ethanporcaro/eric-fulltext-meta huggingface dataset:
Complex and Connected Lives: Voices of &quot;English Language Learners&quot; in Middle School
Author: Case, Anny F.
Date: 2021-04-00
Type: Journal Articles
Subjects: English Language Learners,Middle School Students,Student Attitudes,English (Second Language),Second Language Learning,Cultural Differences,Peer Relationship,Family Relationship,Religious Factors,Community Involvement,Access to Computers

In addition to the typical ups and downs of middle school (MS), many English language learners (ELLs) in the middle grades also grapple with learning English, straddling multiple cultures, and adapting to the realities of immigration. While school systems tend to focus on linguistic and academic development, MS ELLs exercise agency, creativity, judgment, and resilience as they navigate hybrid identities, complex and context-specific social and cultural expectations, and home/school connections and disconnections. This article reports on an interview study of MS ELLs from a variety of backgrounds. Using self-selected artifacts representing their in-school and out-of-school lives, participants discussed their in- and out-of-school lives, social networks, impressions of school, and goals for the future. Themes of navigating complexity and forging connection point to a portrait of MS ELLs with initiative, purpose, and dimensionality that challenges the narrow focus on language often prominent in the professional discourse about ELLs.
The Transition from Intermediate School to High School: Insights from Pasifika Families
Author: Cunningham, Emma
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Adjustment,Middle School Students,High School Students,Pacific Islanders,Foreign Countries,Family Relationship,Family School Relationship,Student Attitudes,Parent Participation

This qualitative study examined the interplay between home and school environments across the transition from Primary School (Year 8) to High School (Year 9) for 10 high-achieving Pasifika students and their families. Interview data from the students revealed the important role that their parents played in their education. Drawings completed by the adolescents provided a high form of data illustrating the dynamic between home and school, including the influence of both on learning. Findings revealed strong intergenerational expectations for success from the dual perspectives of parent and their children, based on cultural competency and parental high expectations. The study's results build upon existing knowledge bases which focus on parent and student strategies for success across the transition to high school, with regard to cultural competency.
Using a Connected Learning Framework to Promote Democratic Education during a Transition to Online Learning
Author: Baker, Abigail H.
Date: 2021-04-00
Type: Journal Articles
Subjects: Middle School Students,Democracy,Electronic Learning,Instructional Design,Lesson Plans,Web Based Instruction,COVID-19,Pandemics,Virtual Classrooms,Technology Uses in Education,Units of Study,Feedback (Response),Student Evaluation,Formative Evaluation

In this essay, we discuss how a Connected Learning (CL) approach to education can offer students and teachers a democratic framework to follow when designing instruction, especially with the recent shift to online and hybrid instruction due to the global pandemic. We present literature on the opportunities and challenges of transitioning to online instruction in the midst of the pandemic. We then discuss how the CL framework promotes a democratic approach to teaching and learning. Finally, we offer guidance on how to design a unit or lesson plan using a CL framework to provide both a connected and democratic learning experience for students. We also offer suggestions on how to foster an innovative, authentic learning experience that includes elements of an online or hybrid context to support connected learning. Drawing on a classroom example from the field, we conclude with recommendations for utilizing non-traditional, formative assessments to fairly assess a range of learning outcomes as demonstrated by students.
Design and Evaluation of an International Baccalaureate Educator Certificate (IBEC) Programme as an Alternative Teacher Education Programme
Author: Sönmez, Görsev
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Design,Program Development,Program Evaluation,Advanced Placement Programs,Alternative Teacher Certification,Inservice Teacher Education,Program Effectiveness,Foreign Countries,Teacher Characteristics,Teacher Qualifications,Teacher Competencies,Barriers

IBEC program is an international certificate program aiming at educating in-service teachers to be IB teachers by offering them opportunities to improve the quality of their classroom teaching, increase their access to teaching jobs worldwide, interact with leading academics for research and publishing consultation, demonstrate their deep understanding of and engagement in student learning. With this aim and objective, an alternative teacher education program to offer IBEC was designed. This is a two-folded case study; in the first part, the design process, and in the second part, the evaluation of the program is discussed. The evaluation of the program was done with the SWOT analysis results of the 70 trainees who attended the program and received their official IBECs. The analysis revealed that while the content of the courses, the quality of the instructors, and the program itself are among the strong areas, a load of assignments, the attitude of some instructors, the last-minute changes in the syllabi were listed among areas of concern.
Exploring Pre-Service English Teachers&apos; Early Teacher Identity in Relation to Emerging ICT Technologies Training
Author: Can, Tuncer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Second Language Instruction,English (Second Language),Professional Identity,Information Technology,Technology Uses in Education,Self Efficacy,Technological Literacy,Self Concept,Intention

In a time when the use of digital technologies is an essential part of teaching, there is an increasing need for pre-service teachers to develop an identity that meets the requirements of the modern world. In accordance with this need, this study aims to explore pre-service English teachers' early teacher identities in relation to Emerging ICT Technologies Training. Guided by the explanatory sequential design, this mixed-method study employed Early Teacher Identity Measure (Friesen &amp; Besley, 2013) to explore participants' development of teacher identity by relying on Erikson's (1993) theory of identity development and self-categorization theory of Turner et al. (1994) and reflection papers (Schön, 1983). Findings revealed participants' high self-efficacy in becoming teachers and self-categorization as teachers with high natural inclination. Moreover, participants reported developing a variety of identities, namely, productive teacher identity, technologically-competent teacher identity, social teacher identity, and modern-teacher identity upon receiving the Emerging ICT Technologies course.
Exploring Pre-Service and Novice EFL Teachers&apos; Intercultural Sensitivity
Author: Kazazoglu, Semin
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beginning Teachers,Language Teachers,English (Second Language),Second Language Learning,Cultural Awareness,Cultural Education,Foreign Countries,Gender Differences,Age Differences

One of the advantages of teaching culture is to display different cultural frames to develop language awareness and pragmatic usage. Culture is a phenomenon to be searched deeply in terms of English language teaching on the grounds of a scarce number of studies on it. Accordingly, this study examines pre-service and novice EFL teachers' perception of teaching &quot;culture&quot; and its instructional effect on multicultural settings. Accordingly, a 24-item intercultural sensitivity questionnaire developed by Chen and Starosta (2000) was used. Besides, interview and focus group sessions were carried out for the triangulation of the data. In the findings, it is concluded that participants who know more than two languages had more confidence in intercultural interaction. Besides, it was put forward that experience has a positive role in cultivating intercultural sensitivity. It was also recognized that novice English teachers are highly motivated to integrate intercultural elements into language teaching. Additionally, some suggestions, including culture-specific activities, informative multicultural materials, and methods have been provided.
Inclusion of 21st Century Skills in Teacher Preparation Programs in the Light of Global Expertise
Author: Alhothali, Huda M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Education Curriculum,21st Century Skills,Technological Literacy,Information Literacy,Media Literacy,Communication Skills,Thinking Skills,Problem Solving,Interpersonal Competence,Self Management,Creativity,Social Responsibility,Teacher Competencies,Elementary School Teachers,Middle School Teachers,High School Teachers,Expertise,Foreign Countries

The present study aims to explore global expertise of including 21st century skills in teacher preparation programs and the reality of including (information and communication, thinking and problem solving, as well as interpersonal and self-directional) skills in these programs. It also highlights the differences in the reality of including 21st century skills in teacher preparation programs according to specialization, years of experience, and academic qualification. The author adopted the analytical-descriptive approach and applied a questionnaire to a randomly selected sample of 50 in-service teachers in Saudi Arabia. The results showed that the arithmetic means of the information and media literacy, critical and systematic thinking, self-direction, accountability and adaptability, and social responsibility skills were moderate. They were moderate and low in the communication, problem identification and solution formulation, and interpersonal and collaborative skills. The arithmetic means were low in creativity and intellectual curiosity. Moreover, there were no statistically significant differences in all domains due to specialization, years of experience, and academic qualification. The study recommends conducting training courses and workshops on 21st century skills for in-service teachers.
Students&apos; Fear of COVID-19, Psychological Motivation, Cognitive Problem-Solving Skills and Social Presence in Online Learning
Author: Munir, Farhat
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Attitudes,Fear,Online Courses,School Closing,Interpersonal Relationship,Student Motivation,Psychological Patterns,College Students,Cognitive Processes,Problem Solving,Public Colleges,Private Colleges,Foreign Countries

Online learning has been considered a successful source for reaching learners anywhere, and anytime despite all challenges for decades. This two-fold study was designed to explore how COVID-19 fear affected students' social presence in online learning, and how their internal psychological resources such as motivation moderated to make their online learning experience successful in public, and private universities. A cross-sectional, descriptive, and correlational research design was carried out by using a simple random sampling (N=244 students from Public sector universities, and N=178 students from Private universities). Online structured questionnaires were developed to collect data by using Google forms. The study found fear of COVID-19 highly insignificant in relationship with Social Presence, while Cognitive Problem-Solving Skill was significant with Psychological Motivation in Public Sector universities. Psychological Motivation also exhibited a strong positive and significant correlation with Cognitive Problem-Solving Skills. The study concluded that in Public Sector Universities, the existence of fear of COVID-19 was accompanied by greater psychological motivation among students, resulting in an increase in their cognitive problem-solving ability. While in Private Sector universities fear of COVID-19 was seen having a significant relationship with Social Presence, Cognitive Problem-Solving capability, and Psychological Motivation. In Private Sector universities, fear of COVID-19 was also accompanied by greater psychological motivation among students, resulting in an increase in their social presence.
&quot;The Professional Counselor&quot;: Author and Article Characteristics from 2011 to 2019
Author: Williams, Dorrie
Date: 2021-00-00
Type: Journal Articles
Subjects: Counseling,Professional Personnel,Periodicals,Journal Articles,Authors,Individual Characteristics,Research Reports,Research Design,Statistical Analysis,Faculty Publishing,Electronic Publishing,Access to Information

This meta-study evaluates publication patterns and trends occurring in the first 9 years of &quot;The Professional Counselor (TPC).&quot; Both author (e.g., gender, domicile, employment setting, top individual and university contributors) and article characteristics (e.g., topic, research design, participant type, sample size, statistics) are identified, with a particular focus on research articles. Almost 64% of lead authors and all authors were women, 92.1% of lead authors were affiliated with universities, and 3.4% of lead authors were internationally domiciled. From 2011-2019, the University of Central Florida featured the greatest number of lead authors, and the top author overall was Dr. Kathleen Brown-Rice. About 58% of published works were research articles, and of those, 69% used quantitative design methodology. Nearly all coded research variables were stable over time, except for participant types, as the proportion of adult participant samples increased while undergraduate participant samples decreased over time.
University Student Well-Being during COVID-19: The Role of Psychological Capital and Coping Strategies
Author: Prasath, Priscilla Rose
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Well Being,COVID-19,Pandemics,Psychological Patterns,Coping,Multiple Regression Analysis,Predictor Variables

This study examined the relationships between psychological capital (PsyCap), coping strategies, and well-being among 609 university students using self-report measures. Results revealed that well-being was significantly lower during COVID-19 compared to before the onset of the pandemic. Multiple linear regression analyses indicated that PsyCap predicted well-being, and structural equation modeling demonstrated the mediating role of coping strategies between PsyCap and well-being. Prior to COVID-19, the PsyCap dimensions of optimism and self-efficacy were significant predictors of well-being. During the pandemic, optimism, hope, and resiliency have been significant predictors of well-being. Adaptive coping strategies were also conducive to well-being. Implications and recommendations for psychoeducation and counseling interventions to promote PsyCap and adaptive coping strategies in university students are presented.
Foreign Language Learning Effort and Use of Digital Media among Digital Natives: A Case Study from an Urban Secondary School
Author: Genç, Gülten
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Web 2.0 Technologies,Social Media,Technology Integration,Urban Schools,Public Schools,Secondary School Students,Early Adolescents,Learning Motivation,Academic Achievement,Reading Habits,Computer Use,Foreign Countries

This study aims to investigate the impact of new media and some demographic factors such as gender, affinity with English, self-reported academic success, and reading habits on foreign language learning efforts of 21st -century language learners born into a digital world. The participants were 100 students attending a government secondary school in Artvin, which is located in the Eastern Black Sea Region of Turkey. A case study methodology was employed in the research to investigate the characteristics of the specific subjects extensively. Two questionnaires and a demographic information form were used to collect data and were analyzed with descriptive and inferential analyses. The frequency distribution was presented in tables, and the binary logistic regression model was conducted to assess and identify the influence of new media on digital natives' foreign language learning efforts. Research findings indicated that more than half of the digital natives possess a higher level of foreign language learning effort. Secondly, the variables such as affinity towards learning English, self-reported academic success, and using media hardware and social media had a significant effect on digital natives' foreign language learning effort. Finally, the digital natives' classification of effort was seen to be significantly predicted by using new media. The study strongly recommends the extensive integration and use of new media type, which the learners prefer, in the foreign language learning process of the digital natives since it directly contributes to the process of foreign language learning effort and indirectly enhances the enthusiasm and willingness of the digital natives.
Supplementary Online Study Platform for an Oral Communication Skills Course: Implementation, Evaluation and Suggestions
Author: Saglam, Sercan
Date: 2021-00-00
Type: Journal Articles
Subjects: Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Speech Communication,Vocabulary Development,Brainstorming,Preservice Teachers,Language Teachers,Listening Skills,Student Attitudes,Computer Assisted Instruction,Cues,Learning Activities,Notetaking,Computer Mediated Communication,Teacher Education Programs,Foreign Countries

The purpose of this study is to explore how first-year candidate teachers of English make use of an online support to their EFL oral communication courses. The online support consists of asynchronous speaking and listening activities designed to be completed outside the classroom as a supplementary material. The findings of the study suggest that online support has potentials as a supplementary independent study tool to support oral communication courses. The participants preferred speaking activities to listening activities. Participants could do most Speak Only activities, namely individual discussion, prompted speech and situational talk without any preparation, except for vocabulary related activities and integrated speaking activities, which required preparation. Integrated speaking-listening activities demanded prior mental or physical preparation. The frequency and extent of preparation varied across participants, yet the participants employed a variety of preparation strategies, including brainstorming, verbatim script writing, contextualization, and keywords as prompts. Listen and respond could easily be completed by noting new words and listening to the recording a couple of times, whereas integrated listening-speaking activities required intensive listening and note taking. The participants used the activities in the online support mainly to expand the learning that takes place in the classroom and to revise the relevant content. Previewing was another reason to use the activities; however, it was not as common as the other two purposes.
Uncovering EFL Learners&apos; Perspectives on a Course Integrating Global Issues and Language Learning
Author: Bayraktar Balkir, Nalan
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Content and Language Integrated Learning,Instructional Effectiveness,Global Education,World Problems,Student Attitudes,College Students,Public Colleges,Textbook Content,Class Activities,Foreign Countries

The fact that our world increasingly faces serious problems including poverty, wars, environmental destruction, climate change, pandemics, gender inequality, hunger, oppression and so on raises the question of the role of foreign language teaching profession in struggling to find solutions to those global issues. This understanding relates to an educational stance called global education which aims to equip learners with the knowledge, skills, and ability to effectively communicate in a foreign language and enable them to be socially conscious of global problems and provide them with the linguistic tools to take action. In this regard, this study aimed to uncover a group of tertiary level EFL learners' perspectives on a course integrating global issues and language education. To this end, a study with a qualitative design was conducted, and focus group interviews were held with a group of students at a state university in Turkey. The data analysis revealed that the learners' conceptions of global issues included ones such as poverty, environment, education, and oppression. Furthermore, they had mainly positive opinions about the effects of dealing with global issues in class, primarily referring to expanding their perspectives and improving learning gains. Finally, they made suggestions for textbook content and classroom activities. The results of this study might contribute to the attempts to make global education one of the vital approaches of foreign language education with the hope that the world could turn into a better place.
Written Discourse Completion Tasks in the Foreign Language Examination (YDS)
Author: Ayar, Zülal
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Tests,Language Proficiency,English (Second Language),Multiple Choice Tests,Pragmatics,Test Construction,Task Analysis,Test Items,Speech Communication,Test Validity,Foreign Countries,Government Employees,College Faculty,Graduate Students,Undergraduate Students,Military Personnel,Language Usage,Standardized Tests,Check Lists,International Assessment,Cultural Awareness,Communicative Competence (Languages),Test Use

As the most prestigious and popular standardized achievement test to certify examinees' proficiency of the English language at the national level, Foreign Language Examination (YDS) has been mostly taken by academic staff, undergraduate and graduate students, state employees, and military personnel for years in Turkey. The current study set out to address multiple-choice written discourse completion tasks (WDCTs) in YDS from 2015 to 2019 in the light of pragmatic knowledge, seemingly presumed to be &quot;the elephant in the room&quot; by test-developers in written language placement tests and its components, such as sociolinguistics, sociocultural, psychological, contextual, and rhetorical meanings to disclose whether they can represent functional language use in high context communications. Findings reveal that a huge gap subsists between real-life situations and given tasks in the test. At the end of the fine-grained inspection, implications and future research suggestions are stated to ensure validity and involve speaking skill more directly in YDS by emphasizing what to touch and expressly centre on the speech rather than solely assessing examinees' knowledge for recognition and appealing to multiple-choice items with the analysis of international, large-scale language tests, such as TOEFL and IELTS.