ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Learning Needs of Teacher Educators of the National Institute of Education, Cambodia
Author: Sokchea, Ly
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Needs,Faculty Development,Teacher Attitudes,Teaching Methods,Pedagogical Content Knowledge,Research Training,Knowledge Base for Teaching,Foreign Countries,Learning Activities,Teacher Educators

Teacher educators at the National Institute of Education, Cambodia, have not been formally prepared or trained as teacher educators whose professional learning needs are crucial for characterizing daily practices. This study examines and elaborates on the desirable needs of teacher educators' professional learning activities and the perception on their professional role. This study employs an explanatory mixed methods research design in which data was collected: (a) in the quantitative phase, from 89 teacher educators who completed a web-based survey, and (b) during the qualitative phase, from 13 teacher educators, who were interviewed regarding their professional learning activities and perceived needs to further their profession. The findings indicated that most teacher educators prioritize &quot;pedagogy of teacher education&quot; and &quot;research knowledge and skills&quot; as desirable needs. To achieve these needs, postgraduate education, would be required. Regarding their perceived roles, teacher educators reported that they viewed themselves as both teachers in a school context and teacher educators. This study addresses a knowledge gap in the field of teacher educators' professional development and learning and highlights how professional learning activities and needs in the Cambodian context can be made transparent to stakeholders to achieve cost-effective and efficient professional learning.
Student Teachers&apos; Leadership Development in a Finnish Class Teacher Education Program
Author: Alho, Janni
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Leadership,Student Teacher Attitudes,Foreign Countries,Teacher Education Programs,Leadership Training,Personality Traits,Student Motivation,Preservice Teacher Education,Goal Orientation

This case study examined student teachers' (n = 5) leadership development in a Finnish class teacher education program. The study focused on identifying the student teachers' individual approaches to leadership development and examining how they developed their leadership during teacher education, including their reflections on the achieved leadership development. The data were collected with motivation letters written by the student teachers and semistructured individual interviews. The analysis methods comprised qualitative content analysis with inductive reasoning and typologization. The results revealed student teacher types representing three different approaches to leadership development: competence-, personality-, and context-driven. The student teachers developed their leadership during teacher education in alignment with their individual approaches and utilized the study program diversely in this process. Student teachers who presented a competence-driven approach estimated their achieved leadership development to be relatively weaker. Furthermore, pre-service teachers possess individual leadership development motivations and goals and the capability to facilitate their own professional development in alignment with these goals. This study contributes to the literature by focusing on the individual nature of leadership development in initial teacher education and by addressing this as a matter to be considered in designing how to support pre-service teachers' professional (leadership) development in the future.
The Positive Emotions: Positive Perception and Social Well-Being Levels of the University Students
Author: Temel, Veysel
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Well Being,Positive Attitudes,Relationship,COVID-19,Pandemics,Social Life,Interpersonal Relationship,Psychological Patterns,Student Attitudes

A positive perception situation positively increases the person's worthiness, self-confidence and perspective towards time. The current study determined the relationship between the positive perception and social well-being levels of students during the COVID-19 quarantine period. The study group consisted of 236 students, 110 females and 126 males (mean age=21.30±1.99). Positive perception scale and social well-being scale were used. Skewnesskurtosis normality distribution test was used to determine whether the measurements are suitable for normal distribution. Skewness-kurtosis technique showed normal distribution in all dimensions according to the technique. In the analysis of the study data, Pearson product moment correlation analysis with descriptive statistics and multivariate analysis of variance or MANOVA analyzes scores were performed to determine the relationship between positive perception and social well-being. As a result, it is understood that students have over mid-level of positive perception and mid-level social well-being levels. According to the results of the correlation analysis, it was concluded that there was a positive and meaningful relationship between the social well-being and sub-dimensions of the positive perception scale.
&quot;Indulge in a Little Chaos&quot;: Assistant Language Teachers&apos; Cognition and Pedagogical Knowledge Development through the Lens of Complex Dynamic System Theory
Author: Nall, Matthew
Date: 2023-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Pedagogical Content Knowledge,Team Teaching,Systems Approach,Teacher Attitudes,Peer Relationship,Native Speakers,Teacher Aides

Teacher cognition has been a major topic of interest in applied linguistics as researchers have worked toward &quot;better understanding the fullness of the work of teaching, a fullness that has proved complex and problematic&quot; (Burns et al., 2015, p. 585). This qualitative study draws upon participant interview data in order to analyze and understand language teacher cognition and pedagogical knowledge development of an under-represented cohort--foreign assistant language teachers (ALTs) in Japan. Participants (n=35) were current or former ALTs with 1 to 19 years of experience working as team teachers in Japan. Interview data was transcribed and coded according to six common features of complex dynamic systems: initial condition, unpredictability, nested structure, non-hierarchic networks, feedback loops, and self-organization (Kiss, 2012). Findings show that ALTs' ability to acquire and operationalize pedagogical knowledge is highly dependent on the maneuver that they must undergo in working within the local Japanese contexts--as opposed to those in their home countries--and in relation to their colleagues who have a variety of individual traits, pedagogical beliefs, and team-teaching practices. This article serves as evidence that language teacher cognition regarding pedagogical knowledge development can be aptly understood through the lens of complex systems theory.
Unpacking Novice English Language Teachers&apos; Cognitions about Global Englishes Pedagogy: An Activity-Theoretic Analysis
Author: Behzadpoor, Seyyed-Foad
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Language Teachers,Schemata (Cognition),Recall (Psychology),Foreign Countries,Teaching Methods,Educational Philosophy,Teacher Attitudes,North American English,Language Attitudes,Theory Practice Relationship

Within the last two decades, theorizing and research on language teaching and teachers have witnessed a fundamental shift of attention and orientation towards socio-cognitive aspects of teaching. This epistemic shift has been paralleled by the global reach of the English language, inspiring scholars to call for a paradigm shift in Applied Linguistics to drift away from Teaching English as a Foreign Language (TEFL) to Global Englishes (GE) Language Teaching (GELT). While the expanding body of the literature on GE pedagogy has focused on different aspects of this fundamental transformation, teachers' voices and cognitions have been often neglected in such discussions, despite their being an important element involved in the process. Against this backdrop, and guided by an activity-theoretic perspective as its analytical framework, the present qualitative study explored two Iranian English as a Foreign Language (EFL) teachers' cognitions about GE and GELT using semi-structured interview, stimulated recall protocol, and non-participant classroom observation. Despite differences in the cognitions of our participants regarding GELT, the results generally indicated that both teachers tended to prioritize the use of standard American or British English in their teaching practice, bearing testimony to the fact that there is still a theory-practice schism between disciplinary reality and folk reality when it comes to GE-related issues in the English language teaching (ELT) enterprise. Our analysis offers a depiction of the challenges related to introducing GELT into the curriculum. The results are deliberated in relation to the feasibility of GE-oriented pedagogy, questioning whether it is achievable or is merely an idealistic notion. Implications of the findings for second language teacher education are discussed in the end.
What Do the Lecturers Think? Epic Lecturers&apos; Perceptions of Implementing PBLL to Teach the Speaking Skills
Author: Slabodar, Ira
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Learning Motivation,Self Esteem,Second Language Learning,Second Language Instruction,Student Projects,Active Learning,Teaching Methods,English (Second Language),Student Attitudes,Foreign Countries,Speech Communication,College Students

The increasing necessity for authentic communication in English among college and university graduates has generated an emphasis on communicative instruction in academic English courses. Teaching speaking skills via the Project-Based Language Learning (PBLL) method is an example of this approach. While literature has mainly studied learner attitudes in pre-tertiary education, the current research attempts to explore the perceptions of lecturers who implemented PBLL regarding its effect on speaking. Eight lecturers at the exit level in an Israeli college were interviewed following the implementation of a PBLL session. Most of the accomplishments and the challenges mentioned in the interviews corresponded with the literature. The achievements included improving language skills and enhancing motivation and self-confidence, while being time-consuming was reported as a major challenge. Nevertheless, two outstanding results were revealed. First, students were able to give a public presentation in their target language. Second, lecturers' perceptions of their role varied, ranging from mediation to minimal involvement, with the latter perception diverging from the PBLL theory. The insights from this research may serve as an incentive for both EFL (English as a Foreign Language) teachers and EPIC (English for Purposes of International Communication) lecturers to integrate speaking-focused PBLL into their curricula.
The Effects of EFL Learners&apos; Attitudes on Participation and Learning during Collaborative Writing
Author: Mozaffari, Seyedeh Hamideh
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Attitudes,Student Participation,Collaborative Writing,Cooperative Learning

Despite the proliferation of research about pair/group interaction during second language collaborative writing, little is known about how psychological factors, in particular learner attitude affect participation and learning in collaborative writing. This study primarily attempted to investigate whether EFL learners' attitudes toward collaborative writing influence their patterns of interaction and learning (reflected in languaging opportunities) during the writing process. To this end, pair talk was examined for the patterns of dyadic interaction and the quantity and quality of language-related episodes (LREs). Moreover, the study examined the texts produced using both quantitative and qualitative measures. The statistical analysis suggested that, compared with the pairs whose members held negative attitudes toward collaborative writing, the pairs with positive attitudes exhibited more collaborative patterns and generated substantially more LREs and more resolved LREs. As far as the outcome of pair work (i.e., collaborative writing) was concerned, the positive attitude pairs noticeably outperformed the negative attitude pairs on measures of fluency and accuracy. Also, they produced significantly better texts in terms of content, organization, grammar, and vocabulary. The study, therefore, sheds light on the ways that psychological factors can influence the collaborative writing process.
Assessing the Digital Literacy Competence of Pre-Service English Teacher in Indonesia and Thailand
Author: Yuvita, Yuvita
Date: 2023-00-00
Type: Journal Articles
Subjects: Digital Literacy,Preservice Teachers,Foreign Countries,Knowledge Level,Second Language Instruction,Information Technology,Competence

The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims 'information' as an inadequate domain and 'implement tech to learning' as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.
The Need for Optionality and Learning Guidance in Self-Access Audiovisual Language Learning Material
Author: Mulling, Alessandra Belletti Figueira
Date: 2023-00-00
Type: Journal Articles
Subjects: Independent Study,Second Language Learning,Second Language Instruction,English (Second Language),Material Development,Textbooks,Audiovisual Instruction,Student Attitudes,Learner Engagement,Learning Processes,Foreign Countries

This research set out to evaluate video material contained within the English learning coursebook &quot;English M1&quot; which was designed for self-access use. &quot;English M1&quot; is a Brazilian government-sponsored piece of material available for free. It is the first stage of a course that learners would complete independently, unmediated by a teacher. The audiovisual material included a short narrative and two aspects of this were chosen for evaluation: the learners' perception of the language learning affordances of the episodes and how the story appealed to their interest. There is little research carried out on the post use of materials which draws on learners' reports about how they engaged with self-access material. Retrospective evaluations, however, can generate relevant and learner-based criteria for future materials design. This research used semi-structured interviews to gather data about how the learners engaged with the videos, their reasons for doing things in the way they did and their opinion about the plot. Key findings included that self-access materials must provide learners with guidance concerning the affordances of the material and how it could be used as well as optionality in what is delivered for increased chances of relevance and engagement. The article ends with recommendations for the design of video material in self-access materials.
Effectiveness of Problem-Based Learning Models to Improve Learning Outcomes of Geography in the New Normal Learning Era
Author: Aristin, Nevy Farista
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Problem Based Learning,Outcomes of Education,Geography Instruction,Electronic Learning,Thinking Skills,High School Students,Foreign Countries,Educational Technology

Online learning causes teachers to be considered more active than students, so students' higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student's learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
Teachers&apos; Selection and Enactment of Context-Appropriate Pedagogies: Re-Conceptualising Motivational Strategies in the English Language Classroom
Author: Yang, Zening
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Private Schools,Foreign Countries,Teaching Methods,Student Motivation,Test Preparation,Theory Practice Relationship,Language Tests,Context Effect

Over the decades, extensive research efforts have been directed towards classifying and evaluating motivational teaching behaviours. Recent calls in motivational research, however, have emphasised the need to investigate teachers' perspectives on how they develop effective motivational strategies so that implications for motivational teaching are firmly grounded in real-life practices. This paper reports on a qualitative case study which explored how two IELTS teachers in a private language school in China selected and enacted motivational strategies that they perceived as context-appropriate. Background interviews, classroom observations, and post-lesson stimulated recall interviews were used to gain insight into the participants' motivational practices and rationales. The findings indicate that, despite the close correspondence between the teachers' enacted practices and theory-based motivational strategies defined by researchers, the teachers exhibited agentic capacities in managing a range internal and external mediators which enabled them to develop strategies that served concurrent pedagogical purposes and responded to the perceived multidimensional particularities and exigencies of their teaching contexts. Thus, The study moves beyond restricted analyses of the motivational implications of teaching techniques; rather, it argues for the need to appreciate the full complexity of teaching practices and re-conceptualise motivational strategies as multipurpose and the study of them as pedagogically holistic.
Effects of Technology-Integrated Chemistry Instruction on Students&apos; Academic Achievement and Retention Capacity
Author: Yesgat, Derejaw
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Retention (Psychology),Educational Technology,Gender Differences,Technology Integration,Secondary School Science,Science Achievement,Secondary School Students,Foreign Countries

This study determined how chemistry instruction using technology affected student achievement and retention. To achieve the goal of the study, Solomon's four-group quasi-experimental research design was used. The one-way analysis of variance (ANOVA) and independent sample t-test were used to statistically examine the data. A one-way ANOVA analysis revealed that, for achievement and retention, respectively, the mean scores of both trial groups showed statistically significant differences from the mean scores of comparison groups F (3.161)=88.568, p&lt;0.05 and F (3.161)=14.75, p&lt;0.05). The independent samples t-test on the achievement and retention post-test mean score of the experimental and comparison groups respectively, was statistically significant (t (163)=16.05, p&lt;0.05 and t (162.09)=7.61, p&lt;0.05). Independent sample t-test shows that male and female students' post-test scores for achievement or retention in the experimental group results was (t (42)=1.53; p&gt;0.05 and t (38)=-0.465; p&gt;0.05, respectively. This intervention has no statistically significant gender related impact on students' achievement and retention. Thus, it is conceivable to draw the conclusion that chemistry instruction that incorporates technology enhances student achievement and retention, but its effect is gender neutral. According to recent studies, chemistry teachers and teacher training programs should use technology-integrated lessons to help students acquire and recall chemical bonding concepts.
The Washback of the International English Language Testing System (IELTS) as an English Language Proficiency Exit Test on the Learning of Final-Year English Majors
Author: Nguyen, Huu Thanh Minh
Date: 2023-00-00
Type: Journal Articles
Subjects: Testing Problems,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Foreign Countries,Majors (Students),Vietnamese People,Student Behavior,Student Attitudes,Behavior Patterns,Learning Processes,Test Preparation,Undergraduate Students

Understanding the IELTS washback on learning in English as a Foreign Language (EFL) in higher education contexts remains limited. To fill in this research gap, this study investigated washback effects of the International English Language Testing System (hereafter called IELTS) as an English language proficiency exit test for final-year English majors in Central Vietnam from the perspectives of student psychology and learning behaviors by combining Hughes' (1993) and Shih's (2007) washback models to identify the specific washback mechanisms formed by the test factors related to the IELTS. Using a sample of 282 final-year English majors responding to an online questionnaire at a Central Vietnamese University, the factor structures for IELTS washback on learning from test factors were determined by Exploratory Factor Analysis and confirmed by Confirmatory Factor Analysis. Data analyses involved descriptive statistics, Pearson correlation, and multiple linear regression analyses. The study revealed that the IELTS exerted both positive and negative washback on the student psychology and learning behaviors. The students perceived the IELTS as difficult to achieve the required score. They also perceived IELTS as high stakes with various utility values for different aspects of life. The washback mechanisms showed that the test factors exerted effects on the IELTS washback formation in different manners and to different degrees.