ethanporcaro/eric-fulltext-meta huggingface dataset:
Egyptian Educators&apos; Online Teaching Challenges and Coping Strategies during COVID-19
Author: Hafez, Ola
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Coping,Online Courses,School Closing,Public Colleges,Private Colleges,Adult Education,Barriers,Teacher Attitudes,Institutional Characteristics,College Faculty

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.
Learners&apos; Aptitude towards Using Digital Techniques in Learning EFL: Internet Discourse
Author: Almagarbeh, Bassam
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Student Motivation,College Students,Foreign Countries,Teaching Methods,Conventional Instruction,Instructional Effectiveness

The use of digital techniques has become very common inside the classroom as the past few decades witnessed a continuous development in the field of education. Concerning EFL language teaching and learning, digital information has developed to be usual practice in the classroom. The number of EFL learners who are considered &quot;highly ready&quot; for this kind of digital transformation is very limited. These EFL learners used personal devices such as laptops, IPads, smart devices with particular resource materials that were prepared before teaching and using these devices in the classroom. Generally, EFL teaching and learning appeared to be more exciting due to the use of smart devices and digital touch. They seemed to be creative and innovative inside the e-classroom. This paper aimed at investigating learners' aptitude towards the use of digital techniques in learning EFL. It attempted to examine the way digital learning media motivates EFL learning; then, sketches the difficulties experienced by EFL learners inside the e-classroom; and finally, recommends possible solutions to these difficulties. This research is designed to support professional learning and contribute to further investigations on similar themes. The study consisted of 30 EFL learners at the Institute of Languages at the University of Tabuk in Saudi Arabia selected randomly. It is based on Tubaishat and Lansari's (2011) Model of E-learning. Two research instruments were used; an Active Inspire Test and a questionnaire survey. The findings indicated that there are statistically significant differences at level (0,05) in learners' aptitude towards the use of digital techniques in learning EFL inside the e-Classroom.
An Online Program to Develop Teachers to Enhance the Innovation Skills of Students
Author: Niruttimatee, Phramaha Koekkiad
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Faculty Development,Innovation,Skill Development,College Faculty,Foreign Countries,21st Century Skills

This research focused upon the development of &quot;An Online Program to Develop Teachers to Enhance the Innovation Skills of Students&quot; by gathering teacher learning manuals and a practice manual for teachers to assist in developing students. Moreover, this study adopted the Research and Development (R&amp;D) methodology. As a result of the implementation of R1&amp;D1 to R4&amp;D4, 6 sets of teacher learning manuals and 1 practice manual could be compiled. Additionally, the study employed a one group pre-test/post-test experimental paradigm. Based on the discovered outcomes from employing the manuals in the R5&amp;D5 stage with 11 teachers and 204 students in a school that had been randomly chosen to represent the Division of Buddhist Studies of the National Buddhism Office, it was determined that the research findings had been consistent with the assumptions that had been made. The results demonstrated that the developed online program had been effective given that the post-developmental test for teachers had met the standard of 90/90, and the mean scores had been statistically significantly higher than prior to the development. Moreover, regarding the innovation skills assessment after the development, the results of the students' mean score had been statistically significantly higher than before. The results proved that the designed online program had been effective and that it could be distributed to the additional Prapariyattidhamma Schools so that they could receive benefits.
Multilingualism and Teaching Methods: A Study with the Reference of Indian English Language Teaching Classrooms
Author: Morve, Roshan K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Diversity,Language Usage,Teacher Competencies,Native Language,Multilingualism,Barriers

This paper analyses the issues and challenges of linguistically diverse English Language Teaching (ELT) classrooms in India. In India, the English language is not the first language; the majority of them speak Hindi or their state languages. Due to this concern, numerous questions are arising for teachers, such as (a) How many languages and which specific language should be used as a mode of classroom communication to convey the message/instruction effectively? (b) What should be the number of students in a particular class? and (c) Does the teacher have competency in the native language? Most of the local schools in Tribal areas do not teach in native or &quot;Adivasi&quot; language in ELT classrooms. Indian speaking now many languages, they are multilingual but for communicating, we have to speak in a single language. So, the question is arising for how to tackle with this multilingual classroom to teach the English language? This is a challenge for India in the twenty-first century. Thus, we need to have some ways to accept the challenge and to increase the level of students in India. This paper suggests some solutions to those challenges and seeks the answer to such problems to enhance the quality of multilingual in ELT classrooms.
The Quest for Knowledge
Author: Manolescu, Dan
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning,Role of Education,Educational History,Educational Philosophy

This article is a quick inquiry into the quest for knowledge. Preliminary steps include the idea of light as it was promulgated during the period of Enlightenment, followed by the relevant role played by education, and then focusing on the passion for knowledge, as it is found in major literary and philosophical works. Curiosity and inquisitiveness are also mentioned because of their intrinsic value with references to classical as well as contemporary approaches. Throughout history, knowledge has been treated not only as quintessential in its multiple uses, but also prevalent because it deepened and broadened our core connection with the outside world. Famous dramatists are part of our discussion, starting with Christopher Marlowe, who condemns his Faustus and continuing with Goethe, the German poet who argues that Faustus should be forgiven because he was in the pursuit of knowledge. Along the same lines, a new approach to learning in our quest for knowledge was introduced by Peter Senge. What we do when we really learn something new is, according to Senge, what makes us human. In conclusion, we might say that the quest for knowledge brings us joy and that the passion for knowledge is an inborn trait that makes us who we are. We learn something every day and we are never satisfied because we always want to know more.
Early Childhood Education as an Instrument for Good Governance in Nigeria
Author: Okoroafor, Nnenna Clara
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Governance,Behavior Standards,Social Behavior,Social Development,Moral Values,Moral Development,Role of Education,Skill Development,Young Children

This paper examined Early Childhood education as an instrument for good governance in Nigeria. Good governance, is a situation whereby those in power decides what is to be implemented or not without making the governed feel marginalized. Good governance requires certain characteristics before one can say it is good. Characteristics like accountability, vividness, responsive participatory attributes, effectiveness and efficiency in duties, follow up of all the due process of the law are needed. In Nigeria, Early Childhood education is an education given to children in a formal school setting. It starts from 0-8 years, which means that the child starts from crèche through primary three to acquire this education. At this stage, children are taught social norms and social skills like friendship, volunteering, sympathy, kindness, empathy, truthfulness and accountability. It has been observed that most developing nations are experiencing the problem of under-development economically, socially, politically and morally to mention but a few. This problem could be traced to negligence, nonchalant attitude as well as unawareness of what good early childhood education entails on the part of parents and teachers. Since good governance is directly related to social and moral habits, good governance cannot be achieved if people being governed are socially and morally undeveloped, which may be due to the fact that they do not have good social skills due to lack of training at the early childhood stage of education. Therefore, the good governance characteristics for the future leaders should be imbibed in early childhood education. Hence, there is need for the government to encourage parents to enroll their children in early childhood education.
English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)
Author: Chmarkh, Mustapha
Date: 2021-12-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Preservice Teachers,Student Attitudes,Preservice Teacher Education,Cognitive Processes,Beliefs,Attitude Change,Mentors,Practicums

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors: (1) Valuing preservice teachers' beliefs as language learners; (2) facilitating preservice teachers' negotiation of newer beliefs resulting from teacher education coursework; and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.
Exploring Students&apos; Perceptions and Attitudes towards Genre-Based Pedagogy Developed in Persuasive Writing Teaching: The Systemic Functional Linguistics Perspective
Author: Chen, Feng
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Attitudes,Persuasive Discourse,Teaching Methods,Learning Activities,Comparative Analysis,Undergraduate Students,Positive Attitudes,Language Styles,Metalinguistics,Likert Scales,Mastery Learning,Writing (Composition),Literary Genres,Foreign Countries,Self Efficacy,Writing Skills,Majors (Students),Second Language Learning,Second Language Instruction,English (Second Language),Self Evaluation (Individuals),Writing Evaluation

Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students' perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question &quot;What are students' perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students' persuasive writings?&quot; Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students' understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students' genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop. [Note: The publication month (September) shown on the PDF is incorrect. The correct month of publication is December.]
Investigation into Common Errors in English Writing among Non-Academic Staff at a Malaysian Public University
Author: Abdullah, Ahmad Taufik Hidayah
Date: 2021-12-00
Type: Journal Articles
Subjects: Writing (Composition),English (Second Language),Second Language Learning,Second Language Instruction,Error Analysis (Language),State Universities,Foreign Countries,Professional Personnel,Writing Skills,Grammar,Language Usage,Form Classes (Languages),Program Development,Writing Instruction,Office Occupations,Task Analysis,Writing Evaluation

The Malaysian government has long recognized the significance of mastering the English language among its citizenry. The government has planned, and subsequently, implemented many policies to ensure Malaysians master the English language. Although civil servants have a strong desire to master the English language to perform their duties more efficiently, poor English communication skills have become a major concern in this regard. Therefore, this research aims to investigate common errors in writing the English language among non-academic staff at &quot;Universiti Sultan Zainal Abidin&quot; (UniSZA), a public university in Malaysia. The study employed an Error Analysis approach by conducting document analysis where every respondent was required to write a paragraph in the English language in about 150-200 words on the topic &quot;My greatest challenge as a UniSZA officer&quot;. The findings revealed that a sizeable number of non-academic staff committed different types of errors in writing the English language, including errors related to subject-verb agreement, passive voice, plurality, choice of word, omission of word, use of article, tense sequence, word ordering, gerund, addition of word/redundancy, and comparison of adjective. It was observed that lack of linguistic skills, lack of exposure, and inadequate practices in written English were the main factors contributing to the English writing errors among the non-academic staff. These findings could help the university management to develop appropriate programs that can assist the non-academic staff to develop English writing competence. However, this study is limited to English writing errors. Further research may focus on other language skills such as speaking and listening.
Levels of Warning in the Text Messages Sent by the Saudi Ministry of Health during COVID-19 Pandemic
Author: Alhabuobi, Thanaa Abdulrazzaq
Date: 2021-12-00
Type: Journal Articles
Subjects: Prevention,Telecommunications,Foreign Countries,Health Programs,Health Promotion,Federal Programs,COVID-19,Pandemics,Federal Government,Communication Strategies

With the beginning of the Corona pandemic at the beginning of 2019 and its rapid spread, the Kingdom of Saudi Arabia was among the countries that moved very quickly to address this matter. All state institutions played the role related to them. Saudi Ministry of Health launched an intensive package of warning, awareness, and guidance in the form of text messages through multiple electronic platforms to reach the largest segment of society. The study took three sources to collect data, three telecommunications companies, the official account of the Ministry of Health on Twitter and the official website of the Ministry. The current study was based on analyzing these messages in terms of warning levels in various speech acts according to the theories of Austin and Searle, in addition to analyzing the content in terms of its relationship to the actual text and the objective context. The study tried to seek the warning levels in the messages which were classified into three sections: high, moderate, and low and identified the types of actions that represent the levels. The significance of the study lies in revealing how language is used to raise the level of awareness in society. Based on the research methods, this study is analytical and descriptive, based on the theory of speech acts in its foundations, and the development of a reference model for analyzing warning levels that depend on the type of action and its implications, taking into account the indirect speech acts. The results of the study concluded that there is a clear discrepancy in the use of speech verbs to express the three levels of warning.
A Bibliometric Analysis of the Graduate Employability Research Trends
Author: Masduki, Nor Amirah
Date: 2022-03-00
Type: Journal Articles
Subjects: Bibliometrics,Employment Potential,Trend Analysis,Educational Research,College Graduates,Foreign Countries

Graduate employability has received considerable attention over the years, owing to the labor market's desire for highly skilled graduates. This study was to examine trends in graduate employability research from 1986 to 2020 through the use of a standard bibliometric procedure. During the study period, as many 343 documents were yielded from the Scopus database. The findings indicated that the relative growth rate of published article was 69 documents per year on average. Geographically, the United Kingdom ranked first as the most productive country, with 104 articles published. Between 2000-2010, the employability topic focused primarily on the role of higher education in providing appropriate career guidance and strategy development for graduates from both public and private institutions seeking employment. Between 2011-2019, the focus shifted to employability skills, work-integrated learning, and curriculum designs that are connected to the long-term enhancement of graduate employability and its impact on career goals. The findings of this study indicate a significant increase in graduate employability literature, as well as a significant number of citations. Academic researchers are encouraged to pursue development strategies that result in successful graduates finding employment in the labor market. This paper is innovative in that it identifies a trend and future for research in the field of employability.
Practice and Theory: Ten Lessons That I Have Learned about Being a Vice Principal
Author: Irvine, Jeff
Date: 2022-00-00
Type: Journal Articles
Subjects: Assistant Principals,Personal Narratives,Foreign Countries,Theory Practice Relationship,Administrator Characteristics,Expertise,Leadership Qualities,Interpersonal Competence,Reflection,Administrator Effectiveness,Administrator Role,Lifelong Learning,Role Models

The vice principal has the potential to significantly influence everyone in the school building. The expertise required to effectively carry out the duties of the role include interpersonal skills, leadership skills, reflective practice, and knowledge of the current research in the field of education. The position of vice principal requires a skillful blend of practice and theory to successfully maximize the role's impact on students and staff. Foremost among the necessary skills is interpersonal relationships, as the majority of the vice principal's activities involve interactions with students, staff, parents, support staff, and members of the community. While often viewed as a preparatory stage prior to becoming a principal, the vice principal position has a significant impact on the lives of many people. It is therefore important that the vice principal build a repertoire of skills and knowledge in order to maximize the positive impact that the vice principal exerts. To that end, this paper describes 10 lessons the author learned as a vice principal in Ontario, Canada, and the theory underpinning those lessons that also had to be learned in order to make the role as effective as possible. This blending of theory and practice is imperative for the vice principal's role to be as effective as possible for students and educational institutions. This paper provides a practitioner's viewpoint of how theory supports practice. While functioning in the role, the author had the opportunity to impact the lives of a large number of students and staff. In addition, the author learned a great deal about current research and how it applies to the role of vice principal. By typifying the role of lifelong learner, a vice principal can maximize their impact while also serving as a role model for aspiring school administrators.