ethanporcaro/eric-fulltext-meta huggingface dataset:
The Immediate and Delayed Effect of Dynamic Assessment on EFL Reading Ability
Author: Ajideh, Parviz
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Alternative Assessment,Student Evaluation,Reading Comprehension,College Students,Quasiexperimental Design,Statistical Analysis,Reading Ability,Educational Benefits,Problem Solving,Scaffolding (Teaching Technique),Language Tests,Reading Tests,Pretests Posttests,Control Groups,Experimental Groups,Scores

Dynamic assessment rooted in sociolinguistic theory of Vygotsky has a long history in applied linguistics but has recently been the hot topic of EFL studies. The present study aimed at investigating the difference between applying dynamic and non-dynamic assessment of EFL reading comprehension ability and examining its immediate and delayed effect. 197 Iranian university students participated in this study. The design of the study was quasi-experimental and several t-tests were used for answering the research questions. The results of the study indicated a significant difference between dynamic and non-dynamic assessment of reading ability in favor of dynamic assessment. Also a beneficial effect of dynamic assessment for EFL readers was found and the effect didn't fade away over time. This beneficial immediate and delayed effect on EFL reading ability can have useful implications for EFL learners, teachers and testers.
University Students' Perceptions of the Influence of Native and Non-Native Teachers
Author: Alseweed, Mohammad A.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Native Speakers,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Teaching Methods,Statistical Analysis,Questionnaires,Interviews,Qualitative Research,Language Teachers,Preferences,Foreign Countries,Males,Novices,College Faculty

This paper reports the outcome of a study carried out in Qassim University with 169 Saudi male novice university students to obtain a deeper insight into their perceptions of their native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students' questionnaires and interviews. The results reveal statistical significant difference in the respondents' perceptions in favor of NESTs. Students showed more preference for NESTs as they go to higher levels. Students previous learning experiences may affect their general preference for NESTs since they were taught by both types of teachers. Subjects also exhibited an explicit preference for NESTs in relation to the teaching strategies adopted. However, the respondents showed moderately favorable attitudes towards NNESTs who provide a serious learning environment and a favorable response to learners' needs.
Fusing Language Learning and Leadership Development: Initial Approaches and Strategies
Author: Long, Sheri Spaine
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Leadership Training,Communities of Practice,Correlation,National Standards,Vignettes,College Students

During a recent visiting professorship at the United States Air Force Academy (USAFA), it became clear that language faculty--both military and civilians--stated that they included leadership while teaching foreign languages and cultures. However, many of the same educators could not explicitly spell out their approach to doing so. This gap launched a line of inquiry about the relationship between teaching languages and leadership development. Subsequently, it sparked a grassroots effort by the faculty of the USAFA Department of Foreign Languages (DFF), including the Office of International Programs (DFIP), to form a Faculty Learning Community (FLC) to focus explicitly on the relationship between language learning and leadership development through discussion, reflection, and exploration to advance strategies and develop related resources (see Cox, 2004, and &quot;What is a faculty and professional learning community,&quot; n.d.). One of several FLC outcomes is to produce a white paper to share the authors' experience with the greater language profession. The purpose of this white paper is to advocate for the explicit inclusion of leadership development in foreign language learning (all levels/languages), expand the rationale, move toward a definition, and share some foundational examples to help catalyze more dialog, experimentation, and research on the topic.
An Explorative Study of Idiom Teaching for Pre-Service Teachers of English
Author: Tran, Huong Quynh
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Figurative Language,Teaching Methods,Foreign Countries,Higher Education,Preservice Teachers,Interviews,Questionnaires,Reflection,Teacher Attitudes,Student Attitudes,Learning Activities,Language Processing,Comprehension,Writing Instruction,College Students,College Faculty,Language Teachers,Teacher Education,Context Effect,Role,Mixed Methods Research,Case Studies

This study investigated the situation of teaching and learning idioms at a university level in Vietnam, a foreign language context. It also examined the evaluation of the idiom teaching process in three language classes over a 15-week period for pre-service teachers of English. The data were collected though questionnaires, in-depth interviews and email guided reflective writing. The analysis revealed that teachers and students at the university achieved moderate effectiveness in idiom learning. Both teachers and students believed that students are motivated, felt relaxed and confident and actively participated in idioms learning activities in this foreign language context. The findings also revealed that students demonstrated the process in idiom comprehension as well as in idiom production though the evidences in the comprehension of idiomatic phrases are more evitable. The results indicated significant effects of the context in idiom learning when idioms were creatively used in integrated skill tasks. The findings also implied that idiom learning should receive more attention in EFL learning context.
Communicative Language Teaching: Possibilities and Problems
Author: Sreehari, Pusuluri
Date: 2012-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),College English,English (Second Language),English Instruction,English Teacher Education,Teaching Skills,Educational Principles,Program Implementation,Performance Factors,Undergraduate Students,Questionnaires,Class Activities,Student Educational Objectives,Behavioral Objectives,Communication Skills,Instructional Materials,Student Attitudes,Foreign Countries,Observation

This paper investigates the teaching of English at undergraduate colleges in the state of Andhra Pradesh, India in the backdrop of Andhra Pradesh English Lecturers' Retraining Program. The program was jointly sponsored and conducted by the Directorate of Collegiate Education, Government of AP and the US State Department English Language Fellow Program. The main aim of the program was to update the teaching skills of English teachers of undergraduate colleges in the State. The program trained teachers to adopt Communicative Language Teaching (CLT) principles so as to enhance English language skills of their students. The paper attempts to identify the possibilities and problems in the implementation of CLT principles and techniques in these colleges. The results indicate that teachers should follow more learner centered ways in their teaching of English.
Skype Videoconferencing for Less Commonly Taught Languages: Examining the Effects on Students' Foreign Language Anxiety
Author: Terantino, Joe
Date: 2014-00-00
Type: Journal Articles
Subjects: Uncommonly Taught Languages,Second Language Instruction,Anxiety,Student Attitudes,Videoconferencing,College Students,Teaching Methods,Student Surveys,Interviews,Delivery Systems,Conventional Instruction,Technology Uses in Education,Video Technology,Russian,Mixed Methods Research,Pretests Posttests,Comparative Analysis

This study compared students' foreign language anxiety levels while completing oral assessments administered face-to-face (F2F) and via Skype videoconferencing for university courses delivered under the self-instructional language program (SILP) model (Dunkel, Brill, &amp; Kohl, 2002). Data were gathered by administering a modified Foreign Language Classroom Anxiety Scale (FLCAS) survey (Horwitz, Horwitz, &amp; Cope, 1986) and conducting subsequent interviews with the students. Results indicate that there was not a significant difference in anxiety levels or changes in anxiety between the two delivery methods. These findings suggest that Skype videoconferencing may be a viable alternative to F2F interviews, because it did not negatively impact the learners' anxiety levels.
A Digital Ecosystems Model of Assessment Feedback on Student Learning
Author: Gomez, Stephen
Date: 2013-00-00
Type: Journal Articles
Subjects: Ecology,Internet,Web 2.0 Technologies,Student Evaluation,Feedback (Response),Higher Education,Independent Study,Multimedia Materials,Social Networks,Models,Learning Processes,Technology Uses in Education,Social Media,Educational Benefits

The term ecosystem has been used to describe complex interactions between living organisms and the physical world. The principles underlying ecosystems can also be applied to complex human interactions in the digital world. As internet technologies make an increasing contribution to teaching and learning practice in higher education, the principles of digital ecosystems may help us understand how to maximise technology to benefit active, self-regulated learning especially among groups of learners. Here, feedback on student learning is presented within a conceptual digital ecosystems model of learning. Additionally, we have developed a Web 2.0-based system, called ASSET, which incorporates multimedia and social networking features to deliver assessment feedback within the functionality of the digital ecosystems model. Both the digital ecosystems model and the ASSET system are described and their implications for enhancing feedback on student learning are discussed.
Conceptualizing Harmonization of Higher Education Systems: The Application of Regional Integration Theories on Higher Education Studies
Author: Woldegiorgis, Emnet Tadesse
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Policy,Global Approach,International Cooperation,Institutional Cooperation,Foreign Countries,Qualitative Research,Theories,Government Role,Economic Factors,Political Influences

There have been various higher education policy reforms at regional level to overcome the challenges and impacts of globalization in the current knowledge based global economy. Universities have already been involved in various internationalization processes establishing both bilateral and multilateral cooperations across borders. Through various integration schemes, regional organizations like the European Union (EU) and its Commission, the African Union (AU) and its Commission are engaging in policy harmonization processes to foster more integration and provide regional remedies for the common challenges of globalization in their respective regions. Researchers also engaged in academic debates and analyze various higher education system integration discourses at professional level. Most of the theories used in higher education discourses however are borrowed from other disciplines and when terms and concepts from other disciplines migrate to the higher education sector and vice versa there is fertile ground for confusion and misunderstanding unless they are conceptually framed and analyzed. This particular article focuses on theories of regional integration and higher education harmonization discourses. It discusses the process of policy harmonization in higher education and interprets the notions of regional integration theories in the interpretive paradigms of informal/formal, top-down/bottom-up, proactive/reactive, gradual/quantum leap and internally driven/ externally driven relationships in policy formulations. These interpretive paradigms provide a theoretical perspective on conceptual framework of higher education harmonization and integration schemes form the neo-functionalist and intergovernmentalist point of view.
Retention and Attrition of Students in Higher Education: Challenges in Modern Times to What Works
Author: Maher, Marguerite
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Higher Education,Academic Persistence,Student Attrition,School Holding Power,Case Studies,Schools of Education,Teacher Education,Teaching Experience,Student Personnel Services,Academic Support Services,Interviews

Retention and attrition rates in higher education have long been a focus of research. This paper presents findings of a single case study, undertaken in a School of Education, which identify important strategies that have led to attrition of five to eight per cent, compared with 18 per cent cross the education sector in Australia (Department of Education, Science and Training, 2004). Findings include: individual admissions interviews, funding of an Associate Dean Pastoral Care, course coordinators providing continuity of support, easy access for students to academic staff, well-supported, extended professional experience, senior staff lecturing undergraduates, congruence between co-curricular supports and the educational framework, and comprehensive mentoring of new students. Finally, sustainability of these strategies in modern times is discussed.
Delivering Higher Education Policies within a Challenging Community
Author: Halsall, Jamie P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Policy,Delivery Systems,Context Effect,College Administration,Problem Solving,Educational Environment,Disadvantaged Environment,Educational Development,Educational Change,Government Role,Stakeholders,Alignment (Education),Foreign Countries,Qualitative Research

The aim of this paper is to examine how the University of Huddersfield embraced the ethos of community cohesion and made moves into a problematic community. Drawing on qualitative research conducted in Oldham in Greater Manchester the paper presents insights into how higher education is viewed in the area. The research reveals that higher education in a deprived community is successful but one of the complications in such an environment is related to the policy context. The paper acknowledges the transformation in higher education but argues that central government and higher education bodies need to clarify and consolidate policy initiatives.
Teacher Interpretation of Test Scores and Feedback to Students in EFL Classrooms: A Comparison of Two Rating Methods
Author: Chou, Mu-hsuan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Scores,Feedback (Response),Comparative Analysis,Rating Scales,Language Tests,Oral Language,English Teachers,Check Lists,Statistical Distributions,Student Attitudes,Teacher Attitudes,Undergraduate Students

Rating scales have been used as a major assessment instrument to measure language performance on oral tasks. The present research concerned, under the same rating criteria, how far teachers interpreted students' speaking scores by using two different types of rating method, and how far students could benefit from the feedback of the description of the two rating methods. Fifteen English teachers and 300 college students in Taiwan participated in the study. Under the same rating criteria, the two types of rating method, one with the level descriptors and the other with a checklist, were used by the teachers to assess an English speaking test. It was discovered that the rating method had a noticeable impact on how teachers judged students' performance and interpreted their scores. The majority of the students considered feedback from the verbally more detailed method more helpful for improving language ability.
Moral Responsibility: The Missing Element in Educational Leadership
Author: Vasillopulos, Christopher
Date: 2013-00-00
Type: Journal Articles
Subjects: Moral Issues,Moral Values,Leadership Responsibility,Organizational Effectiveness,Leadership Styles,Ideology,Individualism,Didacticism,Educational Administration

We intend to deepen the understanding of leadership in general and educational leadership in particular by an analysis of Chester Barnard's (1938) concept of executive responsibility. By so doing we believe that we will reveal how an educational leader can foster the environment in which competent teachers can optimize their students' learning experience. We will contend that Barnard's (1938) theory of executive leadership and organizational effectiveness would have dealt much better with the dilemmas of &quot;Billy Budd&quot; than either Rand (1957) or Gomba (2012) and by extension would deal much better with the kind of organization either would suited to their models.
Building Bridges: Constructing Social Enterprise Curriculum in the Humanities
Author: Chamberlain, Susanna
Date: 2013-00-00
Type: Journal Articles
Subjects: Humanities,Interdisciplinary Approach,Reflection,Educational Practices,Active Learning,Inquiry,Problem Based Learning,Integrated Curriculum,Reflective Teaching,Blended Learning,Teaching Methods,Barriers,Curriculum Development,Educational Innovation,Capacity Building,Undergraduate Students,Bachelors Degrees,Educational Change,Foreign Countries

Creating an innovative suite of courses within the Bachelor of Arts has required the development of a complex pedagogy, particularly when the needs of the context require an interdisciplinary approach. This paper, which utilises reflection on practice as its methodology, explores the Social Enterprise core stream which has been a significant element of study since 2008. While the paper deals with some of the particular circumstances of introducing practice learning to traditional theoretical disciplines, it is most concerned with the pedagogical strength of combining inquiry based learning with problem based learning, to lead to work integrated learning, and developing reflective practice to integrate all.
Predictions on the Development Dimensions of Provincial Tourism Discipline Based on the Artificial Neural Network BP Model
Author: Yang, Yang
Date: 2013-00-00
Type: Journal Articles
Subjects: Tourism,Foreign Countries,Industry,Artificial Intelligence,Higher Education,Computation,Information Processing,Economic Development,Research and Development,Costs,Colleges,Income,Expenditures,Training,Simulation,Technology Uses in Education

As the tourism industry has gradually become the strategic mainstay industry of the national economy, the scope of the tourism discipline has developed rigorously. This paper makes a predictive study on the development of the scope of Guangdong provincial tourism discipline based on the artificial neural network BP model in order to find out how the branch of tourism studies can better adapt to the development of the tourism industry. The research findings indicate that the BP model can be applied to the predictions of the scope of the tourism discipline and provide a quantitative basis for decision making with regard to the spatial layout and optimal allocation of the tourism discipline.
Effects of Instruction-Supported Learning with Worked Examples in Quantitative Method Training
Author: Wagner, Kai
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Control Groups,Experimental Groups,Comparative Analysis,Teaching Methods,Problem Based Learning,Intervention,Statistics,Models,Problem Solving,Advance Organizers,Knowledge Level,Seminars,Metacognition,Cognitive Processes,Student Motivation,Student Characteristics,Statistical Analysis,Prior Learning,Pretests Posttests

An experimental field study at a German university was conducted in order to test the effectiveness of an integrated learning environment to improve the acquisition of knowledge about empirical research methods. The integrated learning environment was based on the combination of instruction-oriented and problem-oriented design principles and consisted of twelve worked examples. An elaboration intervention was administered as instructional support. The effectiveness of the learning environment both with and without the elaboration intervention was assessed using knowledge application tasks (near and far transfer), which were applied after the training phase. In addition, student's self-reports on &quot;mindfulness&quot; (Salomon &amp; Globerson, 1987) were collected. The training was implemented into the regular curriculum. The participants were advanced students in educational science. Both experimental groups (with elaboration intervention: n = 26; without elaboration intervention n = 27) clearly outperformed the control group (n = 17) in the knowledge application tasks. In order to (successfully) foster transferable applicable knowledge, instructional support provided via the elaboration intervention was in fact necessary. Furthermore, the self-reports of students in the experimental group with elaboration intervention showed higher mindfulness scores than those without it. Our results indicate that the integrated learning environment developed in this study can be implemented to improve the acquisition of knowledge about empirical research methods both effectively and efficiently.
Study of Interaction between Professional Interest and Memorizing Based on Foreign Language Learning
Author: Urushadze, Natalia
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Interests,Short Term Memory,Long Term Memory,Memorization,Comparative Analysis,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Learning,Morphemes,Student Surveys,College Students,Foreign Countries

This paper is an attempt to reveal conditions for professional interest activation in the process of memorization foreign lexical items by University students. The research is based on the classification of &quot;interest&quot; by D. Uznadze (viz.: &quot;formal interest&quot; and &quot;content-based interest&quot;). The investigation was conducted according to two distinct stages. In Study I, the process of memorization of foreign linguistic units went through under working memory conditions (task-based learning); In Study II, the process of memorization of linguistic items was stimulated under long-term memory conditions (text-based learning). Participants of the research were the second-year students of different specialties (Exact Sciences and Medicine) of Tbilisi State University (Level B1+). The students revealed actual &quot;intrigued interest&quot; towards the first task, but the difference between memorized special foreign terms connected or unconnected with their specialties was not reliable. Thus, professional interest was not actualized. Involvement of long-term memory and the context in the second task gave statistically confirmed difference between professionally and professionally not related texts, which points to activation of professional interest and its stimulating role in memorization of special terminology.