first language. Additionally, apart from explicit grammar teaching, greater exposure to the target language is also required in the classroom.
Teachers&apos; Attitudes towards the Amendments in the Design Curriculum: A Critical Overview of the Approach and Findings of the Study
Author: van Deventer, Anriët
Date: 2022-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Design,Curriculum Development,Educational Change,Foreign Countries,National Curriculum,Democracy,Adoption (Ideas),Ideology,African Culture,Indigenous Knowledge,Moral Values

This article refers to the South African Design teachers' attitudes towards the implementation of the 2020 Section 4 amendments of the Design Curriculum and Assessment Policy Statement (CAPS). The purpose of the article is twofold: first to establish the necessity for &quot;awareness&quot; of the teachers' attitudes towards curriculum changes, especially when they are unexpected and abrupt. Secondly, to demonstrate the importance of &quot;awareness&quot; among educational authorities about the role of transparent discussions on the nature, purpose, and consequences of their relevant decisions before their final implementation. To this end, the article discusses the amendments and their differences to the former curriculum. The role of the Design teachers' positive attitude towards curriculum changes, especially in dealing with challenging pedagogical issues and communicating creative motivation to learners, is critically assessed. Theoretically, the study was guided by &quot;Ubuntu&quot; philosophy and the South African democratic principles while methodologically, based on a qualitative data collection process, the &quot;attitudes&quot; of Design teachers from seven selected schools have been individually examined. In conclusion, the teachers' heterogeneous responses have indicated that their opinions do not reflect the &quot;à priori&quot; governmental acceptance of the amendments.
A Study on Developing Learner Autonomy through the Reading Circle Method
Author: Han, Ligang
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Student Development,Reading Instruction,Teaching Methods,Foreign Countries,College Students,Second Language Learning,English for Academic Purposes,Cooperative Learning

Many countries in the world have regarded the cultivation of learner autonomy as one of the important goals of language teaching. During the past fifty years, researchers and scholars have explored the connotations of learner autonomy, and carried out some empirical researches in different contexts. There are more and more researches on learner autonomy in language teaching and learning, the research scope and content are constantly broadened and deepened, and the research methods are more diversified. Based on the review of the reading circle method and the discussion of a working definition for learner autonomy, the present study explored the application of the reading circle method in facilitating the cultivation of learner autonomy in the English for Academic Purposes course at a comprehensive university in China. The results showed that the reading circle could help to improve learner's attitude and interest in English language learning. It also indicated that learner's learning capabilities and strategies were improved. This study adopts a novel approach to foster the development of learner autonomy, and sheds light on the empirical research practice.
A Study of Metaphor for Writing Skill in EFL Contexts
Author: Ozturk, Kadim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Preservice Teachers,Student Teacher Attitudes,Writing Skills,Figurative Language,Language Teachers

To communicate effectively in any language, one needs to be competent in using four language skills; that is, reading, listening, reading, and writing- and accordingly the integrative skills instruction has come into prominence in L2 teaching. EFL teachers' beliefs, ideas, perceptions, attitudes are known to have a significant impact on their profession. Termed as &quot;teacher cognition&quot; by Borg (2003), the mentioned beliefs or perceptions are not directly observable. In this study, it is argued that teachers' perceptions about four language skills as a part of their teacher cognition will give insight to their instruction. This is a qualitative study which aims at finding out the prospective EFL teachers' perceptions about writing skill through metaphors. The participants included the undergraduate students studying English as a foreign language at two universities, Istanbul and Amasya. The data were analyzed with the content analysis technique. The findings revealed that prospective EFL teachers had various views regarding the nature of writing. These perceptions, either positive or negative, will influence their future practices; thus, it is essential that the awareness of prospective EFL teachers should be sharpened to help learners to understand the complicated nature of writing and proceed in writing.