ethanporcaro/eric-fulltext-meta huggingface dataset:
A Text-Based Approach to Developing EFL Learners&apos; Intercultural Awareness in Higher Education
Author: Zorba, Mehmet Galip
Date: 2023-00-00
Type: Journal Articles
Subjects: Ethnography,Cultural Awareness,Teaching Methods,Video Technology,Intercultural Communication,Case Studies,Higher Education,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Reading Materials,State Universities,Foreign Countries,Academic Language,Reading Instruction,Writing Instruction,Reading Material Selection,Student Characteristics,Self Concept,Teacher Student Relationship,Communicative Competence (Languages)

Recent research suggests that learners should be provided with opportunities to negotiate meanings with other cultures and critically evaluate and reflect on their own culture. Texts have a great potential to provide such opportunities, especially in contexts where learners do not have the chance to experience other cultures through real-time observations. This case study investigates what the readers-as-text-ethnographers approach (RaTE) offers to promote intercultural awareness (ICA) in higher education. To this end, seven texts were selected following certain criteria, and a 15-week implementation was designed. Data were collected through learners' written productions, classroom video recordings, a postimplementation survey, and key informant interviews. Findings revealed that studying texts with the RaTE approach helped the learners develop their ICA in understanding the complexity of culture, otherness, and self. Furthermore, findings also showed that the learners had difficulties in certain areas, such as reading between the lines and textual analysis during the implementation.
Investigating the Effects of Different Laboratory Environments on Gifted Students&apos; Conceptual Knowledge and Science Process Skills
Author: Kapici, Hasan Ozgur
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Environment,Science Laboratories,Academically Gifted,Knowledge Level,Scientific Concepts,Science Process Skills,Electronic Learning,Grade 6,Middle School Students,Hands on Science

Instructional technology has been developing rapidly and its impacts can be observed in learning environments. One of the recent technological tools used in science classes is virtual laboratories. This study aims to investigate the effects of virtual laboratories on developing gifted students' conceptual knowledge and improving science process skills. A total of 60 sixth-grade gifted students were the participants. Half of the students were in the control group, in which hands-on experimentation was followed, and the other 30 sixth-grade students were involved in the experimental group, in which virtual laboratory environments were used. Two different instruments, a multiple-choice conceptual knowledge test, and a science process skills test, were used in this study. The findings indicated that each condition increased their content knowledge and enhanced their science process skills in the study. However, the gifted learners in the virtual laboratory environment performed better than those in the hands-on laboratory environment for both tests. Possible reasons for the findings and some suggestions were also shared in the discussion.
Using a Genre-Based Writing Method in the Distance Education Classroom
Author: Özdemir, Osman
Date: 2023-00-00
Type: Journal Articles
Subjects: Literary Genres,Writing Instruction,Teaching Methods,Distance Education,Second Language Learning,Turkish,Writing Achievement,Foreign Countries,Minority Group Students

The aim of this study was to investigate the effect of the genre-based writing method in distance education courses. In this study, where action research was chosen as a research method, the researcher examined the use of the genre-based writing method in writing lessons of 8 foreign students at the B2 level who took a Turkish course over a 7-week period. For the data collection tools; the lessons' videorecordings (observation), semi-structured interviews (interview) and the writings of the participants (document analysis) were examined. Thematic analysis was used in this study with both deductive and inductive processes. As a result, it was observed that genre-based writing method increased students' writing skills considerably in distance Turkish writing lessons. Another major finding was that the participants' characteristics affected their success. However, in some sub-headings of this study, because of distance education's nature, the implementation of the genre-based writing method did not show the expected successes. Finally, large-scale experimental studies containing genre-based writing method implementation and studies on self-regulation strategies in online writing lessons were suggested.
An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching
Author: Macías, Diego Fernando
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Teacher Education Programs,Language Teachers,Teacher Educators,Preservice Teachers,Prior Learning,Schemata (Cognition),Learning Experience,Instructional Innovation,Pedagogical Content Knowledge,Teaching Skills,Teacher Effectiveness,Social Environment,Educational Trends,Trend Analysis

The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a language teaching perspective. Finally, we provide implications for teacher educators to consider in the preparation of prospective language teachers. These include acknowledging future teachers' prior cognitions and learning experiences, highlighting the benefits of collaborative work and communities of practice, and adapting and innovating within the social constraints of their teaching context.
The Effect of Working with Living Subjects on the Level of Knowledge in Students with Special Educational Needs
Author: Kubiatko, Milan
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Knowledge Level,Animals,Program Effectiveness,Teaching Methods,Secondary School Students,Foreign Countries,Science Instruction

The goal of the research was to find out the effect of using living animal in teaching on remembering and understanding acquired knowledge in students with special educational needs (SEN). In our experiment, students with SEN (n=24) were compared with students without SEN (n=56). The design of the research was experimental. The research tool consisted of a test which was made by the authors, and which served both as a pre- and a post-test. For the assessment, the methods of descriptive statistics (the average) and inductive statistics (t-test for dependent and independent samples) were used. Students in experimental groups which encountered living animals in teaching, acquired more information about animals, which were used during teaching process and because of that, their results were better than the results of students in control groups.
Drawing on a Computer Algorithm to Advance Future Teachers&apos; Knowledge of Real Numbers: A Case Study of Task Design
Author: Huo, Rongrong
Date: 2023-00-00
Type: Journal Articles
Subjects: Numbers,Computer Science Education,Knowledge Level,Algorithms,Teacher Education Programs,Correlation,Mathematics Teachers,Mathematics Instruction,High School Teachers,Undergraduate Students,Problem Solving,Teaching Methods,Course Descriptions,Case Studies,Task Analysis,Capstone Experiences,Foreign Countries,Pedagogical Content Knowledge

In our investigation of university students' knowledge about real numbers in relation to computer algebra systems (CAS) and how it could be developed in view of their future activity as teachers, we used a computer algorithm as a case to explore the relationship between CAS and the knowledge of real numbers as decimal representations. Our work was carried out in the context of a course for university students who aim to become mathematics teachers in high schools. The main data consists of students' written responses to an assignment of the course and interviews to clarify students' perspectives in relation to the responses. The analysis of students' work is based on the anthropological theory of the didactic (ATD). Our results indicate that simple CAS-routines have a potential to help university students (future teachers) to apply their university knowledge on certain problems related to the decimal representation of real number which are typically encountered but not well explained in high school.
Knowledge-Base in ELT Education: A Narrative-Driven Discussion
Author: Castro-Garces, Angela
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Teacher Educators,Pedagogical Content Knowledge,Knowledge Base for Teaching,Foreign Countries,Teaching Methods,Professional Identity,Decision Making,Barriers,Educational Philosophy

Knowledge and experience, mediated by reflection, are essential components in teacher education and development programs. This paper discusses core elements that have guided ELT education in the last years and analyzes the case of five English language teacher educators who--in the Colombian context--reflect on their own pedagogical practices through narrative. I guide the discussion by four probing questions that generate a reflective overview of English language teachers' knowledge-base, identity construction, and decision-making when it comes to localizing knowledge. This reflection uncovers teacher educators' gains and challenges as it becomes input for those others who are at different stages of their teaching career.
Learning Needs of English and French Students from a Modern Languages Program at a Colombian University
Author: Encarnación Mosquera, Carmelina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Needs,Second Language Learning,English (Second Language),French,Learning Strategies,Student Attitudes,Expectation,College Second Language Programs,Second Language Instruction,Communicative Competence (Languages),Personal Autonomy

This research study aims to analyze the learning needs of modern languages students at Universidad del Cauca and their implications on the bachelor's program. These needs were analyzed by exploring students' learning strategies and expectations, standards of competences, and other factors that might be affecting the learning of English and French. Data were gathered through questionnaires and a documentary review, framed by a mixed approach. The population was composed of 108 students, enrolled at the time the research started, who volunteered to take part in the study. The results show that students' needs are mainly related to developing autonomy and a sense of ownership as to learning, identifying, and using learning strategies, being trained in learning strategies use, being exposed to innovative methodologies, and being exposed to more language practice. Consequently, the modern languages program is expected to take important actions to meet students' needs in which all parties involved are committed. Finally, since needs analysis is meant to be the starting point in all teaching and learning processes, the methodology developed in this research could be useful for further studies on the same topic.
Promoting Dialogic Action through the Expansion of English Language Learners&apos; Communicative Repertoires
Author: Gómez-Giraldo, John Steven
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Dialogs (Language),Grade 6,Public Schools,Grammar,Curriculum Design,Competition,Peer Relationship,Language Variation,Code Switching (Language),Language Attitudes,Learning Activities,Student Attitudes,Classroom Communication,Intervention,Social Problems,Moral Values,Foreign Countries

This action research study sought to foster dialogic action through the expansion of English language learners' communicative repertoires in a 6th-grade class at a public school in a Colombian town. During the first action research cycle, the restricted concept of communication of the grammar based syllabus and the competitive and violent interactions between the learners were identified as key issues to address. From a critical perspective of pedagogy and literacy, this study understands that communication in language education should transcend the use of a standard target language, and include multiple linguistic codes and multimodal representative forms. Considering these principles and the issues identified, we designed an action plan for the second action research cycle. This plan consisted of activities that sought to expand English language learners' communicative repertoires and promote reflections on violence and conflict resolution through the analysis and creation of different visual representations. Data were collected through journal entries, semi-structured interviews, and students' artifacts. Findings show how the learners have a diverse and differentiated access to communicative repertoires and how they manipulated available representations to transform meanings. As a conclusion, not enough evidence of the emergence of dialogic action was found since competitiveness and violent interactions in the classroom did not significantly change during the intervention. Nonetheless, embracing the learners' communicative practices created spaces for reflection on complex social and moral topics in the classroom, even if their English linguistic resources were still limited.
Social Entrepreneurship Projects in the English Class: A Pandemic Multimodal Experience
Author: Quintero-González, Jhooni
Date: 2022-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Entrepreneurship,English (Second Language),Second Language Learning,Second Language Instruction,Business Administration Education,Undergraduate Students,Private Colleges,Foreign Countries,Student Attitudes,Journal Writing,Cultural Traits,Purchasing,Animals,Economics,Student Projects,Multimedia Materials,Learning Experience,Needs Assessment,Community Needs,Cultural Background,Teaching Methods

This exploratory qualitative study shares an innovative experience with twenty-three EFL undergraduate students in the Business Administration Program at a private university in Colombia. It aimed at positioning them as problem solvers and connecting their background as sources for EFL learning. We explored how business administration students problematized their communities to propose social solutions during the pandemic. Data were collected from students' reflective journals, students' artifacts, and a survey. In groups, the students explored cultural practices for shopping, economy, and pet-related issues to propose a social entrepreneurship project. Eleven business projects emerged as a result of students' socially-oriented concerns, critical skills, and multimodal experiences.
Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom
Author: Torres-Rodríguez, Fabio Adrián
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Speech Communication,Second Language Instruction,Oral Language,Communication Skills,Language Skills,Computer Games,Role Playing,Gamification,Student Motivation,Interaction,Cooperation,Scaffolding (Teaching Technique),English (Second Language),Grade 7

Fostering spoken communication in a foreign language classroom is not an easy task. With that in mind, this paper explores a proposal to motivate students' L2 oral communication through the practice of narrative games called tabletop roleplaying games adapted as task-based activities. It implied an action research process in which the teacher-researcher with his students reflected and intervened on the identified problematic situation: Lack of oral communication in L2. In that sense, it started with a diagnostic test that showed the current state of verbal communication in L2 in a Colombian rural public school. Next, the teacher-researcher chose to appeal to the gamification of the classroom along with the adoption of a task-based framework to activity design aiming to improve students' motivation to take the risk of communicating in L2. The teacher-researcher applied sets of activities that progressed from traditional role-play to a tabletop roleplaying game. In accordance, video recordings, narratives, artifacts collections, and semi-structured interviews were essential to collect data. Afterward, the teacher-researcher analyzed the data with an emic approach to identify patterns in the information that uncovered the categories and subcategories of information. Consequently, the teacher-researcher concluded that the students feel better motivated using L2 if the learning environment offers opportunities for social interaction, collaborative work, and scaffolding in task-based exercises embedded in a fictional world game.
The Use of Social Networks in L2 Instruction: Discussing Its Opportunities and Obstacles
Author: Villegas-Torres, Perla
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Computer Assisted Instruction,Second Language Instruction,Social Networks,Language Teachers,Social Media,Student Motivation,Student Attitudes,Educational Technology,Technology Uses in Education,Cooperation,Feedback (Response),Access to Computers,Foreign Countries

This article presents a discussion and analysis on the implementation of social networks to support the learning of a second language (L2) in the field of Computer Assisted Language Learning (CALL); an area that has regained especial significance in the post pandemic era. Through a cumulative case study report that compares and contrasts several research studies carried out at different times, this article first brings to discussion the strengths that social networks offer for their implementation in L2 instruction. To continue the discussion, the issues of teachers' CALL training and access are presented as weaknesses for a successful implementation of social networks in the L2 instruction. It is argued that social networks cannot work as effective tools for this purpose without the guidance of a properly trained instructor. Nevertheless, attaining such an ideal condition is challenging considering the problems that might emerge during its implementation. Although it is common that language teachers to some extent include this resource for their L2 classes, more research needs to be done to produce literature that sheds light on the aspects that need to be worked on to take real advantage of this type of technology.
Data Driven Approach to Analyze Competency Teaching in an Undergraduate Biology Program: A Case Study
Author: Donovan, Deborah A.
Date: 2022-12-00
Type: Journal Articles
Subjects: Biology,Undergraduate Students,Science Instruction,Science Curriculum,Educational Change,Outcomes of Education,Alignment (Education),Departments,Student Evaluation,Student Surveys,Student Attitudes,College Faculty,Teacher Attitudes,Science Teachers,Curriculum Development,Competency Based Education,Teaching Methods,Case Studies,Data Analysis

Recent calls to reform undergraduate biology education, including Vision and Change in Undergraduate Biology Education, have led biology departments to examine their curriculum to determine the extent to which it aligns with Vision and Change content and competency recommendations. The recently released BioSkills Guide translates the broad Vision and Change core competencies into more specific program-level learning outcomes (LOs). A curriculum map may be used to evaluate a curriculum by examining where content and skills are taught. This map can then be used to determine how well the curriculum that is actually taught aligns with the planned curriculum (a set of LOs). The Western Washington University Biology Department used a new curriculum mapping tool, the BioSkills Curriculum Survey, to examine the extent to which Vision and Change core competencies and BioSkills LOs were taught in our courses. Instructors completed the survey for every course they taught in the last two years, enabling us to gather data on competency and LO coverage and assessment across our curriculum. We answered questions about where in the curriculum competencies and LOs were taught, how different instructors teaching the same course taught LOs, the extent to which different LOs were assessed, and how teaching LOs differed in different degree tracks and different course levels. For a subset of courses, students also completed a modified survey to determine how students' perceptions of skills coverage matched instructor's perceptions. One main finding was that we taught Science and Society LOs less than others and, when taught, we did not often assess them. We also found that students' perceptions of competency teaching did not align well with instructors' perceptions. The data were used to make informed decisions about ongoing curriculum revisions. This paper illustrates the questions that can be answered using this mapping tool for competencies and we offer recommendations about how a department can take a data-driven approach to curriculum reform.
Implementing Campus-Level Programming: Pathways for Online Civic Engagement
Author: McGowan-Kirsch, Angela M.
Date: 2022-12-00
Type: Journal Articles
Subjects: Program Implementation,College Programs,Electronic Learning,Citizen Participation,Extracurricular Activities,College Students,Computer Mediated Communication,Media Literacy,Critical Thinking,Misinformation,Political Attitudes

As college campuses expand co-curricular approaches to civic engagement, faculty and staff are challenged to consider how to develop and support students' online civic engagement through experimental programming. This essay focuses on the instructive component of conversing in online spaces by offering recommendations for assisting students' online civic engagement through strengthening their abilities to enact civility online, recognize and respond to polarization, and navigate today's media ecosystem. Grounded in literature, this essay suggests that by participating in these activities, students become familiar with diverse viewpoints, learn strategies for engaging in heterogeneous conversations, achieve media literacy and source criticism skills, and discover how to respond to misinformation. Faculty and staff can replicate the experimental programming ideas provided in this essay to help students prepare for meaningful participation in civic and political life.