ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Competitive Anxiety on the Injury Level of Student-Athletes of Karadeniz Technical University
Author: Sajedi, Heidar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competition,Anxiety,Injuries,Student Athletes,College Students,Athletics,Human Body,Gender Differences,Sport Psychology,Risk,Young Adults,Stress Management

Psychological factors have been significantly confirmed in athletic performance, sports injury prevention, sports rehabilitation, and as an effective means of managing stress and anxiety in competitions. The aim of this study was to investigate the effect of competitive anxiety on the injury level of student-athletes of Karadeniz Technical University. The method of this research is descriptive and correlational. The statistical population includes all athletes of Karadeniz Technical University, which are equal to 320 people. To determine the sample size, Cochran's sample size estimation formula was used and the number of samples was 175, the gender random sampling method selected. First, to report sports injuries to describe the extent of injuries in the limbs (upper limbs, lower limbs, and trunk) and different parts of the body (joints, muscles, and bones), the report form of sports injuries was used and SCAT questionnaire was used to measure competitive anxiety. We analyzed data using SPSS software. We used regression because of the normality of the data in competitive anxiety tests and the occurrence of sports injuries. The research findings show that the average competitive anxiety of male athletes is 14.11 and the competitive anxiety of female athletes is 14.49. Competitive anxiety also has a significant positive effect on sports injury. The beta coefficient also shows that competitive anxiety predicts 0.33 changes in sports injury. Therefore, it can be said that as the level of competitive anxiety of athletic students increases, so does their level of injury, and to control sports injuries, mental skills should be increased and we should control the competitive anxiety of athletes.
The Reality of Strategic Thinking Practice at the Faculty of Education, Damietta University: A Faculty Perspective
Author: Al-Basel, Mayada M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Schools of Education,Foreign Countries,Strategic Planning,Teacher Educators,Quality Assurance,Cognitive Processes,Teacher Attitudes

The present study aims at investigating the reality of strategic thinking practice at the Faculty of Education, Damietta University from the perspective of the faculty members. It adopted the descriptive approach and utilized a ten-domain questionnaire. The results showed that although the Faculty has an approved strategic plan and a quality assurance unit, the mechanisms of following up the implementation of the strategic plan are inadequate. Moreover, the Faculty's quality assurance unit has not developed integrated databases of its various activities. The study recommended that the Council of the Faculty of Education should make and follow up the implementation of an updated and approved action plan. Training courses on the specifications and making reports of the educational programs, syllabi, etc. should be offered to the faculty members. Additionally, integrated databases of the various activities of the Faculty's quality assurance unit should be developed.
Education, Big Data and Artificial Intelligence: Mixed Methods in Digital Platforms
Author: Bonami, Beatrice
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Data,21st Century Skills,Technology Uses in Education,Mixed Methods Research,Competency Based Education

Digital technology has provided users with new connections that have reset our understanding of social architectures. As a reaction to Artificial Intelligence (AI) and Big Data, the educational field has rearranged its structure to consider human and non-human stakeholders and their actions on digital platforms. In light of this increasingly complex scenario, this proposal aims to present definitions and discussions about AI and Big Data from the academic field or published by international organizations. The study of AI and Big Data goes beyond the search for mere computational power and instead focuses upon less difficult (yet perhaps more complex) areas of the study social impacts in Education. This research suggests an analysis of education through 21st century skills and the impact of AI development in the age of platforms, undergoing three methodological considerations: research, application and evaluation. To accomplish the research, we relied upon systematic reviews, bibliographic research and quality analyses conducted within case studies to compose a position paper that sheds light on how AI and Big Data work and on what level they can be applied in the field of education. Our goal is to offer a triangular analysis under a multimodal approach to better understand the interface between education and new technological prospects, taking into consideration qualitative and quantitative procedures.
ESL Students Use of Alliteration and Assonance in Recalling Formulaic Language
Author: Horness, Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Mnemonics,Classification,Foreign Countries,Phrase Structure,Word Lists,Language Proficiency,Recall (Psychology),Language Usage,College Students,State Universities,Teaching Methods,Comparative Analysis,Instructional Effectiveness

Formulaic language, such as lexical phrases as hot as hell or pass the buck, in English is common in daily usage. Although formulaic language is common, the lexical phrases are often excluded from word lists. Second language learners of English need to use formulaic language to enhance their proficiency level. Beyond incorporating lexical phrases to word lists, other methods should be examined. This study examined the mnemonic benefit of noticing alliterative and assonant phrases with low and high proficiency learners of English. Previous research has shown that highlighting the concepts of alliteration and assonance is beneficial in recalling monosyllabic two-word units such as pet peeve or bite size. This study inquired whether the mnemonic effect is effective with longer lexical phrases beyond two-syllable phrases even when deliberative learning is not involved. Students from two public universities in Japan participated in the semester-long activity. The participants were asked to classify the phrases into different categories, and then recall the phrases over time. The results indicate that the mnemonic effect is not as clear with longer lexical phrases than it is with monosyllabic lexical phrases. Recall for alliterative expressions seemed to be better than for assonant expressions, but similar to non-salient expressions. Lower proficiency learners seem to process the longer lexical phrases similar to higher proficiency learners so the benefit of noticing alliterative and assonant expressions might be equal for both groups.
Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students&apos; Writing across Drafts
Author: Loo, Daron Benjamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Metalinguistics,Feedback (Response),Masters Programs,Doctoral Students,Academic Language,Writing Processes,Grammar,Foreign Countries,Teaching Methods,English for Academic Purposes,Second Language Learning,Second Language Instruction,Writing Instruction,Socialization,Error Correction,Student Attitudes

This study examines the support for developing graduate students' language awareness in academic writing drafts through the provision of grammar lessons and feedback -- indirect and metalinguistic. The study was conducted in a basic academic writing module, offered to both masters' and PhD students (n=48) at a university in Singapore. To gauge whether language awareness was supported, students completed three surveys and the researcher analyzed errors and their subsequent revisions in students' written drafts. The survey results showed students' positive perception towards grammar lessons and feedback, in terms of their usefulness and valuable impact on writing skills. Nonetheless, when students' written drafts were examined, it was noted that the impact of feedback was largely centered on the revision of grammar within drafts of the same task, instead of other higher order writing skills or in a new writing task. To ensure that IF and MF are effective in supporting language awareness, it is recommended that students be socialized with feedback practices of an instructor, and to be cognizant of their study setting. Moreover, writing instructors should configure learning objectives to reflect the developing nature of academic literacy.
Laughter: A Communication Strategy in Business Meeting between Thai and Burmese Professionals
Author: Kanchanapoomi, Tabtip
Date: 2020-00-00
Type: Journal Articles
Subjects: Humor,Communication Strategies,Business Communication,Asians,Intercultural Communication,Ethnography,Guidelines,Meetings,Work Environment,International Trade,Business English,English (Second Language),Foreign Countries

Laughter is a common feature found in daily conversations as an element showing amusement. However, laughter can also appear in serious talk such as business meetings (Murata, 2007; Markaki, et al., 2010). This paper scrutinizes laughter use between Thai and Burmese participants in a business meeting held in Yangon, Myanmar, and examines laughter functions and factors stimulating laughter to occur. The business meeting data was collected using the ethnographic method - a participant observation, extensive field notes, interviews and audio recordings. The data were analyzed based on the framework of laughter adapted from Hayakawa (2003) and Murata &amp; Hori (2007); the findings reveal that laughter was used as a communication strategy and occurred in the meeting both in a relaxed atmosphere and in a serious discussion with different intentions - to have fun, to make fun of work, to ease the tension and to threaten other interlocutors.
Exploring the Relationship between Emotional Intelligence and Academic Stress among Students at a Small, Private College
Author: Stevens, Chad
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Stress Variables,Small Colleges,Emotional Intelligence,College Students,Scores,Measures (Individuals),School Holding Power,Intervention,Academic Persistence,Gender Differences,Student Adjustment,Identification,Private Colleges

This research explored the relationship between total-trait emotional intelligence and academic stress among college students at a small, private college. Student total-trait emotional intelligence (TTEI) and university stress scores were significantly correlated. Measures of TTEI and USS are useful for student intervention to impact issues such as attrition. To increase retention, small private colleges benefit significantly from knowing students' level of academic stress and emotional intelligence. Identifying specific factors and mitigating the adverse effects of these factors allows small colleges the opportunity to provide additional services for students.
Teachers&apos; Attitudes towards the Use of a Web-Based Online Practice during a Fundamental English Language Course for Undergraduate Students
Author: Moolkam, Wannakorn
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Web Based Instruction,Course Descriptions,Undergraduate Students,Educational Benefits,Positive Attitudes,Language Teachers,Computer Simulation,Teaching Methods,Student Evaluation,Foreign Countries

This research investigates teachers' attitudes towards the use of a web-based online practice. During a fundamental English language course, Smart Choice Online Practice, a Virtual Learning Environment (VLE) from Smart Choice 3rd Edition coursebook, published by Oxford University Press, was presented to undergraduate students to assess students after learning LNG 101 from the usual classroom. In-depth interviews were conducted with ten English teachers at King Mongkut's University of Technology Thonburi (KUMTT) to explore teachers' attitudes after 13 weeks of the features of Smart Choice Online Practice from the teaching practice, focusing on the functions and the attitudes towards the use of Smart Choice Online Practice, including the advantages and disadvantages of using the Smart Choice online practice, and the teachers' attitudes of using the Smart Choice Online Practice. The findings revealed Teachers' positive attitudes towards the use of the Smart Choice online practice and prolong the use of Smart Choice Online Practice for the future course.
Research Activities of the Canadian Standing Committee on Environmental and Sustainability Education in Teacher Education
Author: Karrow, Douglas David
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Sustainability,Environmental Education,Teacher Education Programs,Advisory Committees,Comparative Analysis,Professional Identity,Professional Autonomy,Trend Analysis,Research,Community Education,Teaching Methods,Learning Processes,Barriers,Student Attitudes,Teacher Attitudes,Foreign Countries,Consortia,Educational History,Epistemology

This ongoing case study reports on the research activities of the Canadian Environmental and Sustainability Education in Teacher Education (ESE-TE) Standing Committee. A history of the Standing Committee's research activities, a literature review comparing the Standing Committee's ESE-TE research with international approaches to ESE-TE research, the identification and prioritizing of the Standing Committee's future ESE-TE research agenda, and a model for developing a research agenda amongst Standing Committee ESE-TE stakeholders comprise the work. Recommended future research consists of redefining ESE; reviewing Canadian and international ESE-TE research literature; and examining potential Canadian and international ESE-TE research topics including: connecting the social and the ecological; teacher &quot;identity&quot; and &quot;agency&quot;; community-based ESE; teaching/student learning and belief systems; and challenges in applying research to practice.
The Use of Reflection in a Service-Learning Project in a Post-Graduate Programme
Author: Damons, Venessa
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Service Learning,Graduate Students,College Freshmen,Student Teachers,Educational Psychology,Professional Development,Program Effectiveness,Practicums,Young Adults,Camps,Foreign Countries,Mentors

In a context like South Africa's, the prevailing numerous social inequalities and problems place additional demands on psychologists and educational psychologists. Western-based, individualised medical approaches are increasingly regarded as inadequate. We thus contend that the inclusion of service-learning is an alternative approach to the training of Educational Psychology master's students. Little has been written about the role of service-learning components in the curriculum of an Educational Psychology master's programme and in general in postgraduate programmes. Thus, we argue for the integration of service-learning in the curriculum of a psychology-oriented programme that could serve as a vehicle for the achievement of the professional development of the students. The main research question is: What do Educational master's student' reflections and artefacts reveal about the contribution of a service-learning project to their knowledge of the young adult? A qualitative case study design was followed utilizing a convenience sample of master's educational psychology students. Data collection methods included observation, interviews and documents. Content analysis was employed as a data analysis strategy. The contribution of this study consists of emphasising the centrality of reflective practice as teaching and learning tool. The peculiarity of this study is its unique context, namely, an educational excursion to a conference site involving young adults and master's students.
An Assessment of History Teaching Strategies and Promotion of Professional Diversity in Public High Schools in Mezam, Cameroon
Author: Wiysahnyuy, Lilian F.
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Teaching Methods,Public School Teachers,High School Teachers,Foreign Countries,Student Attitudes,Career Choice

There is a misconception that History as an academic subject centers on the mere recitation of the past which may have nothing to do with socio-professional insertion and diversity. In Cameroon, it is common to see post secondary school leavers with majors in History postulating in over bearing numbers, usually over a thousand for less than fifty places in public competitive examinations organized by the state for the admission and training of pre-service History educators. It is on this backdrop that this paper was designed to examine the relationship between History teaching strategies and professional diversity in some public schools in Mezam Division. The correlation design was used in this study since it was intended to examine the relationship between teaching strategies and professional diversity. The simple random and purposive sampling techniques were used to select a sample size of 260 and 31 second cycle History students and teachers, respectively drawn from some 13 public schools in Mezam Division. Two sets of questionnaire were used to collect the data. The data were analyzed using Pearson Product Moment correlation coefficient. After analysing the data, it was realised that majority of the History teachers frequently used the direct teaching strategy which hindered students aspiration for diverse professions. The findings revealed from the inferences that the indirect and interactive strategies could have a positive relationship with professional diversity if History teachers effectively use them. Therefore History teachers should diversify their teaching strategies giving priority to the indirect and interactive strategies which encourage learners' creativity, positive transfer of learning and development of skills which could enhance learners' aspirations for diverse professions.
TactViz: A VMD Plugin for Tactile Visualization of Protein Structures
Author: Shaw, Olivia R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Visualization,Biochemistry,Molecular Structure,Students with Disabilities,Undergraduate Students,Blindness,Computer Software,Assistive Technology,Tactual Perception,STEM Education,Inclusion,Scientific Research,Accessibility (for Disabled)

Scientific disciplines spanning biology, biochemistry, and biophysics involve the study of proteins and their functions. Visualization of protein structures represents a barrier to education and research in these disciplines for students who are blind or visually impaired. Here, we present a software plugin for readily producing variable-height tactile graphics of proteins using the free biomolecular visualization software Visual Molecular Dynamics (VMD) and protein structure data that is publicly available through the Protein Data Bank. Our method also supports interactive tactile visualization of proteins with VMD on electronic refreshable tactile display devices. Employing our method in an academic laboratory has enabled an undergraduate student who is blind to carry out research alongside her sighted peers. By making the study of protein structures accessible to students who are blind or visually impaired, we aim to promote diversity and inclusion in STEM education and research.
An Investigation into Learners&apos; Willingness to Communicate in English in the Classroom: A Study of Thai EFL Students in the Thai and International Programs
Author: Karnchanachari, Samertip
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Classroom Communication,English for Special Purposes,Second Language Instruction,Second Language Learning,Public Colleges,Engineering Education,Educational Background,Anxiety,Context Effect,Individual Differences,Language of Instruction,Undergraduate Students,Foreign Students,Young Adults,Language Proficiency,Foreign Countries

Willingness to Communicate (WTC) is among the concepts that has received considerable attention in EFL/ESL research in recent years as it brings together a myriad of factors that explain why L2 learners do or do not engage in L2 communication. An EFL classroom provides an environment that promotes use of the target language, yet Thai learners are often reluctant to communicate in English in the classroom. The present study aimed to investigate the possible factors that influence Thai learners' WTC in the EFL classroom context. Participants included Thai students in both the Thai and International Engineering programs at a public university in Bangkok, Thailand, as well as both Thai and foreign instructors. The assumption underlying the investigation was that WTC in English in the classroom of Thai students in both Thai and international programs was is influenced by variables other than their English proficiency. Likert-type WTC questionnaires and semi-structured interviews were used to collect the data, and a quantitative descriptive approach was employed. Content analysis was also used to analyze qualitative data and provide more in-depth answers to the research questions. Statistically significant differences in WTC between Thai EFL learners in the Thai and international programs were found both in degrees of willingness and reported factors influencing the WTC. The results have been used to develop evidence-based guidelines for English instructors in the implementation of classroom activities and teaching methods to promote Thai learners' WTC in the classroom.
Perceptions of Thai Undergraduate Students toward the Asian English Accents on Listening Comprehension
Author: Sangnok, Parinda
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Listening Comprehension,English (Second Language),Pronunciation,Language Variation,Second Language Learning,Student Attitudes,Thai,Asians,Indians,Language Tests,Scores,Familiarity,Second Language Instruction,Language Attitudes,Foreign Countries

Perceptions in English accents are of paramount importance to understand the use of English language in communication nowadays. Asian English accents recently become a trend of real communicative environment that Thai learners are getting more acquainted for work and socialize. Thus, this study aimed to investigate 152 first-year Thai undergraduate students' perceptions toward the three Asian English accents on listening comprehension, namely Filipino, Singaporean, and Indian. The instruments were a set of questionnaires and a listening comprehension test to reveal the compatibility between the participants' listening comprehension and their perceptions toward the three Asian accents. It was found that the Thai students initially had more positive perception toward Indian accent on account of its clarity and comprehension than the other two accents. However, regardless of familiarity, the test scores of better comprehensions belonged to the Filipino and Singaporean accents respectively. This shows the contradiction of their perceptions and their listening comprehension. This study could help to raise teachers' awareness in highlighting the importance of accent variations among learners of English and preparing for a new instructional paradigm.