ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Corpus-Based Study on the Use of Phrasal Verbs by Turkish EFL Learners and L1 English Speakers
Author: Badem, Nebahat
Date: 2021-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Native Language,Second Language Learning,Contrastive Linguistics,Word Frequency,Turkish,Verbs,Language Usage,English (Second Language),Second Language Instruction,Phrase Structure,English,Form Classes (Languages),Context Effect,Metalinguistics,Teaching Methods,Foreign Countries

This quantitative study aims to reveal the most frequently used phrasal verbs (PVs) by L1 speakers of English and Turkish EFL learners in written and spoken registers. With the purpose of spotting any overuse and/or underuse by Turkish EFL learners, it compares their usage to L1 English speakers' through four corpora -- two learner corpora and two native corpora. Additionally, the study investigates the most frequent adverbial verb particles (AVPs) and lexical verbs (LVs) in phrasal constructions comparing learners and native speakers. The results show that although LV types differ to a large extent, Turkish EFL learners display a similar profile to L1 English speakers in terms of types of PVs and AVPs. However, these verbs and particles are significantly underused, especially in spoken register -- a result that contradicts previous research. Specifically, within the scope of this study, regardless of the register Turkish learners tend to favour few AVPs out of the mostly used ten while leaving out the others. The findings might be of use to EFL teachers regarding raising their students' awareness on the contextual use of PVs in different registers with a combination of both implicit and explicit teaching in mind. In addition, learners can benefit from the ready-made PV lists to enhance their prospective usage in meaningful contexts.
Alan Davies: Ostensive Views, Other Views and Native Speakerism, and the Implications of the Latter for English Language Teaching
Author: Chaka, Chaka
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Applied Linguistics,Educational Philosophy,Epistemology,College Faculty,Language Research,Language Attitudes,Teacher Attitudes,Language Variation,Foreign Countries,Postcolonialism

This paper sets out to answer two questions by characterizing and deconstructing Alan Davies's seminal views and concepts -- especially his ostensive views and his native speakerism -- within the context of applied linguistics. Arguing that these are some of Davies's seminal views and concepts, it offers a philosophical framing of his ostensive views and his other views by maintaining that they entail elements of philosophizing and fragments of the postmodern turn in the manner in which they are articulated in relation to applied linguistics. The paper also argues that Davies's views of native speakerism are constructed within a classical binary perspective and, thus, can be construed to be fostering othering non-native speakers. In addition, it situates native speakerism within de-coloniality, epistemic break and de-linking, arguing that a decolonial framework lends itself well to critiquing native speakerism. On this basis, it contends that there is a need to reconceptualize the notion of native speakerism that resonates with a decolonial perspective. Lastly, the paper offers implications de-coloniality has for ELT.
The Impact of Student-Paced Pragmatics Instruction through Nearpod on EFL Learners&apos; Request Performance
Author: Civelek, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Oral Language,Computer Software,Independent Study,Learning Processes,Task Analysis,Pretests Posttests,Skill Development,Behavior Change,Generalization,Verbs,Language Usage,Form Classes (Languages),Speech Acts,Computer Assisted Instruction,College Students,Adult Learning,Foreign Countries

Although the use of technology for pragmatics instruction has attracted significant attention from scholars, the number of studies regarding the impact of self-access materials to this end is limited. Nearpod is a useful cloud-based application to support self-paced learning. This paper aims to probe the effect of learning through Nearpod on EFL learners' request performance. Researchers designed seven self-access courses to teach requests. The data was collected from 11 EFL learners through Online Oral Discourse Completion Tasks before and after the treatment. The post-test results revealed that the participants significantly improved their request performance after the treatment. The learners' responses in the pre-test and the post-test were also qualitatively analyzed for an in-depth investigation of the changes in their requesting behavior. The findings revealed that the learners stopped modality generalization and started using a variety of modal verbs according to the context of situation after the treatment. Additionally, it was indicated that self-paced pragmatics instruction helped learners overcome the pragmatic failures regarding the main verb use in request head acts. Furthermore, the differences regarding the learners' use of internal and external modifiers were also documented. After the treatment, they performed various internal modifiers that were either absent or uncommon in the pre-test data. Alerters and grounders were found to be the most frequent external modifiers in both the pre-test and the posttest data set. In summary, the results indicated that self-paced learning helped learners improve strategies for performing appropriate requests.
Leveraging PhD Students to Support EdD Dissertation Writing
Author: Capello, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Dissertations,Writing Skills,Writing (Composition),Student Needs,Consultants,Education Majors

Doctoral faculty have long advocated for writing support for doctoral candidates during the dissertation stage. However, schools of education are often challenged to provide organizational supports to assist struggling dissertators. EdD students in CPED institutions may need additional supports due to shorter time-to-degree programs and full-time work commitments. This paper reports how one PhD student in a CPED institution acted as a dissertation consultant for 35 EdD dissertators and successfully guided them through their dissertations. The author examines how her background in composition, experiences in educational research, and willingness to address socio-emotional needs contributed to this success and argues that PhD students in schools of education with similar backgrounds can take up dissertation consulting work as organizational supports for EdD dissertators. The mutual benefits of engaging in this work are discussed as is the potential for school-university partnerships stemming from PhD-EdD student collaboration during doctoral study.
Activating Activism within the EdD: Connecting DiP Research and the Community
Author: Howard, Joy
Date: 2021-00-00
Type: Journal Articles
Subjects: Activism,Doctoral Programs,Doctoral Dissertations,Community Involvement,Social Justice,Racial Bias,Racial Discrimination,Critical Theory,Race

In this paper the co-authors discuss and describe the challenges of community engaged scholarship. Using an ongoing long-term project about the school prison nexus as an exemplar, the authors propose ways that EdD student DiP's can be connected with the community. Lessons learned and implications for other EdD programs are shared.
Creating Agents of Change through Doctoral Learning
Author: Statti, Aubrey L. C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Change Agents,Doctoral Programs,Student Empowerment,Educational Technology,Social Justice,Service Learning,Mentors

This article seeks to provide a case study of a doctoral program aspiring to create change through student progress and provide an overview of how they have structured program curricula to promote academic and professional growth and empower students to become global leaders. Further, this article is focused on providing a focus on the importance of learning technologies and how doctoral students develop the skill sets and expertise needed to employ technology into educational and organizational contexts to enhance academic outcomes, instructional approaches, and employee productivity. Particularly, information is provided on the importance of providing students access to cutting edge technologies that are transforming the landscape of educational and organizational learning.
Developing Historical Thinking in Large Lecture Classrooms through PBL Inquiry Supported with Synergistic Scaffolding
Author: Bae, Haesol
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Large Group Instruction,Classroom Environment,Problem Based Learning,Scaffolding (Teaching Technique),History Instruction,Undergraduate Students

As problem-based learning (PBL) has gained popularity across disciplines, its move from small medical-school inquiry groups into large-class undergraduate inquiry has led to an increasing need to understand the elements of successful PBL implementations in large classrooms. In this study, we investigated how PBL was appropriated among students to develop historical thinking skills in a 96-person introductory undergraduate history survey course. The video analysis demonstrated that students initially found the appropriation of PBL routines and norms to be challenging. However, instructor interaction with both the students and representational tools in a large classroom provided multiple co-occurring and dynamic supports. This synergistic scaffolding structured around representational tools was instrumental in a semester-long intervention in which we supported student learning of historical thinking skills by encouraging appropriation of the activities that govern PBL.
Enhancing PBL Authenticity by Engaging STEM-Professional Volunteers
Author: Nicholas, Celeste
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Problem Based Learning,Interdisciplinary Approach,Student Projects,Volunteers,Expertise,Facilitators (Individuals),Rural Areas,High Schools,Partnerships in Education,Professional Development,Professional Personnel,Accountability,Personal Autonomy,Cooperative Learning,Elementary Secondary Education

The article profiles a project addressing a central issue in reform-driven STEM education--the need to align educational experiences with real-world STEM. The interdisciplinary program aimed for authenticity by purposefully designing an authentic PBL project and incorporating STEM professionals as volunteer facilitators. These volunteers enhanced authentic elements of the project task (e.g., open-ended task, accountability) and context (e.g., autonomy, collaboration). Volunteers also alleviated pedagogical barriers to PBL--their expertise allowed both volunteers and teachers to take up the facilitator roles foundational to PBL. Professionals who volunteer their time can play vital roles in STEM capacity-building initiatives, including programs designed to broaden participation. Further research is needed to understand how to prepare and utilize volunteers most efficiently in a variety of classroom roles, including the role of PBL facilitator.
In-Service Educators Co-Constructing Knowledge in a PBL Setting: Phases of Interaction
Author: Tan, Swee Chuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Inservice Teacher Education,Cooperative Learning,Technological Literacy,Pedagogical Content Knowledge,Interaction,Interaction Process Analysis

Collaboration is an essential part of problem-based learning (PBL), but detailed understanding about how interaction between PBL participants leads to co-construction of knowledge is still quite scarce. This study attempted to address this issue by analyzing the phases of interaction between three teachers in a professional education setting solving a real-world problem over the course of seven weeks. Other data such as documents and artifacts created by the participants were also analyzed in relation to the interaction, allowing for triangulation of data as well as richer description of the advances of the interaction. What emerged were six phases that conceptually depict the interactional interplay between the actors in the process of social construction of knowledge in this PBL setting. These phases provide a lens in which to view and understand the phases of interactional interplay between PBL actors. This outcome can eventually contribute to more detailed guidance on how certain types of discourse moves can advance these phases of interaction.
One Size Doesn&apos;t Fit All: PBL Tutor Training and Development
Author: Nicolaou, Stella A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Tutor Training,Tutors,Medical Schools,Motivation,Foreign Countries,Feedback (Response),Barriers

PBL tutors in medical schools worldwide are a diverse population of faculty (subject-expertise, employment status and tutoring experience). Tutors often receive a common initial training program followed by structured support. This study aims to understand tutor motivation, challenges and support needed, the relationship between them, and whether a common training and support program is understood as effective. Tutor data (n =50) were analyzed based on age, gender, background, experience, employment status and campus location. The study revealed evidence that a challenge for tutors is what disrupts their motivation. Thus, a relevant support mechanism is needed to reestablish or maintain this motivation. Specifically, the motivator &quot;interaction with students&quot; correlated with challenges &quot;management of group dynamics,&quot; &quot;student adherence with PBL rules,&quot; and &quot;professional behavior of students&quot;; while motivator &quot;educational value of PBL&quot; correlated with &quot;student adherence with PBL rules,&quot; &quot;professional behavior of students,&quot; and &quot;student information and expectations of PBL&quot;. Furthermore, tutors benefited from peer reviews and opportunities to provide feedback while their needs diverged in terms of content and assessment-related support, motivation and management of group dynamics. Thus, implementation of a framework for restructuring the tutor support system is necessary paving the way for an individualized support system.
Strengthening the Comprehension Processes in Medical Students: Applying Problem-Based Learning Accompanied by the Reasoning Procedural Map
Author: Gallardo, Katherina
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Students,Cognitive Processes,Comprehension,Problem Based Learning,Medical Education,Health Sciences,Interdisciplinary Approach,Information Management,Formative Evaluation,Taxonomy

A study was conducted on the cognitive processes involved in the steps of problem-based learning and the way this pedagogical approach is applied in the health sciences. The objective was to understand more deeply the cognitive process related to student comprehension and its connection with the work done when studying a medical discipline through problem-based learning (PBL). A case study was undertaken with a total of 30 students and an interdisciplinary team composed of a physician and two professionals in the field of education. After a video analysis process of face-to-face teamwork on PBL, it was decided to design and use an advanced organizer to systematize and ease the comprehension process while working with problem scenarios. From its initial application, the students were satisfied with its usefulness, and they provided feedback to improve its format and extend its applicability to other disciplines. It was concluded that not only is it possible to integrate hybrid models in problem-based learning, but also to include variants and auxiliary tools that arise from the cognitive demands and the information management needs of the students, thus favoring the study and the preservation of knowledge.
Student Views of a PBL Chemistry Laboratory in a General Education Science Course
Author: Ramlo, Susan E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Chemistry,Science Instruction,Science Laboratories,College Science,Problem Based Learning,Group Dynamics,Undergraduate Students,Student Motivation

Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a university general education, conceptual chemistry course. Students worked in small groups on an authentic chemistry problem in which each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary). Mid-semester, the pandemic forced the course online. Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid. Three divergent viewpoints emerged from the analyses: two viewpoints were positive about the PBL experience (Motivated learners and Committed to my group) and one was negative (Negative experience due to group dynamics). Descriptions of these views and implications are discussed.
Teaching Applied Exercise Physiology Using a Prototype Energy Expenditure Measurement Device
Author: Navalta, James W.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Exercise Physiology,Student Projects,Research Skills,Student Research,Energy,Metabolism,Experiments

Undergraduate and graduate students in courses designed to introduce research techniques in exercise physiology were provided the novel opportunity through project-based learning (PjBL) to utilize a prototype device to measure energy expenditure (EE). This report summarizes how EE measurements were incorporated via PjBL into course-required experiments and determined perceived understanding of exercise and metabolism. Undergraduate experiments included measurement of EE following high intensity cycling preceded by a motivating yell, and EE after upper-body and lower-body exercise performed at simulated altitude. Graduate experiments included evaluation of the EE cost of skipping, and EE during longboard skateboarding. Undergraduate students perceived greater increases in competencies while graduate students seized the opportunity to design more creative experiments that pushed the boundaries of their education.
Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire
Author: Estaji, Masoomeh
Date: 2022-03-00
Type: Journal Articles
Subjects: Test Wiseness,English (Second Language),Language Tests,Second Language Learning,Test Construction,Test Validity,Questionnaires,Factor Analysis

The measurement of test-taking strategies and practices, mostly studied through qualitative methods, has been an important aspect of language testing and assessment research. The current study examines the test-taking strategies of International English Language Testing System (IELTS) test-takers and reports the process of designing and validating an IELTS test-taking strategy questionnaire. To achieve this aim, a questionnaire with 62 items was developed and piloted on 534 IELTS test-takers. To ensure its validity, the questionnaire results were analyzed through Exploratory and Confirmatory Factor Analyses (EFA and CFA). The final 49-item instrument with eight factors, &quot;test-management (TM)&quot; and &quot;test-wiseness (TW)&quot; strategies in each skill, had adequate psychometric properties. The findings revealed positive correlations between TM and TW strategies, representing strong correlations between Reading TM and Listening TM, Reading TW and Listening TW, and Listening TM and Speaking TM. The developed questionnaire can serve as a diagnostic tool to monitor test-takers' performance and strategies, mainly in high-stakes tests like IELTS.
Using Teacher Dashboards to Access Group Collaboration in Problem-Based Learning
Author: Chen, Yuxin
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Cooperative Learning,Learning Analytics,Technology Uses in Education,Educational Technology,Computer Mediated Communication,Facilitators (Individuals),Visual Aids,Medical Students,College Faculty

Facilitating the collaboration of multiple groups is a critical element in problem-based learning (PBL). In face-to-face learning environments, PBL facilitators require sufficient information about a group's progress and collaboration in real time to make decisions about when and how to facilitate. The capacity of facilitator is limited as PBL scales up. Online PBL settings can mitigate this challenge by presenting data from multiple groups to support facilitators using orchestration technology. A learning analytics dashboard with visual displays is one type of orchestration technology. This study examined 10 PBL facilitators' use of such an orchestration technology to assess the collaboration patterns of multiple groups. Think-aloud protocols were collected from PBL facilitators as they used the technology to understand group collaboration patterns, which were illustrated through learning analytics visualizations. The think-aloud method enabled the PBL facilitators to verbalize their thought processes, and content analysis was conducted to analyze the transcripts. This study found that the expert facilitators made consistent formative assessments and strategically selected the most relevant visualizations to examine knowledge co-construction and group collaboration. In addition, they used multiple visualizations to calibrate and confirm their understanding of the students' learning and group processes, rather than relying on one visualization. Understanding how facilitators use the information generated from a learning analytics dashboard to assess collaboration in an online PBL environment is critical for better support of online facilitation and the design of orchestration technology.
Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study
Author: Ahmadi, Saeed
Date: 2022-03-00
Type: Journal Articles
Subjects: Assessment Literacy,Instructional Improvement,Foreign Countries,High School Teachers,Language Teachers,English (Second Language),Mathematics Teachers,Science Teachers,Social Studies,Factor Analysis

Assessment literacy refers to the knowledge teachers have about definitions of testing and the employment of this knowledge to classroom practices. This study inspected the extent to which high school teachers of English, mathematics, science, and social studies utilize assessment literacy and instructional improvement practices in their classrooms and the probable relationship between these two factors. To this end, ninety-seven teachers from sixty high schools across Zanjan province in Iran were selected based on convenient sampling. The instrument used was a 32-item questionnaire designed by researchers and validated by experts. A confirmatory factor analysis (CFA) was also conducted in order to validate the factor structure of the questionnaire. The results showed a strong positive relationship between assessment literacy and instructional improvement practices in all four subject areas through correlations. This suggests that showing an understanding of assessment literacy results in a greater understanding of instructional improvement in the classroom. Moreover, a one-way ANOVA was performed in order to determine if there is a significant difference in the use of assessment literacy practices and instructional improvement among different subject areas. The data revealed no statistically significant differences between neither assessment literacy nor instructional improvement scores by subject area. The study can be beneficial to school districts and teachers since the review of existing teaching practices and an increase in ongoing professional development in assessment literacy theories and practices may improve instructional improvement in all subject areas.