ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Critical-Thinking Dispositions in a Listening/Speaking Class
Author: Ordem, Eser
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),Second Language Learning,Second Language Instruction,Adult Students,Cognitive Ability,Foreign Countries,Translation,Ethics,Qualitative Research,Statistical Analysis

Studies on critical thinking (CT) in education have been of paramount importance in recent decades to help individuals develop skills such as analyzing, synthesizing, higher-order thinking, and assessing. In line with such studies, this study aims to examine aspects of critical thinking dispositions of Turkish adult learners of English in a listening/speaking class (N = 17) based on the inventory developed by The California Critical Thinking Dispositions Inventory (CCTDI). The study was in nature idiographic and phenomenographic with content analysis. The findings show that the participants were better in developing the aspects of being inquisitive, truth-seeking, open-minded and confident, while the aspects of systematicity, analyticity, and cognitive maturity were less developed by the participants. These developed skills included the main features of the seven aspects of critical thinking dispositions.
Fundraising Strategies Developed by MBA Students in Project-Based Learning Courses
Author: Arantes do Amaral, Joao Alberto
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Foreign Countries,Problem Based Learning,Masters Programs,Business Administration Education,Nongovernmental Organizations,School Community Relationship,Case Studies,Community Involvement,Social Networks,Communication Skills,Partnerships in Education,Statistical Analysis,Qualitative Research,Research Methodology,Graduate Students,Fund Raising

The ability to raise funds is a skill that most modern project managers need. While a good deal of literature exists on the strategies NGOs employ to raise funds for their operations, less attention has been paid to the strategies used by students involved in Project-Based Learning courses that often partner with NGOs. Fundraising is an important skill that not only provides students with opportunities for creativity, but also helps them develop the communication skills they will need in the work they do after they graduate. In this paper, we discuss the fundraising strategies developed by MBA students in 204 social projects completed between 2002 and 2014. The projects were done in partnership with 39 community partners in Sao Paulo, Brazil (NGOs and Public Institutions). In our study, we followed quantitative and qualitative research methods, analyzing data and documents from the projects' databases. We identified six different fundraising strategies: organizing raffles, soliciting donations from private corporations, organizing paying events, utilizing online social networks developing crowdfunding, and soliciting individual donations.
Cultural Factors in Tourism Interpretation of Leshan Giant Buddha
Author: Xiao, Wenwen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Influences,Tourism,Translation,Intercultural Communication,Intercultural Programs,Guides,Historical Interpretation,Geographic Regions,Asian History,Chinese,Form Classes (Languages),Poetry,Asian Culture

Different cultural aspects are always involved in tourism interpretation, and the process of tourism interpretation is also cross-cultural communication. If the cultural factors can be interpreted for the foreign visitors in a better way, it's beneficial to convey the cultural connotation of the scenic spot and it can be the communication more effective. There are many scenic spots in China, to show the beautiful scenery and traditional Chinese culture to the world. Leshan Giant Buddha is one of national 5A tourist attractions in Leshan, Sichuan Province, China, and there are a lot of tourists coming here every year, especially foreign tourists. Therefore, its tourism interpretation shall be better and better. The tourism interpretation of Leshan Giant Buddha concerns many cultural factors. Based on Skopostheorie, this paper discusses how to deal with the cultural factors in guide interpretation of Leshan Grand Buddha from the following three aspects: names of scenic spots, four-character phrases and classical Chinese poetry.
Using Communicative Games in Improving Students' Speaking Skills
Author: Dewi, Ratna Sari
Date: 2017-00-00
Type: Journal Articles
Subjects: Communication Skills,Speech Skills,Educational Games,Junior High School Students,Foreign Countries,Action Research,Planning,Observation,Reflection,English Teachers,Language Teachers,English (Second Language),Interviews,Questionnaires,Tests,Scores,Pretests Posttests,Program Effectiveness

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score's pretest reached of 60.42 to 69.02 and post test's score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students' enthusiasm and motivation. Clearly, it gives positive improvement on students' active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.
The Impact of Consecutive Interpreting Training on the L2 Listening Competence Enhancement
Author: Zhang, Tongtong
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Listening Skills,Teaching Methods,Translation,Language Proficiency,English (Second Language),Chinese,Role,Correlation,Undergraduate Students,Control Groups,Experimental Groups,Course Descriptions,Language Tests,Pretests Posttests,Questionnaires,Student Attitudes,Statistical Analysis,Foreign Countries

In recent years, a growing number of people have taken up interpreting training, with the intention of not only developing interpreting skills, but improving language proficiency as well. The present study sets out to investigate the impact of English-Chinese consecutive interpreting (CI) training on the enhancement of the second language (L2, English) listening competence. An empirical study was conducted on 50 interpreting student beginners to assess the effect of two different interpreting training modes on students' English listening ability. The study indicates that CI training can enhance students' L2 listening competence, specifically intensive listening skill and selective listening skill, but to a varying extent. Active listening, when trained as a stand-alone rather than a built-in component in the curriculum, contributes more to improving students' listening ability. In view of this, pedagogical implications for interpreting training and L2 listening teaching are discussed.
Use or Avoid? The Perceptions of Prospective English Teachers in Turkey about L1 Use in English Classes
Author: Yildiz, Mine
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mixed Methods Research,Language Usage,Second Language Instruction,Language Teachers,English (Second Language),English Teachers,Questionnaires,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Turkish,Language of Instruction,Statistical Analysis

This paper following a mixed-method research design investigates the role of L1 use in L2 teaching from the perspectives of Turkish prospective English teachers. Data were collected from 374 Turkish prospective teachers in ELT department of four state universities in Turkey through a questionnaire. It was aimed to obtain a general view about whether Turkish should be used in teaching English; and if used, to what extent it should be used in the situations specified in the questionnaire, and for what purposes Turkish should be used in these situations. According to the results of the study, some of the participants proposed that L1 use should have no place in language learning/teaching since it exists as a barrier to the process of language learning and hinders the exposure to L2 and the chance to practice it whereas a great majority of them (N = 243) considered L1 use as a contributing factor to ease the process of language learning and comprehension of learners.
Scaffolding Reading Comprehension Skills
Author: Salem, Ashraf Atta Mohamed Safein
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Scaffolding (Teaching Technique),Reading Comprehension,Reading Skills,Language Teachers,Teaching Methods,Questionnaires,Structured Interviews,Qualitative Research,Student Evaluation,Teacher Attitudes,Knowledge Level,Educational Strategies,English Teachers,Foreign Countries,Statistical Analysis

The current study investigates whether English language teachers use scaffolding strategies for developing their students' reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students' comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.
Student Achievement in Undergraduate Statistics: The Potential Value of Allowing Failure
Author: Ferrandino, Joseph A.
Date: 2016-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Achievement,Statistics,Instructional Design,Mathematics Instruction,Learning Strategies,Statistical Analysis,Outcomes of Education,Instructional Effectiveness,Mathematics Tests,Scores,Academic Failure,Grades (Scholastic),Achievement Gains,Testing,Transfer of Training,Effect Size,Academic Standards,Assignments,Student Evaluation

This article details what resulted when I re-designed my undergraduate statistics course to allow failure as a learning strategy and focused on achievement rather than performance. A variety of within and between sample t-tests are utilized to determine the impact of unlimited test and quiz opportunities on student learning on both quizzes and subsequent assignments in two undergraduate statistics courses (one a 15-week hybrid and one a 6-week online course). The results show that the previous DFW rate was reduced, and no significant difference in outcomes was found between the two different course modalities. Furthermore, students achieved significantly higher on their last quiz and test attempts on every instrument in both semesters, with large effect sizes. Corresponding assignments showed students achieved significantly higher than the mean first attempt, but significantly lower than final mean quiz attempt scores, suggesting some knowledge was not carried over to application. The article concludes by evaluating the results of unlimited testing with minimum standards and the limitations of the study and the pedagogical model.
The Neglected Case of the &quot;W&quot;: Waste or Wisdom?
Author: Ramachandran, Sridhar
Date: 2016-12-00
Type: Journal Articles
Subjects: Withdrawal (Education),Academic Achievement,College Students,School Holding Power,Academic Persistence,Dropout Prevention,Dropout Research,Case Studies,Introductory Courses,Information Science,Grade Point Average,Scholarship,Graduation,Dropouts

Institutional withdrawal policies allow students with academic and personal difficulties to avert or minimize damage to the GPA by dropping a course in which they may risk a grade of &quot;D&quot; or &quot;F,&quot; or to reduce credit hours to better manage those that remain. Offsetting costs involve lost tuition, delay of progress, and perhaps wasted effort. Yet in the pressures of the moment, how likely are students to weigh competing factors before acting? Do they consider the implications for financial aid, satisfactory academic progress, admission to the major, or timely progress toward a degree? What duties may the institution share with students to promote informed judgments? The authors explore the rewards and risks of dropping a course in view of the literature on the &quot;W.&quot; Further, they explicate their own case study of withdrawal behaviors in an introductory course to the Informatics major to address questions raised in light of the growing literature on student retention and persistence. &quot;What ties may exist between dropping a course and dropping out of college?&quot; &quot;How may student success studies guide institutions and faculty to assist students facing 'W' decisions?&quot; &quot;Of what benefit may this kind of intervention be for them?&quot; For example, &quot;How may proactive assistance in the 'W' process encourage students to pursue the competencies of a college degree amid discomfort and frustration likely having both cognitive and affective elements?&quot; &quot;How may students who persist through this challenge be better prepared for the complexities of their lives and work?&quot; (Kuh, Kinzie, Schuh, &amp; Whitt, 2010).
Utilizing Shulman's Table of Learning to Understand Learning in Professional Health Science Programs
Author: Mortier, Teresa
Date: 2016-12-00
Type: Journal Articles
Subjects: Health Sciences,Academic Achievement,Health Programs,Occupational Therapy,Qualitative Research,Reflection,Scholarship,Instruction,Learning,Health Personnel,Allied Health Occupations,Higher Education,Focus Groups,Clinical Experience,Laboratories,Interviews

Understanding student learning in health science professional programs is both timely and relevant and is the focus of this article. &quot;The Table of Learning&quot; by Lee Shulman (2002) provided a tool for an interdisciplinary reflection surrounding student learning in clinical laboratory science and occupational therapy. Utilizing the taxonomy pieces, we constructed a visual representation of how students learn in these two programs. Our work, utilizing &quot;The Table of Learning,&quot; and subsequently the design of our model allowed us as educators from two separate programs to examine the learning process. Other health care programs may view this model as a template in their interdisciplinary Scholarship of Teaching and Learning (SoTL) conversations.
The Risk Takers: The Support Faculty Participants in Integration Initiatives Say They Really Need
Author: Vrchota, Denise Ann
Date: 2016-12-00
Type: Journal Articles
Subjects: Qualitative Research,College Faculty,Communicative Competence (Languages),Interpersonal Communication,Test Construction,Group Activities,Teacher Competencies,Teacher Attitudes,Interdisciplinary Approach,Foods Instruction,Interviews,Observation,Coding,Self Efficacy

This qualitative study reports the concerns of faculty in one food science department as they integrate communication competencies into their classes. The results of the study prioritized self-reports from faculty regarding the challenges they experienced while integrating communication activities into their classes; the nature of the concerns and accompanying recommendations may be generalizable to integration efforts in other disciplines. Two areas of concern that emerged are: faculty were challenged by logistical issues such as developing assessment instruments and assignments and by developing group activities; second, the risks they took by teaching an area outside of their disciplinary expertise caused them to question their preparedness to teach another discipline in these ways: they felt they were losing control of their own disciplinary content and were not prepared to help students with group activities or to give students useful feedback. Several issues emerged for the consideration of agents of integrations and researchers in this area, among them, that integration is a process rather than an event, and agents of integration are visitors who must respect the traditions of the disciplines within which they work.
Plagiarism Due to Misunderstanding: Online Instructor Perceptions
Author: Greenberger, Scott
Date: 2016-12-00
Type: Journal Articles
Subjects: Plagiarism,Higher Education,Online Courses,Teacher Attitudes,College Faculty,Misconceptions,Focus Groups,Intervention,Cultural Influences,Generational Differences,Intention,Vignettes,Citations (References),Coaching (Performance)

Plagiarism is an ongoing problem in higher education. This problem exists in both online and face-to-face modalities. The literature indicates that there are three ways higher education institutions define plagiarism, which includes theft, deception, and misunderstanding. Plagiarism due to misunderstanding has received less attention in the literature. In addition, research has shown that there are at least three different categories of misunderstanding, which include cultural, generational, and academic enculturation factors. In this study, a focus group of 14 online full-time instructors participated in discussing perceptions of plagiarism due to misunderstanding. The results show that instructors identified two primary causes of this kind of plagiarism, which were poor paraphrasing and incorrect citing of academic sources. In addition, the results showed that there were three primary approaches taken to address such cases, which were coaching, simply allowing the student to rewrite the assignment with limited feedback, and referring the student to a plagiarism tutorial. The findings indicate that online instructors may focus more on academic enculturation issues such as poor paraphrasing and incorrect citation and less on cultural and generational factors that may lead to unintentional plagiarism. Lastly, as part of a reflective critique, and in preparation for a pilot study, the authors constructed two vignettes as examples of cultural and generational factors that may contribute to such plagiarism.
The Residential Learning Community as a Platform for High-Impact Educational Practices Aimed at At-Risk Student Success
Author: Hall, Bryan
Date: 2016-12-00
Type: Journal Articles
Subjects: Educational Practices,At Risk Students,Success,Residential Programs,Communities of Practice,First Generation College Students,Pilot Projects,School Holding Power,Academic Persistence,Learner Engagement,Residential Institutions,On Campus Students,Academic Achievement,Credits,Semi Structured Interviews,Online Surveys,Student Surveys

This paper examines a pilot residential learning community (RLC) project at Indiana University Southeast. The RLC targeted first-generation students who were academically at-risk. The purpose of the project was to see whether the combination of several high-impact educational practices within the context of an RLC would improve 1) student engagement, 2) academic performance, and 3) second-year retention/credit-hour completion.
Pedagogical Framing of OER--The Case of Language Teaching
Author: Bradley, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Instructional Design,Interviews,Teacher Attitudes,Positive Attitudes,Shared Resources and Services,Foreign Countries,Second Language Learning,Second Language Instruction,Swedish,Educational Change,Computer Mediated Communication

This study investigates what characterises teachers' pedagogical design of OER [Open Educational Resources], and potential affordances and constraints in pedagogical design in an open education practice, when contributing to a Swedish repository Lektion.se. The teachers' framing of the OER shared on the repository included the analyses of a delimited number of OER for learning Swedish. The analytical work with analysing what characterised the OER, was followed up with teacher interviews to explore teachers' incentives for sharing. The OER selected for analysis were investigated linked to the features given in the repository, to identify what distinguished different categories of OER when framed by the teachers. The OER displayed a continuum of ways of framing an activity, though the majority was represented by low levels of description, which afforded less guidance. The teachers expressed a positive attitude towards sharing. The findings suggest that OER need to be defined and supported by web features to enable going beyond reuse.
Building Capacity for Open and Distance Learning (ODL) in West Africa Sub-Region: The Pivotal Role of RETRIDAL
Author: Amini, Clifford
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Capacity Building,Open Education,Distance Education,Open Universities,Access to Education,Educational Demand,Institutes (Training Programs),Workshops,Educational Practices,Best Practices

The paper posits the Regional Training and Research Institute for Distance and Open Learning (RETRIDAL) as an institution established for the purpose of enhancing Open and Distance Learning in the West African sub-region. The institute has pursued this mandate with an unparalleled vigour since its establishment in 2003--a partnership of the Commonwealth of Learning and the National Open University of Nigeria. It is the opinion of this paper that enhancing the Open and Distance Learning mode of education in the West African subregion will require building capacity. Consequently, RETRIDAL has championed this cause through workshops and training sessions as well as commissioning research studies in Nigeria and other West African countries. The objective is to produce suitably qualified manpower that is able to utilise ODL to mitigate the exploding demand for access to education in the sub-region. The paper also foresees a future of ODL and RETRIDAL for West Africa, as many universities are keying into the distance education paradigm.