ethanporcaro/eric-fulltext-meta huggingface dataset:
The Characteristics of Absolute Grading of the College Scholastic Ability Test English Section
Author: Shin, Sang-Keun
Date: 2018-00-00
Type: Journal Articles
Subjects: Grading,Language Tests,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Criterion Referenced Tests,Cutting Scores,Standards,Norm Referenced Tests,Educational Improvement

The purpose of this study was to critically examine the absolute grading system applied to the English section of South Korea's College Scholastic Ability Test (CSAT), in a departure from a relative grading system, for the first time in 2017. English language instructors as well as English education researchers have somewhat differing understandings of the concept of absolute evaluation/grading. This paper investigated the nature of absolute evaluation/grading as presented in theses and academic papers as well as research reports, English language assessment textbooks, and press releases from the Ministry of Education (MOE). The study identified four different testing contexts in which the term absolute evaluation/grading is applied: criterion-referenced testing; grading based on fixed cut scores; measurement against external criteria; and norm-referenced testing. While retaining the same test structures as in the prior norm-referenced testing situation, the CSAT English section corresponds to the second context, that is, interpreting results based on fixed cut scores. Achievement standards essential for producing criterion-referenced tests have so far been undefined, with cut scores being arbitrarily set. The examination concluded that the CSAT English section under an absolute grading scale is essentially a norm-referenced test that produces a significantly larger percentage of higher-level test-takers. There is a fair likelihood that, unlike MOE's claim, converting to an absolute evaluation/grading system may not bring about the intended positive change.
The Construction of English Lexical Bundles in Context by Native and Nonnative Freshman University Students
Author: Shin, Yu Kyoung
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Native Speakers,Language Minorities,Foreign Students,English (Second Language),Language Usage,Syntax,Phrase Structure,Persuasive Discourse,Essays,Language Patterns,Form Classes (Languages)

This study investigates how newcomers to the university setting integrate lexical bundles (LBs)--frequently recurring word sequences--into their writing by analyzing the bundles' &quot;syntactic roles&quot; (i.e., relations to larger structures). Previous studies have considered phrases and clauses as the main internal structures of LBs; however, these boundaries might not always be clear because such fragmented sequences do not stand alone, but are embedded in larger structures. The current study addresses this gap by investigating the syntactic roles of LBs identified in native and nonnative corpora of English argumentative essays (approximately 1400 essays, comprising half a million words each) written in response to identical writing prompts. The results show that the two language groups display generally similar patterns of using LBs due to their status as novice academic writers, but at the same time, their patterns do diverge to some extent, with some uses unique to or more common to each group. The extent to which different population groups use LBs in relation to the syntactic complexity typical of a given register could be indicative of their language development.
The Effects of Online Planning on CAF in L2 Spoken and Written Performance
Author: Kim, Nayoung
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Undergraduate Students,Planning,Language Fluency,Accuracy,Technology Uses in Education,Speech Communication,Standard Spoken Usage,Foreign Countries,Language Skills,Psycholinguistics,Written Language,Oral Language,Video Technology,Time Factors (Learning),Story Telling

The purpose of this study is to investigate the effects of no planning and online planning on complexity, accuracy, and fluency (CAF) in L2 spoken and written tasks. The study was designed into 2x2 with two independent variables: planning conditions (no planning and online planning) and task modality (speaking and writing). First, 80 Korean EFL undergraduates performed two tasks in a laboratory setting: a proficiency-assigning narrative spoken task and a randomly assigned main task. The main task had four different conditions: no planning in speaking, online planning in speaking, no planning in writing, and online planning in writing. The participants' spoken and written performances were measured and analyzed for syntactic complexity, accuracy, and fluency. The findings demonstrated that the no planning (NP) group improved accuracy and fluency significantly more than the online planning (OP) group in the spoken task and that the NP group improved their fluency more than the OP group in the written task. Additionally, in both planning conditions, the written task increased accuracy more than the spoken task, whereas the spoken task increased fluency more than the written task. It is hoped that these findings will facilitate understanding of the supportive role of planning in task manipulation in terms of L2 learners' limited attentional resources and its relationship with linguistic performance.
Boundary Crossing Between Formal and Informal Learning Opportunities: A Pathway for Advancing e-Learning Sustainability
Author: Bradshaw, Kathlyn
Date: 2020-00-00
Type: Journal Articles
Subjects: Informal Education,Online Courses,Educational Opportunities,Sustainability,Instructional Design,Foreign Countries

In this article, third generation cultural historical activity theory (CHAT) (Engeström, 2011) will be the means for analyzing tensions and contradictions between formal and informal learning within a MOOC design. This article builds on previous work (Bradshaw et al., 2017) wherein CHAT was used to establish formal and informal learning as activity systems. Formal and informal learning are considered in relation to designing learning for a MOOC environment. Findings from an &quot;in situ&quot; study specifically examining CHAT elements in the process of design are considered in a movement towards making visible what those tasked with designing courses normally do not see in relation to informal learning. Implications for practice are presented in a CHAT-informed MOOC design model intended to augment typical approaches to instructional design. The outcome is an argument for CHAT-informed MOOC design model that can intentionally address both formal and informal opportunities for learning.
The Role of Video in the Flipped Language Classroom
Author: Verch, Angelika
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Flipped Classroom,Second Language Instruction,English (Second Language),Foreign Countries,Use Studies,Online Courses,Direct Instruction,Educational Technology,Instructional Design

Flipped classrooms have become a widespread form of pedagogical setting, yet there is no consensus on how to define flipped language learning. Several authors consider the use of videos that prepares in-class activities as an essential component. The study presented in this article examined the actual roles of videos in a corpus of 52 second language teachers' descriptions of flipped language class settings; and analysed using Willis' 1983 framework for video use in the ELT classroom. In the corpus, videos were central in before-class activities, where a large number of videos were used. The type of roles these videos played at a before-class stage showed little overlap with Willis' framework, mainly because many videos played the role of direct instruction. It was found that teachers did not share the same definition of a flipped setting, since in a quarter of the descriptions, not all the criteria applied. Video was not found to be a mandatory component of flipped language classes.
Teaching with Sandbox Games: Minecraft, Game-Based Learning, and 21st Century Competencies
Author: Hébert, Cristyne
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Games,Game Based Learning,21st Century Skills,Skill Development,Foreign Countries,Teaching Methods,Workshops,Faculty Development,Teacher Education

In this paper, the findings of a research study, working with 12 educators in a large urban school board in Ontario using Minecraft for 21st century competency development, are presented. A number of pedagogical moves teachers made to support 21st century learning through communication and collaboration, both in the classroom and in the game world, are identified along with three approaches to play, directed/ guided, scaffolded, and open, that represented critical thinking and creativity/innovation. This study argues that while an open, exploratory sandbox game such as Minecraft can meaningfully aid students in the development of 21st century competencies, it is in fact teachers' decisions around how the game will be used in the classroom that determines whether or not 21st century competency development is supported.
Virtual Lab Integration in Undergraduate Courses: Insights from Course Design and Implementation
Author: Papaconstantinou, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Science Experiments,Undergraduate Students,Curriculum Design,Curriculum Implementation,Student Attitudes,Knowledge Level,Science Process Skills,Foreign Countries,Biology,Instructional Effectiveness

The instructors of four biology-related courses at a Canadian university integrated Labster virtual labs in their courses as a pre-lab activity, lecture substitute, or to provide lab experience in courses with no on-site labs. The instructors used a backward design approach to align the labs with the learning objectives of their courses and to connect the labs with their course assessments. A study was conducted to examine students' perceptions of the usefulness of the virtual labs in terms of content knowledge and lab skills. At the end of each course, the instructors administered an anonymous survey in their classes. In total, 370 students participated. Across all four courses, survey results showed that at least 77% of the students found that virtual lab simulations helped them understand course concepts. At least 74% of the students navigated the virtual labs with no issues and 58% of the students found the simulations to be of high quality.
Effects of Text Length and Question Type on Test-Takers&apos; Performance on Fill-in-the-Blank Items in Korean CSAT
Author: Bae, Minryoung
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Items,Language Tests,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,High Stakes Tests,Reading Comprehension,Reading Tests,Test Length,College Students,Multiple Choice Tests,Language Proficiency,Test Format

This study examines the effects of text length and question type on Korean EFL readers' reading comprehension of the fill-in-the-blank items in Korean CSAT. A total of 100 Korean EFL college students participated in the study. After divided into three different proficiency groups, the participants took a reading comprehension test which consisted of 4 reading passages (2 short and 2 long) from the Korean CSAT, followed by multiple-choice fill-in-the-blank questions and open-ended inference questions. The longer version of the passages was made from its originally restored version in which one or two paragraphs were added. The results showed that the college students performed better on the long passages than the short ones. In addition, the college students' reading comprehension test performance was affected differently depending on the type of questions. The findings of the study provided implications on how to select and construct reading passages for high-stake nationwide examinations, such as the Korean CSAT.
Intercultural Competence and Critical English Language Teacher Education
Author: Shin, Hyunjung
Date: 2018-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Second Language Learning,Second Language Instruction,English (Second Language),Global Approach,Multilingualism,Cultural Pluralism,Language Teachers,Cultural Awareness,Teacher Education Programs,Asians,College Faculty,Experiential Learning,Learning Activities,Student Diversity,Foreign Countries,Foreign Students,Preservice Teachers,Service Learning

In this paper, we explore how English language teacher education could be envisioned in different ways if one were to adopt a 'social' approach toward English language education. More specifically, drawing on our experience, which we gathered as Korean faculty members of two Canadian universities, with the help of reflexive inquiry, we highlighted the importance of fostering critical intercultural competence among language teachers. Focusing on a small-scale case study of Korean teacher candidates who participated in a short-term community-based service learning in Canada, our analysis examines how to train English teachers to develop their own intercultural understanding through experiential learning activities, so they can better develop intercultural competence among their students. We argue that a critical understanding of linguistic and cultural diversity is an essential component of English language teacher education in increasingly diverse EFL classrooms across South Korea in the era of globalization, transnationalism, and multilingual/ multiculturalism.
Game-Based STEM Module Development for KSSM Science Teachers
Author: Farihah, Mohd Jamel
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,STEM Education,Game Based Learning,Secondary School Science,Science Teachers,Instructional Materials,Educational Resources,Instructional Effectiveness,Foreign Countries,Learning Modules,Video Games,Educational Games

The study was conducted to identify the needs and specifications of a STEM Module based on a game approach in teaching science for lower secondary school students. In this study, the needs analysis was carried out on purposively selected science teachers from different schools in the northern district of Kedah, Malaysia. The data was collected through semistructured interviews based on the purposive sampling of 7 science teachers. The qualitative data obtained from the interview sessions with the teachers were analyzed into specific themes. Three major themes were identified, namely: (1). The requirement of resources and teaching materials to motivate Science teaching (2) The suitability of game-based teaching approaches in teaching KSSM Science and (3) The characteristics of the required modules. The analysis of the findings shows that the Game Based STEM module has a great potential to be developed for the use of science teachers in making active and motivating science learning among secondary school students. Apart from the three main themes identified, suggestions and specifications derived from interviews with the teachers would give us useful information for developing the contents for the module. The teachers need appropriate modules for because they lack effective and relevant resource materials with the latest content in addition to lack of time to prepare them themselves due to the latest curriculum changes. The findings can be used for designing and developing the module in a subsequent study.
Teaching about Gauss&apos;s Law by Combining Analogical and Extreme Case Reasoning
Author: Vidak, Andrej
Date: 2018-09-00
Type: Journal Articles
Subjects: Energy,Scientific Principles,Science Instruction,College Science,Logical Thinking,Instructional Effectiveness,Problem Solving,Transfer of Training,College Freshmen,Introductory Courses,Physics,Foreign Countries

It is well known that many students have tremendous difficulties with applying Gauss's law for purposes of solving quantitative as well as qualitative problems. In this study, it was investigated how understanding of Gauss's law can be facilitated by analyzing the superposition of electric field vectors for increasingly complex geometric configurations of charges. Actually, in the spring semester of academic year 2016/2017, a pretest-posttest quasi-experiment was performed with 180 students from the Faculty of Chemical Engineering and Technology in Zagreb, Croatia. The student sample has been divided into three control subgroups and three experimental subgroups. Control subgroups (Nc=93) received a traditional teaching treatment while in the experimental subgroups (Ne=87) students showed how reasoning about superposition of electric field vectors can be transferred from relatively simple configurations of charges to more complex ones. At the posttest, students from the experimental group proved to be significantly more effective in solving qualitative problems on Gauss's law. The results from our study support the idea that development of analogical, visually rich models facilitates the meaningful learning.
Inquiry Laboratory Activity: Investigating the Effects of Mobile Phone on Yeast Viability
Author: Borrull, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Science Instruction,Inquiry,Science Laboratories,Scientific Concepts,Science Experiments,Laboratory Experiments,Radiation,Cytology,Secondary School Science,Foreign Countries

Practical work as observation and experimentation are vital parts of science education. One way to accomplish this is by applying inquiry-based learning in laboratory activities. Inquiry enhances the development of scientific skills as well as the learning of the scientific concepts. In the present article, a laboratory activity was developed to evaluate the effect of ionizing waves emitted by different mobile phone types on viability of yeast cells. We got yeast cells as a cellular model, since yeast is a eukaryotic cell, as humans are, and many investigations are based on them. The procedure is simple and adaptable to school centers with low resources, using low-cost laboratory material. In the experimental part, we found a decrease in yeast cells' viability exposed to radiations compared to control cells. Also, different viabilities were found depending on the phone trademark used. Further studies should be done in this line.
The Library Language Game: Information Literacy through the Lens of Wittgenstein&apos;s Language Games
Author: Langan, Kathleen A.
Date: 2021-06-00
Type: Journal Articles
Subjects: Information Literacy,Games,Philosophy,Cataloging,Critical Literacy,Information Theory,Users (Information),Naming,Information Seeking,Bias,Language Usage

Labeling information is a precarious and risky enterprise. Catalogers have the task of fitting unique concepts within established and rigid language frameworks while also minimizing personal bias. The way information literacy librarians interact with labeled information also influences how users interact with information. Labeling moves beyond the role of categorizing; it also contributes to meaning making and knowledge building. Wittgenstein's &quot;Philosophical Investigations&quot; serves as a philosophical footing to illustrate how the labeling of things, in this case information, shapes the way we give things meaning. Critical librarianship and philosophy of information theory add to the discussion by considering how personal perspective, power, and bias to manipulate the game of naming information that takes place in the information literacy classroom. This paper is an invitation for librarians to reflect upon the relationship between labeling and how all users of information engage with labels and subsequently create meaning and knowledge.
The Influence of Technological Pedagogical and Content Knowledge (TPACK) Approach on Science Literacy and Social Skills
Author: Irmita, Luthfia
Date: 2018-09-00
Type: Journal Articles
Subjects: Technological Literacy,Scientific Literacy,Interpersonal Competence,Grade 11,Secondary School Students,Science Instruction,Discovery Learning,Direct Instruction,Foreign Countries,Program Effectiveness,Problem Solving,Knowledge Level

The purpose of this study was to determine the effects of Technological Pedagogical and Content Knowledge (TPACK) approach to scientific literacy and social skills of students. The research is a quasi-experiment design of pretest and posttest control group. The research population were all students at 11th grade of natural science classes consisting the 1st, 2nd, 3rd and 4th classes in SMAN 2 Banguntapan and the total were 118 students. The used samples were 1st and 2nd classes and had 62 students in total. The sampling technique is cluster random sampling with the 1st class of 11th grades of natural science as the control group and the 2nd class of 11th grade of natural science as the experimental group. The treatment given to the experimental group was the learning the rate of reaction by using the TPACK approach with &quot;discovery learning&quot; models, while that of the control group was learning rate of reaction by using &quot;teacher-center&quot; approach with direct instructional model. The data collection tolls were the test of science literacy, consisting social skill questionnaire and social skill observation sheet. The data analysis technique was MANOVA by using SPSS and Rasch models applying Ministep. The results showed that there were an influence of the TPACK approach to science literacy and social skills of students at the level of significance (p=0.00&lt;0.05). The influence of the TPACK approach to science literacy (&quot;sig.&quot;= 0.00), and no influence of the TPACK approach to social skills of students of SMAN 2 Banguntapan with a significant value (&quot;sig.&quot;= 0.137).
Relationships of Motivational Orientation and Creativity and Their Effects on Writing Performance
Author: Lange, Christopher
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,Undergraduate Students,Goal Orientation,Self Efficacy,Creativity,Writing Instruction,Writing Achievement,Performance Factors,Persuasive Discourse,Essays,English (Second Language),Second Language Learning,Foreign Countries

Motivational orientation and creativity of students in English as a Foreign Language (EFL) writing courses have recently garnered increased attention in South Korea and around the world. In an effort to advance research in these areas, this study examined relationships involving motivational orientation (intrinsic goal orientation and self-efficacy), creativity, and writing performance. A group of university EFL students (n = 41) in South Korea participated in this study. They were asked to complete questionnaires of intrinsic goal orientation and self-efficacy, take the Torrance Tests of Creative Thinking, and complete a series of writing tasks including a persuasive essay as part of their performance assessment of a writing class, which served as the context of this study. Results showed no significant relationship between motivational orientation and creativity. However, an interaction effect between intrinsic goal orientation and self-efficacy on student writing performance was found. Results are discussed and recommendations are made based on pedagogical implications of these findings.