ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Impact of an Automated Translation Chatbot on Online Collaborative Dialog for Incidental L2 Learning
Author: Sato, Takeshi
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Automation,Computer Mediated Communication,Educational Technology,Computer Assisted Instruction,Translation,Second Language Instruction,Second Language Learning,English (Second Language),Cooperative Learning,Incidental Learning,Anxiety,Stress Variables,Undergraduate Students,Foreign Countries,Essays,Essay Tests,Computer Assisted Testing,Writing Evaluation

This study examines the effectiveness of an automated translation chatbot used in online interactions which consequently could enhance second/foreign language (L2) competence. Based on the sociocultural perspectives of learning, such as communication to recognize the difference from others and to be involved in sense-making processes, this study examines the automated translation chatbot to translate L1 statements into L2 automatically during online interactions by hypothesizing that the chatbot provides a variety of L2 comprehensive input and lowers learners' anxiety to write their L2 posts, which will lead to successful L2 learning. To verify our hypothesis, quantitative and qualitative data was collected by the online interaction, essay writing tasks, and open-ended questionnaire before and after the interaction. The findings of this study will suggest that the efficient use of an online translation bot facilitates collaborative dialog and results in more successful L2 learning. [For the complete volume of short papers, see ED590612.]
In School Every Day: Addressing Chronic Absenteeism among Students Experiencing Homelessness. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Attendance Patterns,Homeless People,At Risk Students,Prevention,Federal Legislation,Incidence,Elementary Secondary Education,Academic Achievement,Data Collection,Data Analysis,Intervention,School Community Programs,Government Role,Federal Government

The U.S. education system is founded on the idea that students are in class every weekday; simply put, to benefit from school, a student must be in attendance. Nevertheless, many students miss school on a regular basis, thereby missing out on valuable instruction. Statistics on absenteeism among homeless students are particularly concerning, with researchers estimating that homeless students are chronically absent at a rate that is at least double that of the overall student population. Missing school is not without consequence, as research correlates chronic absenteeism with lower standardized test scores and grade point averages and higher rates of grade retention and dropping out. Research and practice also demonstrate that efforts that lead to increased student attendance yield dividends in the form of greater student success in school. This brief explores the issue of chronic absenteeism among homeless students, and suggests strategies to prevent and address this hidden epidemic.
A Flexible Online System for Curating Reduced Redundancy Language Exercises and Tests
Author: Zesch, Torsten
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Language Tests,Language Proficiency,Second Language Learning,Second Language Instruction,Test Construction,Natural Language Processing,Guidelines,Difficulty Level,Computer Software,Computer Assisted Testing

We present a tool for the creation and curation of C-tests. C-tests are an established tool in language proficiency testing and language learning. They require examinees to complete a text in which the second half of every second word is replaced by a gap. We support teachers and test designers in creating such tests through a web-based system using Natural Language Processing (NLP) techniques. We provide support both for creating a test from a given text according to guidelines for different languages, as well as for automatically assessing the overall difficulty of the created test. [For the complete volume of short papers, see ED590612.]
Vlogging in Toronto: Learning Finnish through Collaborative Encounters
Author: Muhonen, Anu
Date: 2018-12-08
Type: Reports - Research
Subjects: Finno Ugric Languages,Cooperative Learning,Second Language Learning,Second Language Instruction,Assignments,College Students,Foreign Countries,Case Studies,Electronic Publishing,Video Technology,Blended Learning,Discourse Analysis,Ethnography,Universities

This case study is excerpted from a larger study where we explore collaborative encounters, i.e. practices and discourses, within a blended learning project where vlogging, i.e. video blogging, is used in Finnish language learning. The data has been collected in 2017-2018 during an intermediate Finnish course at the University of Toronto. In this paper, we investigate one student assignment and analyse what kind of collaborative encounters the use of vlogging creates outside the classroom. We analyse the discourse within the vlog with the support from ethnographically collected data (semi-structured interviews and written reflections). This study shows that vlogging implements the adoption of different collaborative encounters; a free time activity with friends creates a space for authentic and collaborative language learning. [For the complete volume of short papers, see ED590612.]
Advancing Opportunity, Innovation &amp; Quality in Education. 2017 Annual Report
Author: Foundation for Excellence in Education
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Change,School Choice,Educational Innovation,Accountability,Educational Finance,College Readiness,Career Readiness,Access to Education,Federal Legislation,Educational Legislation,Elementary Secondary Education,Conferences (Gatherings),Educational Policy,Charter Schools,Private Education,Individualized Instruction,Emergent Literacy,Achievement Rating

A full year of progress in advancing education reform across America is documented in each of the Foundation for Excellence in Education's Annual Reports. In this report, readers will see the broad range of initiatives that the Foundation for Excellence in Education is working on--policies that personalize the learning experience for students, that challenge them with college- or career-ready expectations, that prioritize early-grade literacy, and that hold schools accountable to parents and taxpayers. Following a section about the Foundation for Excellence in Education (Excel&quot;in&quot;Ed), which is a national leader in the education reform movement, this report provides a year in review to illustrate Excel&quot;in&quot;Ed's accomplishments. Also provided are reports on the following topics: (1) Public Charter Schools; (2) Private Education Choice; (3) College and Career Pathways; (4) Course Access; (5) Personalized Learning; (6) Education Funding; (7) Early Literacy; (8) School Accountability; (9) Every Student Succeeds Act (ESSA); and (10) National Summit on Education Reform. State profiles and a list of 2017 donors are also included in this report. [For the 2016 report, &quot;Transforming Lives through Education. 2016 Annual Report,&quot; see ED590695.]
Integrating #FLIrish101 in an LMOOC -- Learner Engagement and Pedagogical Approach
Author: Mhichíl, Mairéad Nic Giolla
Date: 2018-12-08
Type: Reports - Research
Subjects: Online Courses,Large Group Instruction,Educational Technology,Second Language Learning,Irish,Computer Assisted Instruction,Foreign Countries,Distance Education,Telecommunications,Handheld Devices,Teaching Methods,Adult Education

Course specific hashtags are a feature of Massive Open Online Courses (MOOCs) delivered through many of the major MOOC platforms. Their pedagogic objective is usually considered as a means to facilitate social learning and collaboration between learners. Research into the use of hashtags by learners illustrates limited engagement and integration within their learning experience (Veletsianos, 2017) and that MOOC providers use course hashtags mainly as a means of promotion and marketing. This paper presents the findings of an analysis of the use of the #FLIrish101 by a cohort of learners undertaking a Language MOOC (LMOOC) designed for ab initio learners of Irish. The LMOOC is delivered through the FutureLearn platform. The paper outlines the main findings from an analysis of the Twitter dataset to interpret the LMOOC's learner use of the hashtag. The paper critiques the implicit research design, pedagogical principles and engagement strategies employed by the LMOOCs academic designers to integrate the hashtag as a purposeful means to support collaborative language learning outside the confines of the MOOC platform. [For the complete volume of short papers, see ED590612.]
The Effects of Pictionary and Traditional Vocabulary Strategies on Student Performance in a 9th Grade ELA Classroom
Author: Kariuki, Patrick
Date: 2018-11-07
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Grade 9,Games,Vocabulary Development,Conventional Instruction,English Instruction,Language Arts,Honors Curriculum,Experimental Groups,Control Groups,Pretests Posttests,Teaching Methods,Individualized Instruction,Prewriting,Context Effect,Sentences

Abstract The purpose of this study was to examine the effects of Pictionary and traditional vocabulary strategies on student performance in a 9th grade English Language Arts classroom. The sample consisted of 30 ninth grade honor students who were randomly assigned to an experimental and control group. Data were collected using teacher made tests. The experimental group and control group was administered a pretest on a set of vocabulary words. After the pretest, the experimental group was taught vocabulary using Pictionary strategy while the control group was taught vocabulary using traditional methods. At the end of instruction, a posttest was administered. Data were analyzed using independent and paired t-test. The results indicated a significant difference between Pictionary and traditional vocabulary instruction (t(28)=2.346, p=0.026, ES=0.86). Similarly, there was a significant difference between students pretest and posttest when they were taught using the Pictionary strategy (t(29)= -6.50, p= 0.001, ES=1.53). The results suggest that Pictionary is an effective instruction strategy on student vocabulary.
An Scéalaí: Synthetic Voices for Autonomous Learning
Author: Ní Chiaráin, Neasa
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Language Acquisition,Independent Study,Assistive Technology,Intelligent Tutoring Systems,Audio Equipment,Speech Communication,Feedback (Response),Error Correction,Natural Language Processing,Prompting,Spelling,Grammar,Feasibility Studies,Educational Benefits

This paper details the motivation for and the main characteristics of &quot;An Scéalaí&quot; ('The Storyteller'), an intelligent Computer Assisted Language Learning (iCALL) platform for autonomous learning that integrates the four skills; writing, listening, speaking, and reading. A key feature is the incorporation of speech technology. Speech synthesis provides aural feedback which draws the learners' attention to errors in the text. Natural language prompts focus on common spelling and grammatical errors, further guiding the learners' ability to revise and self-correct written materials. While &quot;An Scéalaí&quot; is still in early stages of development, results of a feasibility study are positive and point towards directions for further development. [For the complete volume of short papers, see ED590612.]
How MISSION BERLIN Gamified My FL/L2-German Class -- A Six-Week Journey
Author: Pardoel, Bart
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Secondary School Students,Educational Games,Educational Technology,Technology Uses in Education,German,Integrated Learning Systems,Foreign Countries

This paper contributes to a better understanding of the affordances of gamification in Foreign or Second Language (FL/L2) education, specifically in the context of a secondary school. An Exploratory Research (ER) was conducted, aiming to examine how gamification affects secondary school learners' experience in the FL/L2 classroom. A six-week technology-assisted gamified mobile language course for German as a Foreign Language (GFL), called MISSION BERLIN, was developed, implemented, and evaluated. Data collection methods include semi-structured focus group interviews with all students, an online survey and Moodle logs. Results indicate that there are certain game elements that are more useful in a mobile Moodle environment than others, and that structure and duration of the course, as well as technical issues, influence the students' learning experience. The paper concludes with suggested improvements and final considerations for the implementation of a gamified mobile course for FL/L2 learning. [For the complete volume of short papers, see ED590612.]
Aragonese: The Aragonese Language in Education in Spain. Regional Dossiers Series
Author: Cortés, Juan Pablo Martínez, Comp.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Romance Languages,Language Minorities,Geographic Regions,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Diachronic Linguistics,Private Education,Public Education,Language Usage,Language of Instruction

This regional dossier aims to provide a concise description of the European minority language, Aragonese, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided serves as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included.
Career Pathways: Five Ways to Connect College and Careers
Author: Carnevale, Anthony P.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Career Readiness,Data,Information Utilization,Postsecondary Education,Alignment (Education),Labor Market,Labor Needs,Job Skills,Career Counseling,Educational Counseling,Job Placement,Career Choice,Career Change,Labor Force Development

This report shows how state leaders are using technological advances to improve the use of data in five critical areas: (1) Helping economic and workforce developers, businesses, and colleges to reduce the high costs resulting from uninformed education and workforce decisions; (2) Assisting college leaders in making program-related decisions that take into account labor market needs; (3) Ensuring that postsecondary education and training programs strike a balance between learners' foundational knowledge and what they will need to know and be able to do in the workplace; (4) Enhancing high school counseling and college advising to make the process of exploring, entering, and finishing college easier for learners; and (5) Helping workers understand how to take advantage of postsecondary education and training options as they change jobs and navigate their careers. These five practices call for the integration of postsecondary education and workforce data to support individual, organizational, and policy decisions. Together, they represent closer alignment between the postsecondary education and workforce sectors. Alignment does not mean that the postsecondary sector becomes the pawn of the workforce sector, or vice versa; rather, the two sectors work in concert to contribute to a state's overall success. The tools featured in this report represent how leaders within and across eight geographically diverse states are using labor market information to build a more complete picture of what happens to learners and workers before, during, and after they complete their postsecondary studies. Each section of the report includes an overview and describes the data being integrated, as well as the intended audience for each of the Five Ways. Each section concludes with one or more state examples.
The Educational Rights of Children and Youth Experiencing Homelessness: What Service Providers Need to Know. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Elementary Secondary Education,Barriers,Access to Education,Student Rights,Eligibility,School Districts,Legal Responsibility,Agency Cooperation,Community Services,School Community Relationship,At Risk Students

This brief provides important information to service providers on the requirements under the McKinney-Vento Homeless Assistance Act (subsequently referred to in this brief as the McKinney-Vento Act), as amended by the Every Student Succeeds Act (ESSA). The McKinney-Vento Act ensures educational rights and protections for homeless children and youth. The brief will enable service providers to understand: (1) Which children are eligible under the definition in the law; (2) What rights and services school districts provide; (3) How the law is implemented in school districts; and (4) How community agencies and school districts can coordinate services for homeless children and youth more effectively. [For a previous edition of this paper (January 2016), see ED574613.]
Balancing Work and Learning: Implications for Low-Income Students
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Low Income Students,College Students,Student Employment,Racial Differences,Ethnicity,First Generation College Students,At Risk Students,Socioeconomic Status,Graduation,Barriers,Employment Level,Family Income,Grades (Scholastic),Educational Policy,Education Work Relationship,Gender Differences

It has gotten increasingly harder for students to work their way through college, especially for low-income students who face steep challenges when combining work and learning. Students from higher-income families tend to benefit as they work fewer hours in jobs directly related to their fields of study. Low-income working college students often work longer hours, and as a result, are less likely than their higher-income peers to get good grades and attain bachelor's degrees or any credential at all. Key findings reveal that: (1) Of the 14 million working learners, about 6 million (43%) are low-income students; (2) Low-income working learners are disproportionately Black (18%) and Latino (25%), women (58%), and first-generation college-goers (47%), while higher-income working learners tend to be White (73%); (3) Low-income working learners are more likely to enroll in certificate programs and attend either two-year public or for-profit colleges than higher-income working learners, whereas higher-income working students are more likely to enroll in bachelor's degree programs and attend selective four-year colleges and universities; and (4) Low-income working learners are less likely to earn a credential overall, even if they come from the upper end of the academic performance distribution. &quot;Balancing Work and Learning: Implications for Low-Income Students&quot; finds that while working and studying generally helps students from higher-income families, low-income students face steeper challenges when combining work and college. Family income is still a major determinant of college enrollment, selectivity, completion, and long-term economic success. [For the executive summary of this report, see ED590711.]
Balancing Work and Learning: Implications for Low-Income Students. Executive Summary
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Low Income Students,College Students,Student Employment,Racial Differences,Ethnicity,First Generation College Students,At Risk Students,Socioeconomic Status,Graduation,Barriers,Employment Level,Family Income,Grades (Scholastic),Educational Policy,Education Work Relationship,Gender Differences

Over the past half century, the relationship between working and learning has changed in profound ways that have made it more difficult for students, especially students from low-income backgrounds, to attain the right mix of work experience and schooling necessary to qualify for entry-level jobs with a future. The need for formal postsecondary education and training as well as high-quality work experience has made the transition from youth dependency to independent adulthood more difficult for all young people. As a result, the age at which young workers begin to earn the average wage for all workers has increased from 26 in 1980 to 34 in 2017. These changes have put more economic pressure on students from low-income families, who are less likely than higher-income students to attain a postsecondary credential. This executive summary highlights several important findings from the full report: (2) The current structure of youth employment works differently for disadvantaged students compared to those who are better off; (2) Low-income working learners are different from their higher-income counterparts in many ways; and (3) New economic realities and policy changes are at the heart of the challenges facing working learners. Policy and practice recommendations from &quot;Balancing Work and Learning: Implications for Low-Income Students&quot; are also summarized. [For the full report, see ED590710.]
Enrolling Children and Youth Experiencing Homelessness in School. Updated. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Homeless People,Federal Legislation,Educational Legislation,Barriers,Enrollment,Children,Youth,Student Participation,Elementary Secondary Education

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act (42 U.S.C. § 11431 et seq.; hereafter &quot;the McKinney-Vento Act&quot;), guarantees educational rights and supports for students experiencing homelessness. This brief explains the key provisions in the McKinney-Vento Act related to the school enrollment of students in homeless situations, including sections on enrollment barriers, immediate enrollment, school selection, and full participation in school. Each section also offers strategies for State Coordinators for Homeless Education, local homeless education liaisons, and school personnel to ensure the successful implementation of key provisions, so that students experiencing homelessness are enrolled in school immediately and connected to needed services. [For a previous edition (2014) of this report, see ED574586.]