ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Instructional Leadership in Tanzania: Impact of a British Council Initiative
Author: Bush, Tony
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Improvement,Administrators,Elementary Schools,Administrator Attitudes,Partnerships in Education,Leadership Training,Professional Development

Instructional leadership is widely recognized as important for school improvement and a significant tool for creating an effective teaching and learning environment. The British Council is committed to promoting and developing instructional leadership and is offering programmes to develop it in several African countries, including Tanzania. These programmes focus on developing and improving instructional leadership in schools. The programme is provided by British Council facilitators to school leaders and is delivered over a period of six to nine months, including time for a school-based project. Previous research shows that leadership in many sub-Saharan African countries, including Tanzania, is primarily administrative and that instructional leadership is often neglected. Data were collected with 20 participants of the British Council programme, all primary school leaders, chosen through volunteer and purposive sampling. The findings show many reported gains from participation, notably greater understanding of key concepts such as vision and missions distributed leadership, and instructional leadership processes, notably classroom observation.
The Justification for Explicit Grammar Instruction Is Overstated
Author: Taylor, Charlie
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Meta Analysis,Grammar,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Individual Differences,Error Patterns,English (Second Language),Linguistic Theory

Whether or not to teach grammar explicitly is an issue that has long been debated in the field of SLA. There seems to be a growing consensus among many researchers now in support of embedding some element of explicit instruction within a communicative curriculum. The main arguments in support of explicit instruction are threefold: two widely cited meta-analyses, the fossilization hypothesis, and meeting student expectations. However, none of these arguments are as compelling as they are sometimes made out to be. The studies included in the meta-analyses mostly evaluate explicit knowledge rather than communicative ability; forms that are candidates for fossilization tend to be communicatively redundant anyway; and student expectations stem from common practices, but should not drive them. Furthermore, this article suggests there is a critical element that has been missing from the debate on explicit instruction, namely individual differences between students. The question of whether, which, and how much grammar to teach likely depends on the interests and goals of the particular students being taught. Therefore, arguments for or against explicit instruction should always consider the context rather than seeking a one-size-fits-all best practice.
Utilization of Flipped Classrooms for English Instruction during the COVID-19 Pandemic
Author: Anggoro, Kiki Juli
Date: 2023-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Pandemics,COVID-19,Models,Active Learning,Teaching Methods,Instructional Materials,Educational Change,Computer Mediated Communication,Educational Benefits,Barriers,Learning Processes,Academic Achievement,Video Technology,Educational Quality,Faculty Workload,Language Proficiency,Learning Management Systems,Language Teachers

With the outbreak of the COVID-19 pandemic, educational institutions worldwide adapted their teaching and learning techniques for various courses, including English. One of the adaptations includes a well-known model called Flipped Classroom (FC). FC often mixes two stages: pre-class that is online, and in-class that is face-to-face. Though the model was adopted during the pandemic, there were several model adaptations that emerged for entirely virtual use due to pandemic in-person instruction restrictions. These new models replaced the face-to-face session with an online synchronous session supported by several platforms. Several benefits and challenges were reported. Among others, the benefits included improving learning experiences and promoting active learning. This model claims to improve students' comprehension that leads to higher achievement and creates an online environment that encourages students to participate and be engaged during online classes actively. Concerning the challenges, poor-quality learning materials including videos could affect its success and the techniques could add to the workload that teachers already have. This paper presents the implications to English teachers with various technical skills and discusses the utilization of FC during the pandemic and it was limited to available and accessible online sources. Hence, it might not include all the studies on FC at the time of the pandemic.
The Relationship between EFL Students&apos; Cultural Schemata and Their Performance on Cloze Tests with a Focus on Gender
Author: Bahador, Hamid
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Cloze Procedure,Marriage,Islam,Familiarity,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Gender Differences,Correlation,Cultural Influences,Vocabulary,Undergraduate Students,Student Attitudes,Language Tests

This mixed method study was designed to discover the relationship between male and female Iranian EFL students' cultural schemata and their performance on three types of cloze tests. It also investigated the relationship between gender and Iranian EFL students' degrees of cultural familiarity with culture-specific cloze texts. In addition, the male and female students' understanding of eight culture-specific words provided in culture-specific cloze texts is explored. The subjects of the study were 42 EFL university students (19 males and 23 females). Three different cloze tests with identical content with terms related to marriage, but different types of schemata, were developed. These included a cloze test with culturally neutral schemata of marriage terms, a cloze test with cultural schemata of marriage in Islam, and also a cloze test with cultural schemata of marriage in English. All three types of cloze tests were administered to the subjects in two sessions. Degrees of cultural familiarity were measured through a cultural familiarity questionnaire. A semi-structured interview was also used to explore both the males' and females' understanding of the eight culture-specific words provided in the culturally specific cloze tests. To analyze the data, an independent sample t-test and a paired sample t-test were used. The results of the study showed that females performed better than males on all three types of cloze tests. Furthermore, both males and females performed better on the second cloze test, the third, and the first cloze test respectively. The results also indicated that gender did not significantly affect the degrees of cultural familiarity.
Refugee Students in Open and Distance Learning during the COVID-19 Pandemic through the Eyes of Turkish Teachers
Author: Nazli, Kemal
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Distance Education,Open Education,Second Language Learning,Turkish,Pandemics,COVID-19,Teaching Methods,Best Practices,Access to Education,Access to Computers,Barriers,Technical Assistance,Technological Literacy,Counseling Services,Phenomenology,Parent Child Relationship

This study was conducted to identify the problems faced by refugee students during COVID-19 pandemic in open and distance learning and the best examples of practices put into effect to cope with these problems cope and solutions recommended to eliminate these problems, in Turkiye. In the study, the phenomenological research design, which is one of a qualitative research method, was used. By using the criterion sampling technique, a total of 14 teachers who had refugee students were selected as the research participants. Interviews were held with the volunteer participants. The research data were collected by using a semistructured interview form. The descriptive analysis method was used in the analysis of the research data. According to the study findings, the refugee students who did not have the necessary educational technology facilities in open and distance learning process and could not get sufficient family support felt more deeply the language problems which is experienced also by them in face-to-face education. In order to help refugee students with these problems, some school administrations provided the refugee students with tablet and computer support within the bounds of their means. In order to alleviate the effects of the problems faced by refugee students, it is recommended to provide refugee students with educational technology support, making up education and psychological support.
Synchronous Virtual Learning Students&apos; Experience and the Prospect in Vietnam
Author: Le, Mai Thi Truc
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,Educational Technology,Technology Uses in Education,College Students,English (Second Language),Second Language Learning,Computer Mediated Communication,Interaction,Interpersonal Relationship,Barriers,Blended Learning,COVID-19,Pandemics,Synchronous Communication,Value Judgment,Second Language Instruction

The purpose of the study was to examine students' learning experience with Google Meet, a virtual learning tool in tertiary contexts in Vietnam. The explanatory sequential mixed-methods design was used with the participation of 188 English as a Foreign Language (EFL) Vietnamese students at a private university in Vietnam. Findings from both the questionnaires and focus group interviews show that the students have a positive learning experience with Google Meet. Particularly, they perceive that breakout rooms in Google Meet enhance their interaction with their lecturers and peers and promote their sense of community in virtual learning classes. Additionally, the flexibility of virtual learning facilitates learners to solve learning-prevented problems, such as internet connection and power outage. Furthermore, blended learning is perceived as a highly preferred learning mode even after the pandemic. Based on the results, pedagogical strategies are implicated to maximize the effectiveness of virtual classes.
Investigating Barriers That Prevent Students Attaining Their Full Potential during Their Science Degree
Author: Costea, Adrian-Mihai
Date: 2023-00-00
Type: Journal Articles
Subjects: Barriers,Science Education,Socioeconomic Status,Educational Attainment,COVID-19,Pandemics,Internet,Access to Computers,Educational Environment,College Students,Foreign Countries

Social and economic barriers that students face during their studies can impact severely on their attainment and can be due to many factors. This study investigated how different socio-economic factors, with a focus on digital poverty and workspace availability may have affected students' attainment (during October 2021-March 2022) at university post-COVID-19. Quantitative data collected during the first teaching block of the 2021-2022 academic year using specific questions in a paper-based questionnaire indicated that a good proportion of life science students did not have access to a home internet source (35%) or proper workspace facilities (34%) and had the requirement to work alongside their degree in order to fund their studies. In contrast to the lack of internet students experienced, many of the surveyed students did have access to a personal computer within their household. Possible reasons for some of the findings, and the implications of the findings, are discussed here.
Students&apos; Misconceptions in Chemical Equilibria and Suggestions for Improved Instruction
Author: Riddle, Henry
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Secondary School Students,Scientific Concepts,Chemistry,Concept Formation,Teaching Methods,Educational Improvement,Misconceptions

An investigation was conducted into the common misconceptions in chemical equilibria, adopted by a sample of UK secondary school students. These included the characteristics of a dynamic equilibrium, the nature of the reactants and products at equilibrium, as well as the effect of conditions and catalyst on equilibrium. Suggestions for improved teaching were obtained from the students. These included ensuring a clear and comprehensive delivery of basic principles, more or better use of practical demonstrations where appropriate, and use of practice questions. Further research around these suggestions could investigate the value of consulting students' views and ideas in addressing their misconceptions, to ultimately improve overall conceptual understanding in instruction.
Perceived Support from Instructor &amp; Peers and Students&apos; Self-Regulated Learning during Temporary Online Pivoted Learning
Author: Nguyen, Hue
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Faculty,College Students,Peer Influence,Teacher Influence,Independent Study,Online Courses,School Closing,Student Attitudes,Correlation,Metacognition,Academic Persistence,Help Seeking

The third wave of the COVID-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning (SRL) became more critical to enabling students' learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students' SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire (SOL-Q). The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.
Brain Drain from Türkiye: Register Evidence of Non-Returning Graduates
Author: Metin, Furkan
Date: 2023-00-00
Type: Journal Articles
Subjects: Brain Drain,Foreign Countries,Human Capital,Undergraduate Students,College Graduates,Student Mobility,Study Abroad,Overseas Employment,Immigration,Economic Factors,Educational Trends,Departments

Globalisation of labour has led to the migration of skilled workforce; known as 'brain drain'. To our knowledge, this paper is the first study which analyses brain drain from Türkiye through administrative register evidence of non-return bachelors' degree graduates. The analysis micro dataset in the paper is based completely upon administrative registers of public institutions of Republic of Türkiye. These public institutions including Ministry of Interior, Directorate-General for Population and Citizenship Affairs for residence abroad data, and Council of Higher Education of Türkiye (CoHE) for higher education data. The results were analysed through descriptive statistics. The results indicate that brain drain rate of bachelor's degree graduates is 3.23 per cent in the year 2020. The rate is calculated through considering 55,918 non-return graduates out of total number of 1,730,955 graduates. The most popular destinations to brain drain from Türkiye are the United States of America with 22.4 per cent, Germany with 14.3 per cent and the United Kingdom with 11.6 per cent. When it comes to gender distribution, brain drain rate of males is 3.62 per cent and it is 2.84 per cent for females. The results indicated that brain drain rate of bachelor's degree graduates increased more than 50% between the years 2011 and 2020. Therefore, future research is need to investigate the reason behind the high increase rates in brain drain from Türkiye. Residence abroad data used in this paper is based on the statements of Turkish bachelor's degree graduates reside abroad. Therefore, the actual number may even be higher than the figures here.
Preschool Education and Distance Education: Teachers&apos; Opinions about Present Status and Future Possibilities
Author: Gkoros, Dimitrios
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Education,Distance Education,Teacher Attitudes,COVID-19,Pandemics,Barriers,Affordances,Preschool Teachers,Technological Literacy,Access to Computers,Parent Participation,Foreign Countries,Familiarity,Teaching Experience

Coronavirus pandemic has imposed significant innovations in all aspects of our lives which were a respond to precautional measures to avoid COVID-19 spreading throughout the community. In many countries, Greece included, education shifted rapidly to a distanced form affecting this section of our lives as well. The present study attempts to investigate the intergration of distance education in preschool education in the future as well as the factors that promote or inhibit it, by examining the views of kindergarten teachers. By employing quantitative modes of enquiry and specifically a significant number of questionnaires we concluded that teachers argue about the effectiveness of distance learning. Specifically, in order for the educational community to start a meaningful conversation about the integration of distance education in preschool education, issues such as teachers' technological readiness, technological equipment and parental involvement need to be addressed.
Empowerment as a Mediator between Instructional Leadership and Teachers&apos; Organizational Citizenship Behavior
Author: Barth, Anat
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Instructional Leadership,Citizenship,Teacher Behavior,Teacher Student Relationship,Organizational Culture,Foreign Countries,Jews,Teacher Administrator Relationship,Elementary School Teachers,Principals,High School Teachers

The study explores the mediating effect of teacher's empowerment on the relationship between instructional leadership (IL) to teacher's organizational citizenship behavior (OCB) toward student, team-members, and school. 395 Israeli teachers completed PIMRS, SPES, OCB, and demographic questionnaire. Path analysis showed a good fit of the data to the theoretical model. Teacher's empowerment is a partial mediator for OCB toward student and school; and a full mediator for OCB toward team-members. Teacher's OCB is crucial for schools' effectivity, therefore identifying empowerment as a full mediator for OCB toward team-members may assist improving teamwork, especially through IL.
Investigation of Human Capital Index Value and Income Distrubution in European and Central Asian Countries: The Case of Turkey
Author: Iliman Püsküllüoglu, Elif
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Capital,Income,Comparative Analysis,Developed Nations,Developing Nations,Socioeconomic Status,Disadvantaged,Family Role,Access to Education,Family Financial Resources

Educational indicators offer a straightforward means of gauging a country's education. Besides, evaluation based on these indicators is of great significance and value. Nonetheless, education does not take place in a vacuum, and thus these indicators are results of the conditions in a country. Particularly, time and money spent on education, the family's share in economic distribution play a role in determining the current state of education. So, this study aims to evaluate the current state of education in Turkey by examining human capital indices and income distribution in countries in the Europe and Central Asia (ECA) region. For this purpose, the study uses data from the World Bank. The results of the study indicate that children born in developed countries can access near 80% of their potential upon reaching their productive age, compared to only 65% in Turkey. Additionally, Turkey has the greatest degree of income inequality, as indicated by its GINI coefficients, among other countries in the ECA region. Moreover, there are vast disparities between the income of the top 20% and the bottom 20% of Turkey's population.
Content Teachers&apos; and Lecturers&apos; Corrective Feedback in EMI Classes in High School and University Settings
Author: Hong, Jiye
Date: 2023-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,High School Students,Undergraduate Students,Social Sciences,Comparative Analysis,Computer Science Education,Mathematics Instruction,College Faculty,Teacher Student Relationship,High School Teachers,Teaching Methods,Language Usage,Foreign Countries

To date, very limited research interest has been given to the strategies English medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students' problematic language use, how do they correct it -- providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers' awareness of various options for providing CF on students' linguistic errors during their incidental teaching practices.