ethanporcaro/eric-fulltext-meta huggingface dataset:
Written Corrective Feedback: Teachers&apos; Beliefs, Practices and Challenges in an Omani Context
Author: Al-Bakri, Sawsan
Date: 2016-01-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Case Studies,Foreign Countries,Student Attitudes,Writing Teachers,Teacher Attitudes,Decision Making,Writing Assignments,Teacher Student Relationship,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods

There is empirical evidence that teachers' beliefs affect their instructional decisions. Research investigating teachers' beliefs is vast as is research on the effectiveness of written corrective feedback (WCF). However, how teachers' beliefs influence their WCF practices has received little attention. The purpose of this study is to explore teachers' beliefs on WCF and the reasons for their practices as well as the challenges they might face while providing WCF in a public college in Oman. An exploratory case study was employed. Qualitative data obtained from semi-structured interviews with six writing teachers and the analysis of WCF provided on 18 students' written assignments revealed that teachers' beliefs and contextual factors affected their WCF practices. In addition, the study identified several discrepancies between some teachers' stated and actual WCF practices. In general, teachers provided mostly comprehensive, direct WCF which is in contrast to what has been recommended in the literature on WCF. The study also revealed that there is lack of communication between teachers and students regarding WCF. Moreover, students' attitudes towards WCF can have a negative emotional impact on teachers. The study ends with recommendations to improve the current WCF practices and to sketch avenues for future research.
Examining Egyptian ESL Learners&apos; Grammatical and Pragmatic Awareness
Author: Sorour, Nourhan
Date: 2018-03-00
Type: Journal Articles
Subjects: Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Pragmatics,Misconceptions,Language Usage,Comparative Analysis,Metalinguistics,Language of Instruction,College Students,Task Analysis,Language Processing,Teaching Methods,Foreign Countries,Student Attitudes,Error Patterns,Interlanguage

Proficiency in second language (L2) has traditionally been linked to grammatical competence. However, as opposed to common misconceptions about language learning, to be proficient in a second language does not only entail the ability to produce grammatically correct sentences, but it also entails the ability to use this language appropriately. The purpose of this study is to compare the pragmatic awareness of Egyptian students in an English-medium university to their grammatical awareness in an attempt to determine whether there is, in fact, a need for ESL instruction there to focus more on developing ESL learners' pragmatic awareness. Data were collected from 67 Egyptian ESL learners at two different proficiency levels by means of a judgment task questionnaire adapted from Bardovi-Harlig and Dörnyei's 1998 study. In-group comparisons revealed no significant differences between the grammatical awareness and the pragmatic awareness of the members within each proficiency group. The results of the cross-group comparisons indicated, however, that the high-proficiency group displayed a significantly higher level of grammatical awareness than the low-proficiency group. On the other hand, analysis of the difference in the pragmatic awareness between the high- and low-proficiency groups did not yield any significant results. This indicated that possessing a high proficiency level in an L2 does not necessarily entail a higher level of pragmatic awareness and that more focus should be placed on developing L2 learners' pragmatic ability.
Language Predictors of Word Reading in Bilingual English-Arabic Children
Author: Farran, Lama K.
Date: 2016-12-00
Type: Journal Articles
Subjects: Reading Fluency,Bilingualism,Accuracy,Phonology,Morphology (Languages),Predictor Variables,Vocabulary Development,Teaching Methods,Semitic Languages,Prediction,English (Second Language),Second Language Learning,Charter Schools,English,Elementary School Students,Grade 3,Grade 4,Grade 5,Language Tests,Second Language Instruction

Word reading fluency and word reading accuracy play a critical role in reading development (Perfetti, 1985; Stanovich, 1986) and are related to multiple language components such as phonological, morphological, and vocabulary skills in monolingual children. Our knowledge about this relation remains limited in bilingual children, however. This study investigates language predictors of word reading fluency and word reading accuracy in bilingual English-Arabic children. We conducted hierarchical regression analyses to examine the relation among phonology, morphology, vocabulary, word reading accuracy, and word reading fluency. Results revealed that Arabic language components differentially predicted Arabic word reading accuracy and Arabic word reading fluency. These findings lend support for the extended triangle model of reading (Bishop &amp; Snowling, 2004), which highlights the paramount role of multiple components of language in reading development. Implications for research and pedagogy are presented.
Literacy and Phonological Awareness in Arabic Speaking Children
Author: Al-Sulaihim, N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Semitic Languages,Foreign Countries,Grade 1,Elementary School Students,Emergent Literacy,Reading Skills,Phonemic Awareness,Reading Instruction,Literacy Education,Alphabets,Rhyme,Syllables

A large body of research to date has focused on the link between phonological awareness (PA), emergent literacy, and reading success. The bulk of research on the relationship between PA and literacy has been conducted on children who speak English and European languages. It is unclear, however, how this relationship presents itself in Arabic speaking children. The aim of the current study was to address the relationship between PA and literacy skills in Arabic-speaking Kuwaiti children who read in the Modern Standard Arabic (MSA) orthography. A longitudinal design was used. Participants were a group of children in the first grade, and data were collected twice during the school year. Children were assessed via PA tasks at the level of syllables, rhymes, and phonemes; as well as via a single word reading task, and a letter knowledge task (letter-sound recognition). Longitudinal results indicated a general improvement in PA skills once literacy training had been introduced. A need for further research into this area, as well as a need for standardized tests in the Arabic language is suggested.
Diglossia and Literacy: The Case of the Arab Reader
Author: Gherwash, Ghada
Date: 2017-10-00
Type: Journal Articles
Subjects: Arabs,Bilingualism,Semitic Languages,Literacy,Reading,Individual Characteristics,Language Proficiency,Dialects,English,Socialization,Cultural Differences,Attitudes

Using life-history interviews as a method of data collection and NVivo as a data analysis tool, this article presents a case study that focuses on how literacy, mainly reading, is practiced by four Arabic speakers from different parts of the Arab world. The narratives elicited from the interviews paint a picture of the Arab reader as dispassionate, whose exposure to reading rarely goes beyond the walls of the classroom. They attribute this situation partly to the diglossic nature of the Arabic language wherein users are oftentimes more proficient in the regional spoken varieties of the language than they are in Standard Arabic, the language of written discourse. This paper argues that the lack of a &quot;reading culture&quot; in the Arab world is due to an amalgamation of cultural and linguistic factors, among which is diglossia.
Some Effects of Proficiency and Practice on Beliefs about Academic Reading
Author: Malcolm, Diane
Date: 2017-10-00
Type: Journal Articles
Subjects: Reading Skills,Beliefs,Native Language,Student Attitudes,English (Second Language),Medical Students,Foreign Countries,English for Academic Purposes,Academic Language,Reading Habits

Reading for academic purposes in both first language (L1) and second language (L2) contexts has long been the subject of research using measures such as reading strategy inventories, reading recall protocols, and a variety of experimental designs aimed to examine the relative contribution to their reading ability of the readers' L1 or L2, type and complexity of text, content and cultural familiarity, among other factors. However, particularly in the second language context, there is much less published information about other variables that may influence reading success, including learner beliefs about reading. One of the main challenges faced by learners studying for a specific purpose such as medicine is to develop a high standard of reading fluency and accuracy in order to succeed in their professional aims. Those enrolled in academic programmes in their home countries, such as the medical students who are the subject of this paper, often have had little previous experience of academic reading in English, may be reluctant or sporadic readers even in their native language, and have developed negative or unhelpful beliefs about reading in English based mainly on their prior schooling or home experiences. The expectations and demands placed on them by the new academic experience may be in conflict with these beliefs, causing initial difficulties in comprehension and learning. This study explores the nature of these initial beliefs as well as changes in learner beliefs about their academic reading as related to practice and experience.
Black Doctoral Women: Exploring Barriers and Facilitators of Success in Graduate Education
Author: Patterson-Stephens, Shawna M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Females,Socialization,Student Attitudes,Doctoral Programs,Doctoral Degrees,Educational Attainment,Phenomenology,College Admission,Mentors,School Location,Academic Advising,College Faculty,Teacher Student Relationship,African American Students,Diversity (Faculty),Blacks,Self Concept,Barriers,Social Support Groups,Academic Achievement

The purpose of this phenomenological study was to expand upon extant research and uncover trends observed among Black women who are in pursuit of -- or have recently attained -- their doctoral degrees within the United States. Exploring the voices of seven women, findings revealed three primary themes: (1) socialization experiences, (2) student success, and (3) challenges. Implications for students, administrators, and faculty are provided.
Does Digital Curricula Matter? An Examination of Online versus Traditional Multicultural Education Course Delivery
Author: Young, Jemimah Lea
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Multicultural Education,Introductory Courses,Preservice Teacher Education,Culturally Relevant Education,Self Efficacy,Expectation,Preservice Teachers,Instructional Effectiveness

Digital curricula and online learning materials are necessary to reach the next generation of teachers. The purpose of this study was to examine the effects of an online introductory multicultural education course on the culturally responsive teaching self-efficacy (CRTSE) and culturally responsive teaching outcome expectancy (CRTOE) of pre-service teachers. The results suggest that online multicultural education has a moderate effect on pre-service teacher CRTSE and CRTOE. Implications are provided for pre-service teacher education and further research.
The Role of Online Faculty in Supporting Successful Online Learning Enterprises: A Literature Review
Author: Dhilla, Sarah J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,College Faculty,Teacher Administrator Relationship,College Administration,Teacher Attitudes,Instructional Effectiveness,Learning Experience,College Instruction

This review examines research regarding instructors' perceptions of the online teaching experience and explores ways in which university administrators can better support online faculty as their institutional online learning enterprises grow. The following sections examine how the growth in online education has led to increased interest in the experiences of online faculty. An examination of these issues illuminates many of the unacknowledged external factors that have a subtle, but strong influence on online instructors and their experiences in the virtual learning environment.
Higher Education Administrators&apos; Response to Student Activism and Protests
Author: Mahler-Rogers, Dionicia
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,College Administration,Administrator Attitudes,Responses,College Students,Activism,Academic Freedom,Diversity (Institutional),Inclusion,Student Personnel Services,Student College Relationship,Politics of Education,Trust (Psychology)

This study examines college and university leaders' responses to student activism and protest on U.S. college campuses between Fall 2014 to Summer 2016. This study utilized a phenomenological research tradition, which facilitated a depth of understanding of how administrators' strategies, or other resources, enhanced campus leaders' ability to proactively respond to the demands and actions of student protesters. The hermeneutic phenomenological design, which is grounded in a constructivist epistemology, enabled the exploration of similar and differentiating themes among the administrators' experiences (Moustakas, 1964). A 30 to 45-minute individual interview was conducted with seven individuals who participated in NCORE 2016 and who held positions working directly with incidents of student activism on their campuses. The results revealed that while different types of institutional brands benefit from activism, the difference seemed to be realized in the resources the institution allocates to support and foster activism and inclusion. Recommendations for appropriate responses ranged from listening to students and bridging upward communications with university leaders, to ongoing learning and developing a plan based on institutional needs and available resources. The views of constituencies revealed varying ideas and opinions, but the best leaders will navigate the path that enables tough decisions without alienating key players who are critical to the success of the efforts.
Intercultural Pedagogy in Study Abroad: The Experience of White Female Graduate Students
Author: Pettitt, Cherie
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,Graduate Students,Counselor Training,Student Personnel Workers,Multicultural Education,Cultural Awareness,Cultural Differences,Experiential Learning,Phenomenology,Student Attitudes,Majors (Students),Student Personnel Services

The purpose of the study was to understand how college counseling and student affairs graduate students make sense of their study abroad experience with cultural difference and how they describe their ability to work with diverse student populations as a result of studying abroad while engaging in intercultural pedagogy. The students in the present study described enhanced awareness of their own culture, became more mindful of cultural differences, and identified connecting with others as an important part of their intercultural development. Participants described the skill of reframing cultural difference as key to their future work as student affairs professionals.
Blended Learning Approach: Integrating Reading and Writing Research Skills to Improve Academic Writing
Author: Milad, Marine
Date: 2017-10-00
Type: Journal Articles
Subjects: Blended Learning,Open Universities,Academic Language,Writing Instruction,Course Descriptions,Pretests Posttests,Reading Skills,Research Skills,Web Based Instruction,Computer Literacy,Writing Improvement,Writing Processes,Experimental Groups,Student Attitudes,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,College Students

The present study aimed at improving Arab Open University (AOU) students' academic writing through integrating some identified reading and writing research skills. This was achieved by applying a blended course which employed Web-Quests (WQs) that integrated the two skills to improve students' academic writing. The study adopted one group design with pre-test and post-test treatments. It answered the questions it raised and undertook the following: &quot;Computer Skill Analysis Questionnaire (CSAQ)&quot; identified the targeted students' background of some technological skills, &quot;Reading Research Skills Inventory (RRSI)&quot; listed the reading research sub-skills that need to be developed for the AOU students, &quot;Writing Research Skills Inventory (WRSI)&quot; listed the writing research sub-skills that need to be developed for these students, &quot;Pre/Post Test (PPT)&quot; assessed the target students' performance in the identified reading and writing research skills before and after receiving the treatment, &quot;Blended Course employing WQs&quot; integrated the identified reading and writing research skills to improve academic writing, and the three rubrics helped both the instructor and the students to assess their performance, identify and adjust their weakness, and &quot;Blended Course Assessment Questionnaire (BCAQ)&quot; identified the students' assessment, satisfaction and reflection on learning English Language in a blended environment using WQs. Upon testing the hypotheses, results indicated that there were statistically significant differences at a level of 0.001 between the mean scores of the experimental group on the pre/post administrations of the pre-post-test in favour of the post test. In addition, statistical analysis indicated that there was a significant improvement in the students' academic writing skills due to integrating the stages of the reading and writing process which helped the students to approach academic writing systematically. Consequently, the proposed blended course proved to be effective in developing the AOU students' identified skills and it was recommended to adopt the blended course to improve their academic writing skills.
Planning for Diversity: The Inclusion of Diversity Goals in Postsecondary Statewide Strategic Plan
Author: Berry, Matt
Date: 2018-00-00
Type: Journal Articles
Subjects: Strategic Planning,Statewide Planning,Court Litigation,Affirmative Action,Cultural Pluralism,Educational Policy,State Boards of Education,Higher Education,Student Diversity,Governing Boards,Educational History,National Organizations,Educational Planning

Contextualizing the recent &quot;Fisher v. University of Texas&quot; ruling and how state institutions address diversity and affirmative action, the authors sought to determine how explicit institutions are being with regards to diversity strategic planning. The findings from a qualitative policy analysis determined that while 70% of State Higher Education Executive Offices explicitly mentioned diversity in their strategic plan, most did not reference the difference that differences make, or the equity of diversity on campus.
Comparing the Kindergarten Curriculum Framework of the Philippines and Malaysia
Author: Aquino, Leticia N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Kindergarten,Elementary School Curriculum,National Curriculum,Developmentally Appropriate Practices,Curriculum Implementation,Preschool Curriculum,Language of Instruction,Teaching Methods,Play,Parent Participation,Physical Development,Social Development,Emotional Development,Religious Factors,Values Education,Communication Skills,Mathematics,Sciences,Technology,Self Management,Physical Environment,Child Development,Learning Activities

The Philippines and Malaysia are members of ASEAN who respond to the challenge of EFA goals and Work Plan on Education 2016-2020, particularly on Sustainable Development Goal (SDG) target 4.2: &quot;By 2030 ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.&quot; In response to this, the Philippines Department of Education (DepEd) through its K-12 Program, has made Kindergarten Education mandatory in the Basic Education Curriculum which paves way to the formulation of the new Kindergarten Curriculum Framework. On the other hand, the Ministry of Education (MOE) in Malaysia has also come up with its revised Kurikulum Standard Prasekolah Kebangsaan or National Preschool Standard Curriculum (NPSC) to meet new policy demands under the 2013-2025 Malaysia Education Development Plan (PPPM) and current needs. This paper takes cognizance on the role of curriculum as one of the significant components of the Kinder program as it compares the National Curriculum Standards of the two countries for the Kindergarten program with the aim to look into its developmentally appropriate curriculum features for better child growth, learning and development. Using Documentary analysis and NVivo, themes are identified and categorized from the interview and FGD of the kindergarten teachers, parents and principals from the selected government kindergarten school-respondents. Consequently, this study reveals some points of similarity and difference on kindergarten learning domains, teaching-learning processes, and issues in the current implementation of the Kindergarten program. The paper recommends that action be taken by the different program stakeholders in order to address quality delivery of the Kindergarten program.
The Effects of Free Rotate Gestures in Multi-Touch Screen Design on Children&apos;s Achievement in Learning Shape for Pre-School Children
Author: Razali, Fadhlina Mohd
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Academic Achievement,Geometry,Manipulative Materials,Nonverbal Communication,Handheld Devices,Cognitive Processes,Computer Oriented Programs

The purpose of this study is to investigate the effects of free rotate gesture used in multi-touch screen design on pre-school children's achievement in learning shape. Multi-touch screen design enables users to perform multiple finger gestures such as free rotate, pinch and spread. The gestures are often selected because it is similar to real-life movements. Free rotate gesture enables users to rotate the objects on screen which can enhance the interaction between users and virtual objects. As the actions are natural, spontaneous and easy to learn, it has been widely used in learning purposes. Therefore, it is important to investigate how these free rotate gesture affect children's achievement in learning shape as the children can interact with the virtual shape naturally. The study involves 20 children aged 5 to 6 years old from National Children Development Research Centre (NCDRC). The samples had been given a pre-test and post-test about shapes before and after they used the mobile application of Learning Shape which include the free rotate gestures. Then the pre-test and post-test score had been analyzed by using Paired Samples T-Test in SPSS by comparing its means. The results indicated that the post-test mean is higher than the pre-test mean with significant value is less than 0.05. It shows that the free rotate gestures can effects children's achievement in learning shape. The study also observes children's interaction while using the mobile application. The results shows that the children are happy and can understand the topic more easily because they can interact with the virtual shape naturally. As for conclusion, the free rotate gestures is an important factor that should be be taken into consideration when designing mobile applications for pre-school children.