ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of Sheltered Instructional Observation Protocol (SIOP) Model in Saudi Schools: A Study of EFL Teachers&apos; Perspectives
Author: Aldakhil, Ahlam
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Attitudes,Foreign Countries,Private Schools,Teacher Workshops,Videoconferencing,Teaching Methods,Lesson Plans,Positive Attitudes,Student Needs

The Sheltered Instructional Observation Protocol SIOP is a model designed to assist teachers in organizing and planning the lessons delivery through different stages. This model is also useful in enhancing the students' achievement and minimizing any chance of educational failure. However, EFL teachers need to be trained in order to guarantee successful implementation of this model. This study examined the implementation of the SIOP model from teachers' perspectives after they attended an introductory workshop in a private school in Riyadh city, Saudi Arabia. The study adopted the qualitative approach for collecting and analyzing the data. The sample of the study consisted of seven English language teachers (4 females &amp; 3 males). Two data collection instruments were used, namely, observational sessions and a semi-structured interview. Most of the researcher interaction with the sample was done online due to the outbreak of COVID-19 pandemic. The workshop and the interviews were done through Zoom video communication. The central findings of this study reveal that the majority of the teachers have covered all SIOP components during their lessons. Moreover, it was found that there is a relationship between the implementation of the SIOP model and the students' learning motivation. Furthermore, the results showed that the SIOP implementation might help in enhancing the teachers' proficiency. Besides, it was revealed that most of the teachers had a positive attitude towards the implementation of the SIOP model. However, they claimed that time and place might hinder any future implementation of the SIOP model. This study recommends a larger sample size, longtime study application and a life sample workshop to guarantee better results. It also provides significant implications which might be useful for EFL teachers, policy makers and interested researchers.
Possible Impact of Overseas Study on Language Ability and Motivation to Study English
Author: Mori, Setsuko
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Language Proficiency,Student Motivation,English (Second Language),Second Language Learning,Foreign Countries,College Students,Student Attitudes,Attitude Change,Learning Motivation

The present study explored whether two semester overseas study programs had any impact on participants' language ability and motivation to study English. The language ability, L2 learning motivation and learning attitude of 65 Japanese university students participating in semester-long study abroad programs were measured pre departure and on their return. TOEIC listening and reading tests were used to measure students' linguistic gains, and possible changes to students' L2 motivation and attitudes were measured using a survey created specifically for the purpose of this study. Statistical analysis implied a significant effect from the two overseas programs on TOEIC scores and motivation and attitude, with motivational intensity prior to departure being a significant predictor of TOEIC gains. The findings underscore the idiosyncratic nature of studying abroad, and will be of use in designing and implementing post-overseas study programs.
Interpreting Textbooks for BTI Students in China: Retrospection, Problems and Prospect
Author: Wang, Yue
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Translation,Majors (Students),Textbooks,Textbook Content,Foreign Countries,English (Second Language),Chinese,Interpretive Skills,Electronic Publishing

As the language service sector continues to develop, the education for undergraduate translation majors (or BTI: BA Translation and Interpreting) calls for more solid support from well-compiled textbooks. The study investigates the general publication status of interpreting textbooks for BTI students and takes a close look at four representative examples. The findings reveal that traditional interpreting textbooks have such problems as disrespect for the rules of teaching, incomplete portrait of the interpreting profession and the failure to keep pace with the time, therefore can no longer satisfy the need that an evolving language service sector places on BTI students. Considering the teaching objectives of BTI and the new definition of &quot;translation competence&quot; in the &quot;Teaching Guide for Undergraduate Translation Major&quot; issued in 2020, the author proposes that interpreting textbooks need to enrich the teaching contents, have more interpreting practitioners as editors and integrate various modern technologies to be as multi-dimensional as possible.
Development and Implementation of Integrated Curriculum in Management Studies
Author: Junevicius, Algis
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Implementation,Integrated Curriculum,Business Administration Education,College Students,Foreign Countries,Curriculum Evaluation

Global economic and social challenges in the World require fundamental changes in quality assurance in higher education institutions at the national and international level. Higher education institutions are encouraged to adjust study programs, which would meet the current requirements and needs of the labor market and individuals. Integrated curriculum is one of the measures, which could transform traditional educational paradigm and contribute to higher quality and relevance of learning and teaching. Therefore, this article addresses development and implementation issues of the integrated curriculum with the aim to provide the concept of integrated study program and discuss the opportunities for its application in educational institutions. The theoretical part of the paper gives a brief review of the meaning of the concept of integrated curriculum, the basis for development of such study programs and the connection of such curriculum with requirements of the labor market. Accordingly, the practical part presents the findings of empirical research about the implementation of integrated curricula in Kaunas University of Applied Sciences. The results of the study revealed integrated curriculum meets the students' expectations when the assessment of such programs is ensured constantly.
Applying the Matrix Model in an English for Presentation Online Class during COVID-19 Pandemic: A Case Study of an Undergraduate Class in Thailand
Author: Sompakdee, Prapaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Student Attitudes,Teaching Methods,Private Colleges,Educational Policy,Second Language Learning,Second Language Instruction,English (Second Language),Barriers,Positive Attitudes,Learning Processes,Educational Benefits

During the COVID-19 pandemic, online learning was an important topic for scholars. A private university in Khon Kaen Province, Thailand followed a policy to create online courses for every subject to ensure that education could proceed effectively. To correspond with the policy, the Matrix Model was integrated with the online course development of an English for Presentation class at this private university. The Matrix Model is also known as SAMR which refers to Substitution, Augmentation, Modification, and Redefinition. The online course was presented in the third semester of the academic year of 2019 with 77 participants who volunteered to participate in this course. The research instruments used in this study were observation, surveying, and interview. The data collections were done at the beginning, during, and after the course to provide a comprehensive study of online learning. The data revealed both positive opinions and obstacles associated with this online learning. The results of using the SAMR model in this study do provide benefits to students and educators and show that 84% of the participants prefer online presentation over in-class presentation.
An Online Teaching Design of Oral English against COVID-19: An &quot;Ideological-and-Political-Theories-Education-in-All-Courses&quot; Perspective
Author: Pan, Jiejing
Date: 2021-00-00
Type: Journal Articles
Subjects: Oral Language,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Peer Relationship,Online Courses,Instructional Materials,Foreign Countries,Student Attitudes,Educational Change,Curriculum Development,Political Attitudes,COVID-19,Pandemics,Educational Theories,Undergraduate Students,Medicine,Folk Culture,Ideology,Teacher Student Relationship,Computer Software,Computer Mediated Communication,Universities,Asian Culture,Course Descriptions

Under the outbreak of the Coronavirus Disease 2019 (COVID-19) and the philosophy of &quot;Ideological and Political Theories Education in all Courses (IPTEC)&quot; by China's Ministry of Education, college curriculum reform has become a pressing issue in both form and content. Oral English course is characterized with flexible organization and a wide selection of teaching materials, thus closely related to the shaping of college students' values. An online teaching mode of oral English featuring &quot;DingTalk + WeChat Group + FiF&quot; is proposed after a mining of &quot;ideological and political elements&quot;, with the sophomore oral English course of School of Foreign Studies, Guangzhou University of Chinese Medicine as a case. The highlights of this mode are as follows. First, all links of the teaching design are permeated with ideological and political elements, which realizes the blending of explicit and implicit educations. Second, it supports teacher-to-student and student-to-student voice interactions in a multi-party manner at any time. Third, a complex is created where one online classroom is systematically nested in another among the various platforms. Fourth, group and single games enrich the organization of the classroom. Fifth, it provides private and convenient classroom and homework management.
Revisiting Native Speakerism in ELT: Viewpoints of Chinese EFL Program Administrators on the Recruitment and Workplace Situations of Foreign English Teachers
Author: Liu, Junshuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Administrator Attitudes,Teacher Selection,Language Teachers,Native Speakers,Second Language Learning,Second Language Instruction,English (Second Language),Work Environment,Program Administration,Foreign Countries,Universities,Language Attitudes,Foreign Nationals,Teacher Salaries,Faculty Workload,Teaching Load,Comparative Analysis

This article reports on a case study that explores the views of four EFL program administrators of a university located in central China about the hiring and workplace situations of foreign English teachers. It was found that the administrators as a whole buy into the conventional pro-nativeness ideology with regard to hiring foreign English teachers, though one of them displays critical awareness to some extent. The four administrators, except one, consider it natural and reasonable to grant more favor to foreign English teachers in payment and workload, and fail to see an academic apartheid for foreign teachers in relation to teaching task allocation and engagement in academic activities. All these findings suggest the continuity and tenacity of native speakerism among most ELT administrators, in addition to critical awareness on the part of some administrators. Moreover, this study proposes that native speakerism should be seen as an ideology against both NESTs and NNESTs, though the former still enjoy more privileges.
Digital Transformation of Legal Education: Problems, Risks and Prospects
Author: Demchenko, Maksim V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legal Education (Professions),Educational Technology,Technology Uses in Education,Technological Literacy,Online Courses,Higher Education,Educational Change,Technology Integration

The subject of the research is the regulatory legal acts of the Russian Federation regulating the digital transformation of legal education. The objectives of the article are to identify risks, problems of digitalization of legal education, as well as formulate directions for the development of legal regulation of the introduction of digital technologies in education in the specialty of jurisprudence in Russia. As a result of the study, it was revealed that the digital transformation process involves the implementation of both organizational, economic and legal measures. It has been established that it is necessary to optimize educational standards for teaching digital competencies to law students, develop state programs within the digital educational environment for the implementation of innovations, digital platforms, ensure the protection of personal data and prevent cyber-attacks in the educational process. The study used the chi-square test to test statistical hypotheses. It was established on the example of the Financial University under the Government of the Russian Federation that the improvement of digital skills in educational activities is facilitated by training at the online institute of the Financial University. In this regard, it is recommended to introduce a structural unit in Russian universities that would deal with the problems of online education. The main directions of digitalization of legal education are the development and implementation of a unified digital platform for legal education, the introduction of artificial intelligence in electronic legal education, and the implementation of advanced training programs for higher school educators in jurisprudence. Conclusions are formulated that the practical recommendations obtained from the research can be applied in developing the Concept of digital transformation of science and higher education.
Methodology of Working with a Textbook versus Field Activities of Teaching Geography during the Corona Crisis
Author: Petrikovicová, Lucia
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Field Trips,Teaching Methods,Geography Instruction,Physical Geography,Ichthyology,Geographic Regions,Water,Game Based Learning,Elementary School Students,High School Students,Adolescents,Preadolescents,Student Motivation,Plants (Botany),Foreign Countries,COVID-19,Pandemics

As part of the educational process, it is currently difficult for a teacher to engage students for the amount of information that is available all around us today. Therefore, it is necessary to choose appropriate methods and actively prepare various teaching aids that can motivate students, arouse interest in self-study and thus educate them. The paper focuses on teaching geography in primary and secondary schools by using innovative methods also during Corona crisis. The results of the paper are beneficial in the educational process of regional landscape geography with a focus on physical geography. The central theme of individual activities is biogeography, focused on specific species of fauna, respectively ichthyofauna and flora of the studied area. The studied area represents the area of the river Rajcianka and Kuneradský brook, which flow through the district of Žilina in Slovakia. The paper also includes a memory game and a folder Fish of our waters, which can also be used as a bilingual brochure for tourists.
Development of Online-Based Inquiry Learning Model to Improve 21st-Century Skills of Physics Students in Senior High School
Author: Novitra, Fuja
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Electronic Learning,Inquiry,Teaching Methods,21st Century Skills,Physics,High School Students,Skill Development

In the technological disruption era, education goals have evolved to emphasize students to possess 21st-Century Skills. Learning model capable of accommodating these skills is a model that has a balance between a scientific approach and the use of technology. This research aims to develop a valid, practical, and effective Online-based Inquiry learning model to improve the 21st-Century Skills of physics students in senior high school. This research was research and development (R&amp;D). The stages of model development consisted of preliminary research, prototyping phases, and assessment phases. The model was validated by five experts. Sixty tenth-grade students participated in the field test. The results showed that the validity of the model is on very high category. The practicality of the model is on very practical category. The average level of the students' 21st-Century Skills is 84.72, while the average N-Gain scores is 0.63. Based on these results, the model fulfills the valid, practical, and effective category for improving students' 21st-Century Skills and is expected to be an alternative reference to enhance the quality of physics learning and other fields of science.
Turkish EFL Teachers&apos; Attitudes towards Online Instruction throughout the COVID-19 Outbreak
Author: Civelek, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),COVID-19,Pandemics,Online Courses,Teaching Methods,Barriers,Teacher Education Programs,Technological Literacy,Pedagogical Content Knowledge,Teacher Effectiveness,Teaching Skills,Self Efficacy,Faculty Development,Educational Change,Foreign Countries

The purpose of the present study is to shed light on the attitudes of Turkish EFL teachers towards online instruction (OI), the impact of training on their attitudes, the obstacles they encounter, and the strategies to deliver OI more successfully throughout the COVID-19 outbreak. The participants were 70 EFL teachers (52 female, 18 male). The data was collected through a questionnaire and semi-structured interviews. The data were analyzed by using SPSS 26. Descriptive statistics of each item was calculated and an independent sample t-test was conducted to answer the research questions. For the analysis of the interview data, the responses of the participants were transcribed and the recurring themes were identified. The results revealed that the attitudes of Turkish EFL teachers, who experienced online instruction during the COVID-19 outbreak, are not as positive as expected regarding some of the results of the related research in the literature. The interview findings revealed that EFL teachers do not feel capable of delivering online instruction effectively since they do not have adequate knowledge and necessary skills to do that. In view of the findings, it's suggested that online instruction methodology should be integrated into teacher training programs and teachers should receive an in-service training about the related subject.
Constructive Alignment of Mother Tongue-Based Multilingual Education (MTB MLE) Language Policy Implementation to the Practices of a Multilingual Classroom
Author: Gempeso, Hyra Dave P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multilingualism,Native Language,Language of Instruction,Second Language Learning,Second Language Instruction,Educational Policy,Language Usage,Grade 3,Elementary School Students,Teaching Methods,Learning Activities,Foreign Countries,Evaluation Criteria,Translation,Code Switching (Language),Classroom Communication,Educational Improvement,Teacher Attitudes

This descriptive observational study examined the implementation of Mother Tongue-Based Multilingual Education (MTB MLE) language policy to the classroom practices of a grade three multilingual classroom in the Philippines. The constructive alignment of the said language policy implementation was evaluated in terms of: (1) Mother Tongue (MT) as a subject area, examining specifically the coherence of the teaching and learning activities and assessment criteria used; and (2) MT as a medium of instruction. Findings revealed that there were discrepancies, incongruences, and insufficiencies in the administration of assessments in the alignment of MT as a subject area. These issues resulted in the underdevelopment of the four macro skills of the learners and caused misalignment of the classroom implementation to the language policy. The same is true with the implementation of MT as a medium of instruction in the classroom; however, the use of translation and code-switching of L1, L2, and L3 helped in the comprehension and participation of the students. These findings call for the attention of the policymakers and teachers for a rigorous review of the policy and its actual implementation as it significantly affects the holistic development of the students. This study further contributes to the continuous improvement of the educational system in the country particularly in the K-12 and MTB MLE implementation.
Critical Thinking, Literature and Teachers&apos; Instructional Activities: An Indonesian Case of Community Service Program for English Teachers
Author: Gandana, Isti Siti Saleha
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Teaching Methods,Service Learning,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Class Activities,English Literature,Teacher Workshops,Online Courses,Language Teachers,Skill Development,Content Analysis,Critical Literacy,Pedagogical Content Knowledge,Faculty Development,Case Studies,COVID-19,Pandemics

Critical thinking (CT) has generally been known as one of the core competencies of the 21st-century skills that students need to acquire to succeed in today's world. To attain this goal, teachers undoubtedly have a critical role to play. Involving a group of Indonesian teachers of English, this study aims to explore the teachers' initial conceptions of critical thinking as reflected in their planned classroom activities. Specifically, the data collected were in the form of written instructional activities that used literary works as learning materials. These data were obtained following the teachers' participation in an online workshop on promoting critical thinking through literature held for English teachers from &quot;MGMP&quot; (i.e., English Teachers Working Group) in Bandung Regency. The workshop introduced a model of teaching critical thinking skills using literary works and required the teachers to design their own instructional activities based on the proposed CT model. Adopting content analysis as the methodological tool to scrutinize the teachers' prepared materials, our initial findings indicate that, in general, the teachers had inadequate knowledge of how to incorporate critical thinking skills into their teaching. Literature was seen merely as a tool to develop students' linguistic abilities rather than as a way to explore humans' experiences and to connect 'the word and the world'. This study recommends that the teachers be given more time to better explore the concepts surrounding critical literacy pedagogy as well as be given more opportunities for practical application of the promoted instructional model.