ethanporcaro/eric-fulltext-meta huggingface dataset:
Uncovering Saudi English Language Majors&apos; Cognitive Beliefs about Learning English Literature
Author: Daif-Allah, Ayman Sabry
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Majors (Students),Student Attitudes,Beliefs,English Literature,Literature Appreciation,Educational Benefits,Learning Motivation,Curriculum Development,Barriers

Evidence shows that learners' performance is largely influenced by their cognitive beliefs about learning. The main purpose of the present study is to identifying the cognitive beliefs of Saudi English Language major students in order to get a deeper insight into their inner thoughts about studying literature and to find out the effect of gender on deciding their preferences. A total of 71 male and female English language major Saudi students of the English Language and Translation Department in the Main Campus at Qassim University participated in the study. Data were collected quantitatively and qualitatively by means of students' questionnaires and interviews. Findings show that participants hold both motivating and demotivating/unrealistic cognitive beliefs about literature learning. The results provide valid evidence on the participants' informed awareness of the social and academic benefits of learning English literature and uncovered their supportive cognitive beliefs that might enhance willingness to study foreign literature. Likewise, it is revealed that issues related to difficulty of literature learning, classroom practices, curriculum and career opportunities have created the established demotivating cognitive beliefs underlying participants' disinclination to literature study. Results also show that analysis of learners' cognitive beliefs would help modify unrealistic beliefs about literature learning and help create a motivating learning environment suitable for the growth of students' knowledge. The study concluded that cognitive beliefs are the key word for the success of any educational development endeavors and should always be at the center of any learning process being the inner self human power that drives learners' major behaviors toward their learning preferences and choice of courses. The study recommends identification of learners' cognitive beliefs so as to provide guidelines to English literature instructors to tailor their teaching methods to learners' realistic cognitive beliefs to avoid mismatches with classroom practices. The study also recommends investigating the global structure of the students' cognitive beliefs to guide educationists in developing curricula that would help students acquire knowledge in an organized manner, and to improve it.
Application of Cohesion Theory in Reading Comprehension of CET-4
Author: Fu, Chunxia
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Connected Discourse,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Linguistic Theory,College Students,Language Tests,Reading Improvement,Instructional Effectiveness,Foreign Countries,Cloze Procedure

Cohesion Theory of Halliday and Hasan has been widely applied in different parts of language teaching. As many cohesive devices are used in language, it's very necessary for language learners to understand and identify those devices. Now in China, a large number of college students have to take part in the CET-4 test every year. Thus, it is of great significance that some effective strategies can be applied in the test and help more students pass the test easily. Cohesion Theory and cohesive devices may be such strategies and they are important for the improvement of reading comprehension of CET-4. This article is aiming to use the CET-4 test papers in June 2019 as examples to illustrate that Cohesion Theory can be applied in reading comprehension of CET-4 with great effectiveness.
Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors&apos; Performance at ELI, King Abdulaziz University, Saudi Arabia
Author: Khojah, Aishah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Program Effectiveness,Teacher Education Programs,Faculty Development,Interpersonal Relationship,Teacher Attitudes

An unprecedented acceleration in globalization, cross-culture integration and intensified innovation are a few elements that have triggered the need for availability of mentoring as the professional identity of any institution of higher learning. It has got the status of a foundation stone of mutual accomplishments between universities in the provision of teacher development. Therefore, this research study was carried out to evaluate the experiences of faculty members who participated in a formal mentoring program organized by the English Language Institute (ELI) at King Abdulaziz University (KAU) from 2017 to 2019. In this mixed-method study, a questionnaire and semi-structured interviews were used to gather data in order to respond to questions connected to the effectiveness of the mentoring program for mentors and mentees. The study particularly sought to discover the character of the work issues discussed and the worth judged by participants as emerging from their contribution to a programmed mentoring correlation. Data analysis transpired that mentoring promoted all of those who participated in the program. The study concluded that mentoring could assist in constructing capability in two ways: featured and standardized mentoring of trainee teachers through overt mentoring practices, and demonstrating and deconstructing teaching methods and practices for mentors' pedagogical progression. This study emphasizes the worth and value of the formal mentoring program as a valued and fitting professional development approach.
A Corpus-Based Study on the Use of Reporting Verbs in Applied Linguistics Articles
Author: Un-udom, Suwitchan
Date: 2020-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Verbs,Journal Articles,Research Reports,Academic Language,Language Usage,Citations (References)

Reporting verbs is one of the most important issues in writing academic paper because they are used to express the process and reliability of claims to support authors' writing. Therefore, the current study aimed at investigating (1) the most frequently used category of reporting verbs in applied linguistic articles and (2) how the category used in the citation process is used. 52 articles from three applied linguistic journals were analyzed using Antconc software's concordance function. This study focused on reporting verbs used in the literature review section since it consists of more reporting verbs than other sections in articles. The reporting verbs in the articles were analyzed into a concordance line and then were classified into Hyland's Framework of reporting verbs (2002). The results of the study showed that the uses of reporting verbs were classified into research acts, which was the most frequent use of reporting verbs, discourse acts, and cognition acts respectively. The study also presented the frequently used of reporting verbs in different subcategories of the research, discourse, and cognition acts. Additionally, reporting verbs were examined to investigate the verb forms and voices used in applied linguistic articles. The use of reporting verbs according to Hyland's (2002) framework, verb forms, and voices are also discussed.
Mathematics Teachers&apos; Abilities in Developing Formative Assessment after the Introduction of Lesson Study and Open Approach Innovations
Author: Thinwiangthong, Sampan
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics Teachers,Formative Evaluation,Foreign Countries,Secondary School Teachers,Grade 7,Assessment Literacy,Teacher Collaboration,Teacher Improvement,Mathematics Instruction,Algebra,Student Evaluation,Teaching Methods

Purpose: The main purpose of this study was to examine mathematics teachers' abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology: A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested after the lesson study and open approach training. This was followed by their participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the AssessToday rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students' written work. The AssessToday rubric was the main instrument used to determine the ability level of the mathematics teachers in developing formative assessment in terms of seven components, namely learning targets, question quality, nature of questioning, self-evaluation, observation of student affect, instructional adjustment, and evidence of learning. Results: The pre-test and post-test results showed an improvement in the mathematics teachers' understanding about formative assessment, the methods used in formative assessment, and how they could use the data from the formative assessment while they were implementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressing gradually from novice, apprentice to practitioner level in their abilities in developing formative assessment after the 10 cycles of innovation practices in all the seven components. The results imply that the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance: The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers' abilities in developing formative assessment.
School Librarian Interventions for New-Teacher Resilience: A CLASS II Field Study
Author: Soulen, Rita Reinsel
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Beginning Teachers,Librarian Teacher Cooperation,Resilience (Psychology),Teacher Persistence,Mentors,Teacher Burnout,Best Practices,Intervention,Scores

School librarians occupy a unique position to offer supports for first-year teachers to build teachers' resilience, reduce their burnout, and ensure retention. Fifteen school librarians recruited twenty-six new teachers in their schools to form the treatment group. A comparison group of twenty-six new teachers were matched by initial scores on a resilience scale, by school level, and by Title I status of the school. The treatment group received interventions under the Continuum of Care model, which I developed. Following treatment, the comparison group and treatment group were surveyed for level of resilience, burnout, and retention. Quantitative data were analyzed using t-test, ANOVA, ANCOVA, and binary logistic regression. Interviews of school librarian-new teacher pairs revealed the lived experiences of participants. Those in the treatment group received significantly higher levels of mentoring and collaboration than did those in the comparison group. The effect of the interaction between the level of resilience of the treatment group and age was significant. Interviews show that school librarians and new teachers valued their relationship and voiced the effect of resilience, burnout, and retention. Reaching out to new teachers to bridge the gap between the library and classroom should be considered as best practice for school librarians.
Pre-Service School Librarians&apos; Perceptions of Research Pedagogy: An Exploratory Study
Author: DiScala, Jeffrey
Date: 2020-00-00
Type: Journal Articles
Subjects: Librarians,Library Education,Graduate Students,Student Attitudes,Research Design,Research Methodology,Course Content,Masters Programs,Research Skills,Self Efficacy,Action Research

This article is an exploratory study of graduate-level instruction on research designs and methods for pre-service school librarians (PSSLs). Using a focus group of one cohort of PSSLs, we examine students' perceptions of understanding research methods, course content and delivery, and self-reported application of new knowledge from a sequence of two graduate research courses in a Master's degree program. Findings indicate increased appreciation and understanding of the research process among participants and the ability to integrate the research findings of others into their own practice, while also indicating little or no confidence in their own abilities to conduct research in their new positions as school librarians or report on their findings to others. Findings point to opportunities to improve instruction through intellectual accessibility, focusing on action research for the practitioner, and scaffolding learning throughout the graduate program.
Blended Learning Engagement in Higher Education Institutions: A Differential Item Functioning Analysis of Students&apos; Backgrounds
Author: Adams, Donnie
Date: 2020-01-00
Type: Journal Articles
Subjects: Blended Learning,Learner Engagement,Student Characteristics,Foreign Countries,Higher Education,College Students,Public Colleges,Private Colleges,Gender Differences,Age Differences,Ethnicity,Majors (Students),Foreign Students

Purpose: Digital technology has transformed teaching and learning in such a way that it seems imperative lecturers and institutions need to adapt and adopt a blended learning model of instruction across disciplines. However, there is a scarcity of studies to determine the degree of students' engagement on blended or online university courses. The purpose of the study is to investigate students' cognitive engagement, emotional engagement, and behavioural engagement in a blended learning model of instruction as well as specifically assess their engagement based on demographic factors such as age, gender, field of study, ethnicity, and type of institution in leading Malaysian public and private higher education institutions. Methodology: A non-experimental quantitative research design was employed in this study. 462 undergraduate and postgraduate students were sampled using the Blended Learning Readiness Engagement Questionnaire©. Subsequently, WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive statistics and differential item functioning (DIF) were conducted to assess students' engagement in a blended learning model of instruction with the latter analysing specifically on student's demographic factors such as age, gender, field of study, ethnicity, and type of institution. Findings: Findings show high levels of engagement in blended learning activities among students in both public and private higher education institutions based on their cognitive, emotional, and behavioural engagement processes. Findings also indicates differences in students' engagement based on demographic factors such as age, gender, field of study, ethnicity, and type of institution. Significance: The findings of this study will help lecturers reflect on their own teaching practices in this era of technology advancement where a blended learning model of instruction are given increased prioritisation and proliferation. Implications and recommendations for future research in blended learning practices are presented.
Indonesian, Malaysian and Thai Secondary School Students&apos; Willingness to Communicate in English
Author: Tan, Kok-Eng
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,English (Second Language),Language Usage,Interpersonal Communication,Cultural Differences,Leisure Time,Language Teachers,Teacher Role,Second Language Instruction

Purpose: This quantitative study explored willingness to communicate (WTC) across two settings, ESL in Malaysia, and EFL in Indonesia and Thailand. Participants' WTC levels were measured and communicative situations in which participants were almost always willing and almost never willing to communicate in English were identified. Method: Convenience sampling was used to select the three countries, four secondary schools and 42 intact classes from Years 7 to 10. Two schools were in Malaysia, while one school each was in Indonesia and Thailand. A total of 1038 participants, consisting of 291 Malaysians, 325 Indonesians and 422 Thais took part in the study. The instrument used was an adapted questionnaire measuring WTC inside and outside the English classroom. Findings: The major findings were: (1) Situations in which students were almost never willing to communicate in English were mainly found outside the classroom; (2) Students were almost always willing to communicate in English in brief, predictable situations requiring the use of set phrases; (3) ESL students had a higher level of WTC than EFL students; and (4) WTC inside the classroom was significantly higher than WTC outside the classroom. Significance: The findings have implications for ESL/EFL classroom instruction. English teachers remain the main interlocutors in increasing WTC in the classroom. They also need to bridge the gap between the classroom and the outside world by preparing students for real social situations. This is consistent with the situation-specific aspect of WTC in the heuristic model proposed by MacIntyre, Clément, Dörnyei, &amp; Noels (1998).
Investigation of the Effects of Core Workouts on Selected Biomotor and Branch Specific Techniques in 9-10 Years Aged Male Handball Athletes
Author: Akçinar, Faruk
Date: 2020-03-00
Type: Journal Articles
Subjects: Training,Preadolescents,Males,Psychomotor Skills,Body Weight,Body Height,Body Composition,Skill Development,Exercise Physiology

The aim of the study is to examine the effects of core training in 9-10 years aged male handball players on selected biomotor and techniques special to the branch. This research is an experimental study in the screening model. The study consists of a total of 26 male volunteer students, including the experimental (n=13) and Control (N=13) group. The data of the study was uploaded to the SPSS program and measured by the Shapiro-Wilk test, Independent Sample T test, Paired Sample t test for normality tests. The level of significance was adopted as a=0.05. The core training has been applied to the experiment group for 25 to 30 min three days a week at the same time for 8 weeks with their own body weights along with handball training whereas only the handball training has just been applied to the control group without any extra work and they have continued to their daily life. Before the study, the pretest measurements of physical (height, weight, bki), biomotor (vertical vault, flexibility, back-leg strength, 20 m speed, balance, agility, clutch power) and the techniques peculiar to the branch (dribbling, quick pass, point shooting) have been taken in the experiment and control groups. According to the pretest measurements, it has been detected that both groups have homogeneous pattern (p &gt; 0.005). As a result of the pretest-posttest measurements in the experiment group, statistically remarkable difference has been detected in the parameters of vertical vault (p=0.000*), flexibility (p=0.000*), 20 m speed (p=0.000*), balance (p=0.000*), right hand clutch power (p=0.000*), agility (p=0.000*), back-leg strength (p=0.000*), dribbling (p=0.000*), quick pass is (p=0.000*), and point shooting (p=0.000*). However, statistically significant difference hasn't been detected in the parameter of left hand grasping power (p &gt; 0.005). The reason of the difference can be thought that players have used their dominant (right) hand. The core training that has been applied with their own body weights along with handball training for 8 weeks has provided positive improvements on measured biomotor and techniques special to the branch of the handball players.
The Effect of &apos;Volume of Concept&apos; on the Level of Identifying Concepts and Understanding of Relationships between Concepts for 7th Grade Students
Author: Gülen, Salih
Date: 2020-03-00
Type: Journal Articles
Subjects: Grade 7,Concept Mapping,Concept Formation,Relationship,Foreign Countries,Scientific Concepts,Middle School Students,Visual Aids,Instructional Effectiveness,Science Instruction

The main purpose of this research is to determine the effect of the volume of concept on the level of understanding the relationship between concepts. The mixed method was used in the research. Volume of concept form, concept map form and puzzle scales were used to collect quantitative data. Qualitative data was collected through a fully structured interview form. A homogeneous sample was used in the study. A total of 54 students participated in the study (there are 27 students in both experimental and control groups). The data was analyzed with the help of SPSS and Microsoft Excel program. T-test, Wilcoxon, frequency and percentage techniques were used for descriptive analysis. According to the findings, it was determined that volume of concept had a positive effect on relationship between concepts. No significant relationship was found between the experimental and control groups in regards to concept knowledge. In addition, according to the quantitative findings, concept map was found to be more successful in determining the relationships between concepts. On the other hand, according to the qualitative findings, the volume of concept form and concept map was equally effective in determining the relationship amongst different concepts. In line with the results, volume of concept can be used to determine the relationship between concepts.
Effect of PNF, Ballistic and Static Stretching on the Range of Motion after Sports Injury Surgery in Football Athletes
Author: Sajedi, Heidar
Date: 2020-03-00
Type: Journal Articles
Subjects: Athletes,Athletics,Exercise Physiology,Injuries,Team Sports,Program Effectiveness,Males,College Students,Physical Therapy,Foreign Countries

The purpose of this study was to investigate the effect of proprioceptive neuromuscular facilitation (PNF), ballistic, and static stretching exercises on the range of motion after sports injury surgery in soccer team athletes. The purpose of this research was an applied one, in terms of method was descriptive and correlational one. Therefore, in terms of data collection, the research method was the laboratory strategy. The statistical population of this study was injured male students of soccer players who had undergone surgery. The sample included 97 students (30 active ballistic, 30 active statics and 37 PNF stretching exercises). Statistical analysis of the data was done by SPSS 20 software and t-test. Overall, the results showed that PNF stretching had a significant effect, statics stretching had moderate impact and ballistic stretching had a low but significant effect on the range of motion after sports injury in soccer athletes. That is, PNF had the best effect in terms of increasing the range of motion of the muscles after surgery, followed by static and ballistic stretching, respectively.