ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Design Thinking as an Approach to Creative and Communicative Engagement in the English as a Foreign Language (EFL) Classroom
Author: Cleminson, Tim
Date: 2021-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Second Language Learning,English (Second Language),Communicative Competence (Languages),Correlation,College Faculty,Foreign Countries,21st Century Skills,Creative Thinking,Writing (Composition),Teaching Methods,Language Usage,Self Esteem,Student Attitudes,Undergraduate Students,Course Descriptions

Design thinking (DT) could provide a viable method to develop 21st-century skills in English as Foreign Language (EFL) classrooms; however, its potential is not clearly understood. To explore this potential, two Japanese university teachers developed a DT course in which students built a creativity measure and wrote academic reflections. Student work displayed creative thinking, insight, and language play. Survey data revealed correlations between DT, student enjoyment, confidence communicating, and thinking flexibly. In conclusion, DT can facilitate collaborative engagement and creative thinking, however, time to develop on-task communication and a focused approach to report writing may be necessary to support understanding and communicative competence.
Captivating Today&apos;s Students in Academic Discourse and Writing: Words, Questions, Reading, and Engaging Activities Matter!
Author: Dockray, Kelley
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Writing Instruction,Academic Language,Discussion (Teaching Technique),Learning Activities

This article emphasizes the power of the words we use as educators by shining a light on the work of Peter H. Johnston. The author offers timely and pertinent ways to engage students in effective and respectful academic discourse and writing. She also stresses the importance of modeling for students and letting them see our struggle with writing. Meant to spark student immersion in reading, writing, and discourse, an abundance of quality question stems from experts in our field are offered. Additionally, the author provides her top five instructional strategies that set up students for success with academic discourse.
What&apos;s in Your Feed?: Navigating the Digital Divide to Advocate for Diverse Texts
Author: Revelle, Carol
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Computers,Educational Technology,Technology Uses in Education,Technology Integration,Teaching Methods,Social Emotional Learning,Instructional Materials,Multimedia Materials,Electronic Publishing,Public Schools,Elementary Secondary Education,Reading Materials

Teaching with digital resources can seem overwhelming. Teachers and students sometimes struggle to use online materials, but potential solutions can be found in federated databases and curated eBook collections specially chosen for Texas teachers and students. This article assists educators as they locate and use TEKS-aligned digital resources and facilitate access to diverse texts including databases that support social-emotional learning (SEL), include differentiated texts, and provide extensive language support. Teachers should increase the volume and authenticity of the texts available to students by engaging students with high-quality online texts that include multimedia sources that students will recognize from their out-of-class text experiences. Gale digital resources are highlighted in this article due to their prevalence in Texas public schools, and TexQuest provides many of these and other digital resources to Texas K-12 public schools and open enrollment charter schools (TexQuest, 2020). Additionally, this article stands as a digital response to We Need Diverse Books, a nonprofit organization committed to promoting literature that represents the diversity found in American classrooms; the organization asks us to &quot;imagine a world in which all children can see themselves in the pages of a book&quot; (weneeddiversebooks.org, homepage). Access to diverse texts, as is the mission of We Need Diverse Books, means that students can access reading materials that are interesting, are current, are relevant, and are a match to their reading ability and support their linguistic development.
Academic Language in an Emoji World
Author: Sexton, Waynel
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Language,Academic Achievement,Thinking Skills,Visual Aids,Teaching Methods,Reading Comprehension,Language Usage,Computer Mediated Communication,Vocabulary Development,Syntax,Morphology (Languages),Learning Activities,Text Structure

Academic language is the formal language that is common in books and at school, but that students are unlikely to encounter in everyday conversations with friends and family. Not only is academic language critical to school achievement but it is also foundational for the true comprehension of contentrich subjects. Academic language should permeate the classroom learning environment, and inventive strategies to accomplish this important goal facilitate student progress. This article describes intentional instruction in activities using emoji to develop academic language, higher level thinking ability, and comprehension skills. Educators can create rich academic language classrooms--with or without the use of the emoji--by purposefully incorporating it into everyday instructional conversation. However, since emoji are omnipresent in students' everyday lives, it behooves educators to explore ways to make emoji work more productively in this critical foundational skill. This article examines the history of emoji use, defines academic language, and discusses the importance of academic language to reading and content comprehension. Additionally, several classroom strategies using emoji to improve academic language and reading comprehension are delineated.
Exploring the Relationship between Identity Orientation and Symptoms of Depression among Third Culture Kids College Students
Author: Habeeb, Hiba
Date: 2021-07-00
Type: Journal Articles
Subjects: Depression (Psychology),Symptoms (Individual Disorders),Measures (Individuals),Foreign Countries,Prediction,Self Concept,Cultural Background,Cultural Pluralism,Student Characteristics,College Students,Student Attitudes,Counseling Services,Migrants,Undergraduate Students,Correlation,Gender Differences,Grief

Third culture kids represent a significant portion of the population in the United Arab Emirates. However, little is known about the psychological problems that may be encountered by these kids. The third culture kids' problems that received adequate attention included relationship and identity problems, unresolved grief, and high rates of geographic relocation. The main objective of this study is to examine the incidence of depression and dimensions of identity orientation among third culture kids studying in college. A further objective is to examine the ability of the different identity orientations to predict symptoms of depression in this population. A total of 250 adult third culture kids living in the United Arab Emirates were chosen to take part in this study. The measures administered in this study were Beck's Depression Inventory (BDI-II) and the Aspects of Identity Questionnaire (AIQ IV-45). The results indicated that 27.2% of the participants reported moderate to severe depression. Concerning identity orientation, personal identity and relational identity orientations were the most extremely important to the respondents' sense of who they are, whereas social identity and collective identity orientations were the least extremely important. Stepwise multiple regression revealed that gender and social identity orientation significantly predicted depression. It is concluded that more work needs to be done for a better understanding of this group of adult third culture kids and the understanding of the difficulties they encounter. Moreover, professionals need to provide appropriate psychological help for this group.
Distance Learning Practices on the Example of Second Language Learning during Coronavirus Epidemic in Russia
Author: Nenakhova, Ekaterina
Date: 2021-07-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Emergency Programs,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Affordances,Barriers,Undergraduate Students,Graduate Students,Student Attitudes,Foreign Countries

The CoronaVirus (COVID19) made the higher education establishment take on urgent measures when all the students were prohibited from entering the university not to catch the disease, but the educational process was not to be stopped. Distance education tools were to be applied and digital platforms of the universities were to be checked. This paper deals with the experience of the National Research South Ural University. The courses of all the schools and institutes of the University were conducted based on the platform Digital SUSU. The example of the courses for second language learning was discussed. Fifty students of bachelor's and master's degrees were respondents in this research. The students answered the questions of the questionnaire on Google Forms and then were interviewed. The results suggest that the most interesting task on the planform Digital SUSU was a video with tasks and vocabulary exercises. However, among the most useful, according to the students' opinion were grammar, vocabulary, and reading tasks. The students were also asked to discuss the advantages and disadvantages of such remote learning. The most frequently mentioned advantages were the ability to study at home and the absence of the necessity to look smart. However, the disadvantages were more varied, including absence of communication, no face to face contact, too much homework, and too many written tasks.
Effects of Technology Enhanced Task-Based Language Teaching on Learners&apos; Listening Comprehension and Speaking Performance
Author: Mulyadi, Dodi
Date: 2021-07-00
Type: Journal Articles
Subjects: Listening Comprehension,Speech Communication,Task Analysis,English for Special Purposes,Comparative Analysis,Language Tests,Second Language Learning,English (Second Language),Second Language Instruction,Majors (Students),Nursing Education,Teaching Methods,Role Playing,Instructional Effectiveness,Integrated Learning Systems,Technology Integration,Group Discussion,Authentic Learning,Foreign Countries

Integrating Task-Based Language Teaching (TBLT) and learning technologies can be the potential framework in designing language instruction to enhance learners' listening comprehension and speaking performance. However, not many past studies have explored how technology enhanced TBLT can enhance both listening comprehension and speaking performance of ESP learners. Therefore, the purpose of this study is to investigate the effects of TBLT on ESP learners' listening comprehension and speaking performance using a quasi-experiment with nonequivalent (pretest and posttest) control-group design. Ninety-seven ESP learners majoring in a Nursing program participated in the study. Four instruments were used for data collection, namely a listening section of TOEFL test, an online presentation, role-play, and online group discussion. Findings showed that technology implementation enhanced TBLT significantly influenced students' listening comprehension. In a similar vein, ESP learners' speaking performance based on role-play also had considerable improvement. However, concerning ESP learners' online presentations and online group discussions, their speaking performance scores did not improve significantly after receiving this experimental treatment. These findings shed some light on students' involvement in attaining multifarious language inputs related to their listening comprehension due to the authentic and technological learning materials and media. In considering speaking performance enhancement, ESP students could benefit from merging the role-play in ESP instruction with technology enhanced TBLT.
Analysing Student Performance on the Major Field Test in Business at a Canadian University
Author: Messer, Ron
Date: 2021-07-00
Type: Journal Articles
Subjects: Majors (Students),Business Administration Education,Academic Achievement,Undergraduate Students,Standardized Tests,Foreign Countries,Correlation,Longitudinal Studies,Scores,Multivariate Analysis,Grades (Scholastic),Ethnicity,Gender Differences,Models

The Major Field Test in Business (MFTB) is a nationally administered student evaluation that measures the accumulated knowledge of undergraduates enrolled in a four-year degree program. Research to date has focused primarily on understanding how different variables correlate with performance on this standardized test -- such as student grades, gender and ethnicity. The research objectives of this essay are to analyse the ambiguous results found in previous studies and to highlight how interaction effects among variables can be used to better explain test success. Using data on student performance collected over 11 semesters at a Canadian university, this essay uses a multi-variable regression model to understand the factors affecting scores on the MFTB. The model results suggest that examining the interaction between variables provides important insights and can help to better explain the ambiguity in prior studies. This study is unique in that it uses a statistical measure known as the extra sum of squares F-test to demonstrate the significance of interaction variables.
Assessing Psychosocial Skills and Negative Emotional States of Elementary School Students in Yogyakarta Area
Author: Nopembri, Soni
Date: 2021-07-00
Type: Journal Articles
Subjects: Elementary School Students,Depression (Psychology),Anxiety,Stress Variables,Interpersonal Competence,Coping,Communication Skills,Skill Development,Problem Solving,Natural Disasters,Place of Residence,Trauma,Children,Physical Education Teachers,Teacher Attitudes,Urban Areas,Suburbs,Athletics,Foreign Countries

Students in Yogyakarta area require skills to meet the psychological and social challenges of high-risk natural disaster and daily life. Therefore, it requires study to explore the various students' psychosocial skills based on teachers' perspective and negative emotional states. Both qualitative and quantitative analysis were used to examine the data. The study conducted semi-structured interviews on nine physical education teachers from elementary schools in Yogyakarta. Three teachers were from the schools located in Disaster Area of volcano, two teachers were from schools in Urban Area, and four teachers were from schools located in Suburban Area. A Depression Anxiety Stress Scale (DASS) 42 survey was also used to explore the negative emotional state of the 745 elementary school students from fourth to sixth grades in three different areas. The Physical Education (PE) teacher perceived that students' essential psychosocial skills are sufficient, but they still require skills in the following areas: stress coping, communication, social awareness, and problem solving. The children who lived in the disaster area had a lower negative emotional state than those who lived in the urban and suburban areas. The future program should involve variety of activities to decrease students' negative emotional state and develop their psychosocial skills harmoniously.
On the Relationship between Language Learning Strategies and Language Proficiency in Indian Universities
Author: Ranjan, Ranjeeva
Date: 2021-07-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Second Language Instruction,Learning Strategies,Language Proficiency,Universities,Spanish,Case Studies,Foreign Countries,Indians,Individual Differences,Student Attitudes,Undergraduate Students,Measures (Individuals),Classification,Validity

Language learning strategies (LLS) research began in the mid-1970s with the main idea of individual differences in learning a foreign language focusing primarily on the characteristics of a good language learner. In the literature review, the use of LLS has been reported to have a positive influence on proficiency. The goal of this research is to examine the relationship between the use of strategies in learning Spanish as a foreign language with its language proficiency and to analyse the use of LLS by successful students. The Strategy Inventory for language learning (SILL) questionnaire and two open-ended questions have been used in the present work for analysing the LLS. Further, the researchers used the end-semester grades to quantify proficiency. The study was carried out at two universities imparting Spanish courses at the undergraduate level. The current study is a mixed-method, cross-sectional, non-experimental type within the descriptive correlational framework. Statistical and interpretive analysis was used to examine self-reported learning strategies. The results showed no relation between the uses of self-reported learning strategies and language proficiency. However, there was a moderate relationship between the use of LLS and proficiency of 15 higher proficient students from both the universities. In the end, the research provides limitations and implications of the current study.
Dialogic Literary Circles as a Methodological Strategy for the Training of Students in Early Childhood Education Degree
Author: Martínez-Valdivia, Estefanía
Date: 2021-07-00
Type: Journal Articles
Subjects: Teaching Methods,Dialogs (Language),Early Childhood Education,Teacher Education Programs,Group Discussion,Content Analysis,Phenomenology,Academic Achievement,Learning Processes,Student Attitudes,Preschool Teachers,Pedagogical Content Knowledge,Oral Language,Language Skills,Cooperative Learning,Vocabulary Development,Communication Skills,Literature,Classroom Communication,Foreign Countries

The research has the purpose of analyzing the experience of the students of the first course of the Early Childhood Education Degree on the methodology of the Dialogic Literary Circles. The aim is to examine the variables that influence the academic performance of the future teacher, as well as the conditions that have an impact on their teaching-learning process, including Dialogical Literary Circles. A qualitative methodology has been used, from a phenomenological perspective. The Dialogic Literary Circles were implemented in the subject of &quot;General Didactics&quot; in the Early Childhood Education Degree during the year 2019-2010. The study is aimed at 230 students, of which 90 of them have agreed to participate in the discussion groups (9 groups of 10 people each) to collect the data. A script has been developed to direct the students' discourse and find out their perception of this methodological strategy. A content analysis was carried out with the information obtained, helping us from the Nvivo 12 program. Were obtained very positive results on the implications of this methodological strategy for the training of the university student. The students consider that through the Dialogic Literary Circles they have acquired pedagogical knowledge, but also this strategy has led them to value the collaborative work, the respect for the opinions of their peers, has encouraged reading and expanded vocabulary, besides developing communication and oral expression skills. Therefore, conclude that it is an active methodology, very pertinent to put it into practice at university, since it encourages in the initial training of teachers to be professionals with the skills required in today's society.
Path Analysis of Self-Regulation, Social Skills, Critical Thinking and Problem-Solving Ability on Social Studies Learning Outcomes
Author: Maksum, Arifin
Date: 2021-07-00
Type: Journal Articles
Subjects: Path Analysis,Interpersonal Competence,Critical Thinking,Problem Solving,Outcomes of Education,Social Development,Metacognition,Multiple Choice Tests,Measurement,Questionnaires,Student Attitudes,Foreign Countries

This study aims to analyze the effect of Self-Regulation, Social Skills, Critical Thinking, and Problem-Solving Skills on Social Learning Outcomes. This research used a quantitative approach, survey methods, and path analysis techniques. The participants were class V students throughout Jakarta from November 2015 to October 2016, with a total of 250 students. The research instrument to measure students' critical thinking skills, problem-solving skills, and social learning test results was multiple-choice tests, while to measure self-regulation and social skills were using a non-test instrument in the form of a questionnaire. The data analysis technique used descriptive analysis and path analysis by testing the significance of the path coefficient using the independent sample t-test. The results showed there was a positive direct effect of self-regulation, social skills, critical thinking skills, and problem-solving skills on social studies learning outcomes on learning outcomes. This research implied that efforts to improve social studies learning outcomes began with improving self-regulation strategies, practicing social skills, developing critical thinking skills, and problem-solving skills.
Pedagogical-Psychological Subjects in Teacher Education Faculties in Serbia: A Proposal of the Core Curriculum
Author: Cernak, Ruženka Šimonji
Date: 2021-07-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teaching Methods,Standards,Core Curriculum,Teacher Education Curriculum,Foreign Countries,Content Analysis,Teacher Competencies,Psychological Studies,Developmental Psychology

This paper deals with teacher education at pedagogical faculties in Serbia. An analysis of the content of pedagogical and psychological subjects was carried out. Subjects in the current curricula for initial teacher education in seven pedagogical faculties were analyzed. The first objective is to determine whether compulsory pedagogical and psychological subjects enable students to acquire the prescribed competence standards required of teachers. The second objective is to determine if there is a basis for creating a core curriculum in the field of pedagogical and psychological sciences in the existing curricula in terms of compulsory content in all the pedagogical faculties. This content should ensure the achievement of all the competence standards of all future teachers, equally throughout Serbia. For the realization of the set goal and research questions, a method of content analysis was used, with which we analyzed the curricula of the faculty for teacher education. The results showed that the core curriculum should consist of General pedagogy, Didactics, School pedagogy, Family pedagogy and Methodology of pedagogical research in the field of pedagogical sciences. The field of psychological sciences should be represented through General psychology, Developmental psychology and Pedagogical psychology. The core curriculum can contribute to a clear and unambiguous opportunity for the teacher to acquire all the necessary competences for further work.