ethanporcaro/eric-fulltext-meta huggingface dataset:
Is There a Relationship between the Usage of Active and Collaborative Learning Techniques and International Students' Study Anxiety?
Author: Khoshlessan, Rezvan
Date: 2013-00-00
Type: Journal Articles
Subjects: Correlation,Cooperative Learning,Anxiety,Questionnaires,Foreign Students,College Faculty,College Students,Student Surveys,Student Attitudes,Teaching Methods,Gender Differences,Majors (Students),Second Language Learning,State Universities

This study was designed to explore the relationships between the international students' perception of professors' instructional practices (the usage of active and collaborative learning techniques in class) and the international students' study anxiety. The dominant goal of this research was to investigate whether the professors' usage of active and collaborative learning techniques in class while teaching reduces the study anxiety of international students. A convenience sample of international college students (n =85) in Spring 2013 at a mid-sized public four-year institution in Texas participated. The researcher collected pertinent demographic data and used two modified versions of the Study Anxiety Questionnaire (SAQ) and the Active and Collaborative Engagement of Students Survey (ACES). The results demonstrated the existence of a weak inverse relationship between the international students' perception of the instructors' usage of active and collaborative learning techniques in class and the international students' study anxiety. This inverse weak relationship continued to exist when controlling for educational status, gender, nationality, and field of study. Since the results of this study showed that the international students perception of the instructors' usage of active and collaborative learning techniques in class helped reduce their study anxiety, for future research it would be interesting to see whether there a stronger or similar result would be seen among college students in general.
Factors Contributing to the Subjective Career Success among Islamic Educators in Primary Schools
Author: Supa'ad, Mesnan
Date: 2013-07-00
Type: Journal Articles
Subjects: Islamic Culture,Career Development,Success,Performance Factors,Elementary School Teachers,Personality Traits,Career Planning,Job Performance,Job Satisfaction,Achievement Need,School Administration,Foreign Countries

A very limited research has been done in the field of career development among Islamic education teachers. Most of the previous researches showed an improvement in terms of grades, positions, and responsibilities of their previous routines as an indicator of their career advancement. However, this conceptual (concept paper) discusses how personality factors, career planning, and career strategy can provide significant contribution to the success of Islamic education teachers' career. Based on the Five Factor Model, Gould Planning Model, and the support of previous researches, this paper discusses how these three factors can contribute to the success of Islamic education teachers' career. This paper also discusses its impact towards Islamic education teachers in Malaysia, schools management, District Education Office, Ministry of Education, and teachers education institutions
Creative Accounting with Study Abroad Numbers
Author: Patton, Carl V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Study Abroad,College Credits,College Students,Educational Trends,Trend Analysis,Best Practices,Statistical Analysis,Definitions,International Education,Futures (of Society),Computer Simulation,Administrator Attitudes,Web Sites,Student Recruitment,Colleges,Universities

Many universities report &quot;study abroad&quot; numbers in the 25 to 30 percent range and even as high as 70 and 80 percent. When the number of students studying abroad for credit, 270,604 as reported by the IIE 2009-2010 &quot;Open Doors&quot; report, was divided by the approximately 20 million students in U.S. universities, the result was 1.4%. This paper addresses the discrepancy between national averages and institutional claims. It concludes that institutions use widely varying definitions of study abroad and recommends consistent use of seven criteria, including receiving academic credit and a minimum stay abroad, which will permit accurate comparisons.
Study Abroad and Intercultural Coursework: Their Effects on Change in Intercultural Competence
Author: Rust, Kathleen G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Measures (Individuals),Scores,Undergraduate Students,Comparative Analysis,Statistical Analysis,Multicultural Education,Liberal Arts,Small Colleges,Hypothesis Testing,Pretests Posttests,Outcomes of Education

The purpose of this research is to present a model for evaluating whether a study abroad experience increases intercultural competence as well as to examine whether undergraduate students who participated in a study abroad experience and intercultural competence building coursework demonstrate a significant increase in intercultural competence over those who only enroll in a study abroad experience. Sixty students' pre and post scores on the Intercultural Development Inventory (IDI) were compared. Results show a statistically significant increase in IDI scores after study abroad. They also show that intercultural coursework in conjunction with a study abroad experience can have an impact on individual intercultural development but there was no statistically significant difference in mean change scores between the two student groups.
The Effect of Training Parents in Couples' Communication Model on Attention Deficit Hyperactivity Disorder Symptoms in 4-9 Year-Old Students in Isfahan
Author: Shariat, Arghavan
Date: 2013-10-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Models,Communication Skills,Communication Strategies,Parent Education,Control Groups,Experimental Groups,Quasiexperimental Design,Questionnaires,Likert Scales,Statistical Analysis,Training Methods,Parenting Skills,Early Childhood Education,Foreign Countries

Attention deficit hyperactivity disorder (ADHD) is one of the most common neuropsychological childhood disorders that causes inconvenience to children, families, and the society. The objective of the present research is to investigate the effect of teaching Couples' Communication Model on the symptoms of ADHD in 4-9 year-old students. For this purpose, 60 students suffering from attention deficit disorder/hyperactivity-impulsivity were selected using multi-stage cluster sampling method and randomly assigned into an experimental or a control group with equal proportion. The data were analyzed using inferential statistics method (Covariance analysis). The findings revealed that training parents in the Couples' Communication Model could significantly decrease the symptoms of ADHD in children (P&lt; 0.05). It is recommended that this method be used as a non-pharmacological method to treat ADHD in children.
The Impact of Literacy on Vocational Skills Acquisition for Better Community Participation
Author: Adedokun, Mary Olufunke
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy,Job Skills,Citizen Participation,Apprenticeships,Hypothesis Testing,Questionnaires,Statistical Analysis,Skill Development,Self Efficacy

This study examined the impact of literacy on vocational skill acquisition with the aim of making the young people self- reliant, thereby helping them to be more involved in community participation and participate more in community issues. In this study, vocational skill acquisition is used synonymously with apprenticeship scheme. Two local government areas in Oyo state were used for the study with 200 subjects as sample. Three hypotheses were generated for the study and data were collected through a self designed questionnaire tagged &quot;Literacy for vocational skill Acquisition&quot; (LVSA). The collected data were analyzed using t-test statistical tool at 0.05 level of significance. The result showed that literacy has a lot of impact on skill acquisition. That being literate would make a person stand tall among equals in vocational skill acquisition and later practice. That literacy would make a person not only functional in the sense of being permanent for application in daily context but in the sense of being adaptable to new and changing circumstances and requirements in their job performance. That there is a significant relationship between literacy and skill acquisition as those who were literate caught up better than those who were not literate and they performed their jobs better than the illiterate ones. The study recommended among others that for people to be really self reliant in the daily performance of their jobs, they must be literate as it is through literacy that necessary information can be gathered for better job performance in the communities.
Activating Junior Secondary School Students' Prior Knowledge for the Development of Vocabulary, Concepts and Mathematics through Instructional Strategies
Author: Oyinloye, Olu
Date: 2013-10-00
Type: Journal Articles
Subjects: Secondary School Students,Prior Learning,Vocabulary Development,Concept Formation,Mathematics Achievement,Instructional Innovation,Educational Strategies,Teaching Methods,Language Acquisition,English (Second Language),Pretests Posttests,Intervention,Quasiexperimental Design,Experimental Groups,Control Groups,Achievement Gains,Cooperative Learning,Instructional Effectiveness,Achievement Tests,Foreign Countries,Statistical Analysis

This paper investigates the activation of students' prior knowledge for the development of vocabulary, concepts and mathematics. It has been observed that many secondary school students are not performing well in the examination conducted by the West African Examinations Council and National Examinations Council of Nigeria. The situation became worrisome because of the dwindling performance of students in English Language and Mathematics which are compulsory subjects for securing admission into tertiary institutions in Nigeria. Four research questions were formulated and translated to test whether a significant difference exist between students' achievement in comprehension in English Language and Mathematics before and after the treatment. The study is a quasi experimental which involves two hundred and sixty students selected through random sampling technique. The experimental sessions lasted six weeks. The experimental groups were engaged in collaborative work in smaller groups where they discussed issues related to the new topics using their prior knowledge. Experimental and control groups were given pre-test before the commencement of the study and achievement test after the experiment. The data collected was subjected to t-test statistics and the findings of the study show that the students in the experimental group performed better than those in the control group.
South Sudan: Solutions for Moving beyond an &quot;Ethnic Conflict&quot;
Author: Kuntzelman, Christa Charbonneau
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnicity,Ethnic Diversity,Conflict,Violence,War,Social History,Historical Interpretation,Etiology,Cognitive Mapping,Peace,International Cooperation,Treaties,Conflict Resolution,Nationalism,Change Strategies,Political Influences

Although ethnicity is a contributing factor to the ongoing crisis in South Sudan, particularly after the re-escalation of violence in December of 2013, the characterization of the conflict as an ethnic crisis is insufficient. This analysis will reframe the violence in terms of both its proximate and root causes, including a comprehensive examination of systemic problems of underdevelopment. The reframing of root causes is necessary to appropriately create the local, regional, national, and international responses that will dually address the immediate sources of violence and contribute towards the social, legal, and institutional infrastructure required to transition the new nation from conflict to durable peace and stability. This argument will be substantiated by a historic analysis of South Sudan done in three distinct segments: Sudan's 1956 independence until the signing of the 2005 Comprehensive Peace Agreement (CPA), including an analysis of the two civil wars between the North and South; the interim period, between the 2005 CPA and South Sudan's independence in 2011; and the post-independence period. The final sections offer pragmatic, cross-sectoral recommendations for peacebuilding and capacity building in order to ameliorate the current humanitarian crisis and to establish the human and national security that will guard against conflict recurrence. The recommendations will both consider current cross-sector approaches which privilege traditional actors, such as nongovernmental organizations (NGOs) and governments and present new recommendations that include nontraditional actors, such as Internally-displaced persons (IDPs), refugees, and diasporic communities.
Using an Internally-Developed Tool to Assess Intercultural Competence in Short-Term Study Abroad Programs
Author: Kartoshkina, Yuliya
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Second Language Learning,Language Enrollment,Acculturation,Measures (Individuals),Language Proficiency,Universities,College Faculty,Likert Scales,College Students,Statistical Analysis,Required Courses,Second Language Instruction

An internally-developed tool was developed to assess the intercultural competence of students taking part in short-term study abroad programs. Four scales were built to assess possible change in students' host culture knowledge, cross-cultural awareness, cross-cultural adaptation, and self-assessed foreign language proficiency. Enrollment in a foreign language as a factor in developing intercultural competence was examined. The results of the pre and post survey as well as future research directions and implications are discussed.
An Observation Account from EFL/ESL Dyads: Code-Switching and Willingness to Communicate
Author: Yazdi, Seyed Yasin
Date: 2014-01-00
Type: Journal Articles
Subjects: Code Switching (Language),Comparative Analysis,Cross Cultural Studies,Homogeneous Grouping,Collaborative Writing,Interpersonal Communication,Intention,Females,Undergraduate Students,Observation,Language Attitudes,Foreign Countries

This paper reports a small part of the findings of a larger study which cross-culturally explored and comparatively examined the dynamics of collaboration between Iranian and Malaysian homogeneous dyads during performing collaborative writing tasks. The findings related to the amount of code-switching as well as the amount of falling back on the researcher for language-related assistance in each of the dyads are reported. It was found that while resorting to L1 and willingness to communicate with the researcher was next to nothing in Malaysian dyads, the Iranians had a considerably higher tendency towards using their own language and referring to the researcher for language-related help. The findings are discussed in relation with the previous findings in the related literature.
An Investigation of the Communicative Approach Teaching in Primary English Textbooks in Hong Kong and Malaysia: A Search into Communicative Language Teaching (CLT) Textbooks, and How CLT Is Applied in Textbooks
Author: Ko, Charles
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Communicative Competence (Languages),Textbook Content,Teaching Methods,Grammar,Textbook Standards,Audiolingual Methods,Comparative Analysis,Comparative Education,English (Second Language),Second Language Instruction,Educational Practices,Educational Strategies,Elementary School Curriculum,Textbook Evaluation,Check Lists

In the present research, it will be shown how grammar activities in textbooks still retain the structural method of teaching grammar. The results found by previous scholars' research will be covered, and illustrated by excerpts of textbooks, including comparison of Hong Kong and Malaysian textbooks. Communicative Language Teaching (CLT) materialized in the West in the 1960s, and has extended to the Eastern countries over the last 20 years (Chung, 2005: 33). Since the introduction of CLT, many English textbooks have been published to incorporate communicative activities, authentic material and personalized contexts, however, most of the learning and teaching of grammar in textbooks do not fully reflect CLT principles (&quot;ibid&quot;). The paper is written to show concerns over textbook designing issues and hence provide recommendations in changing the design of the modern English language textbooks. In the end of the paper, this research will suggest methods of designing more communicative grammar activities in English language textbooks for future textbook designers having guidelines in compiling the CLT English language textbooks. Besides, some approaches of communicative teaching with the CLT textbooks will be recommended to the pre- and inservice English language teachers in order to lead them to the current trend of CLT.
The Differences between Iranian Male and Female Students in Using Language Learning Strategies
Author: Sherafat, Zahra
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Learning Strategies,Cognitive Style,English (Second Language),College Second Language Programs,Incidence,Memory,Questionnaires,Metacognition,Student Surveys

The current study aimed at investigating the differences between male and female Iranian students in using different learning strategies. The participants of the study included 60 Iranian EFL students (30 male and 30 female) in Islamic Azad University in Larestan branch. The results of this study revealed that the frequency of using different learning strategies were different for the students. In this case, memory strategies were the most frequent and cognitive strategies were the least frequent strategies used by the students. However, there were significant differences between male and female students in the use of different learning strategies. In fact, female students were the ones who were using language learning strategies more often.
Methods of Teaching Reading to EFL Learners: A Case Study
Author: Sanjaya, Dedi
Date: 2014-04-00
Type: Journal Articles
Subjects: Case Studies,Reading Instruction,Teaching Methods,English (Second Language),Second Language Instruction,Reading Skills,Grammar Translation Method,Direct Instruction,Communicative Competence (Languages),Audiolingual Methods,Silent Reading,Class Activities,Learning Processes,Foreign Countries

Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM), Direct Method (DM), Communicative Language Teaching (CLT), Audio Lingual Method (ALM) and Silent Way (SW). Through these methods, the students and the teacher can reach the purpose of teaching reading. From this study, it can be concluded that combining more than one method is one of the better ways for the teaching reading skill to EFL learners.
Realities of and Perspectives for Languages in the Globalised World: Can Language Teaching Survive the Inadequacies of Policies Implemented Today at Leeds Beckett University?
Author: Gamir, Saadia
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Foreign Countries,Educational Finance,Educational Policy,Language Skills,Universities,Teaching Experience,Language Teachers,Teacher Attitudes,College Faculty,Teacher Education,Elementary School Teachers,Articulation (Education),Secondary School Students,Barriers,Language Enrollment,Educational Resources,Faculty Development,Exit Examinations,Educational Change,Modern Languages,Academic Degrees,Educational Trends,College Second Language Programs,Program Descriptions

Various newspaper articles report that British ministers, university representatives, exam chiefs and business bodies agree that foreign languages skills in primary, secondary and tertiary UK education are in crisis. Lower funding and policy changes have caused language skills deficiencies felt gravely in the business sectors. Funding and support initiatives pledged by policy makers appear to be election-driven, barely outliving newly elected governments. Others blame secondary school language curriculum for failing to inspire students to take up a language when they reach 13 or 14. Others still argue that severe A-level examinations marking deters students from taking up a foreign language at 6th form level, producing fewer prospective language learners for university departments. Community languages are also undervalued as small-entry languages could soon be axed from GCSE and A-level examinations. In a world increasingly interconnected, it is essential the importance of language learning be reinstated in all our educational institutions. This paper reviews two decades of the conditions of language provision in the UK in general, with an emphasis on Leeds Beckett University. It also attempts to answer two questions emerging form the author's personal teaching experience and reflections: What are the realities and challenges language teaching faces at Leeds Beckett University? And, how may we support language learners in fulfilling their ambition to acquire the required skills to communicate effectively in this globalised world?
Bespoke Language Teaching (BLT): A Proposal for a Theoretical Framework. the Case of EFL/ELF for Italians
Author: Santipolo, Matteo
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language Variation,Foreign Countries,Child Care,Elementary Secondary Education,Higher Education,Native Speakers,Government Role,Language Usage,Language Teachers,Teacher Qualifications

This paper deals with the problems of teaching English as a foreign language (EFL) and as a lingua franca (ELF) in the Italian educational system and, in particular, with introducing language variation in the English class. After briefly illustrating how English teaching has changed in the last few decades, an outline is drawn of what happens in the Italian school system today from child care to university as far as English teaching is concerned. The second part of the contribution focuses on the increasing variability of English as a world language, both within and outside the native speakers' domain. The second part also deals with the issues that the complex nature of variation in English has raised when teaching it, and underlines how such issues have recently, although only partially, been acknowledged by the Italian Ministry of Education. The final section, illustrates a proposal for implementing the teaching of English variation in Italian schools, based on the concepts of utility and usability which have given birth to a student-tailored approach called Bespoke Language Teaching.