ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Cooperative Learning on Cognitive Engagement and Task Achievement: A Study of Omani Bachelor of Education Program EFL Students
Author: Sulaiman, Moosa Ahmed Ali
Date: 2022-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Cooperative Learning,Undergraduate Students,Foreign Countries,Teaching Methods,Gender Differences,Learner Engagement,Interaction,Discussion (Teaching Technique),Group Discussion,Student Participation

Led by a premise that effective cooperative tasks play a vital role in enhancing Cognitive Engagement (CE) and task achievement in ESL/EFL teaching, this study investigates the effects of Cooperative Learning (CL) on Omani Bachelor of Education (B. Ed.) students' CE and task achievement. This quasiexperimental study has three objectives: (i) To find out the level of awareness of CE skills required during EFL learning sessions; (ii) To examine whether there are any statistically significant differences between the mean scores of students' responses taught through CL strategies and taught in normal setting; and (iii) To investigate whether there are significant differences among EFL students' CE levels attributed to their gender. A total of 36 B. Ed. students were assigned to Experimental Group and Control Group with 18 students in each. Analytical results of the study found that (a) The overall CE levels of the students was low at the mean score of 2.20; (b) On statistical grounds, significant differences were found at the level of &lt;0.01 between the mean scores of CE responses of students taught through CL and those who were taught in a normal setting; and (c) No statistically significant differences were found at the level of &lt;0.05 between mean scores of students' CE responses attributed to their gender. We have discussed a number of pedagogical implications emerging from the findings of this study for raising students' awareness, enhancing teachers' roles and responsibilities, effective task designing and developing engaging instructional materials.
Conceptualisation and Early Implementation of an Academic Advising System at the University of Cape Town
Author: van Pletzen, Ermien
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Program Implementation,Universities,Foreign Countries,Program Design,Models,Grounded Theory,Administrative Organization,Academic Support Services,Efficiency,Pilot Projects,Educational Innovation,COVID-19,Pandemics,Automation

Academic advising is a High-Impact Practice that supports better outcomes for all students, particularly those encountering structural barriers to success. This paper presents a case study of processes followed in a three-year project (2018-20) at the University of Cape Town (UCT) to conceptualise, design, and start implementing an academic advising system. Three goals were formulated: (1) to develop conceptual capacity and a theory of academic advising; (2) to develop an academic advising model responsive to institutional context and student need; and (3) to develop structures, relationships, tools, and resources to implement a coherent system. An informed grounded theory approach was used to analyse baseline data of existing support and advising at the institution. Data was collected through document and desktop research, interviews with stakeholders, and student focus groups. A monitoring and evaluation framework was developed to track and reflect on progress against the goals. Iterative cycles of data collection, analysis, and reflection took place as implementation started. A key finding was that UCT's advising structures incline towards a decentralised faculty-based model, complemented by centralised support services that encompass advising functions. Low levels of integration were found, as well as inefficient duplication of services. To address these challenges, the conceptual and operational capacity of the academic advising team needed to be advanced. This was done by assembling a multidisciplinary team, undergoing professional training, and by running a journal club. A promising theoretical approach that emerged was a capability approach to academic advising. A shared model of academic advising was found to be best suited to the institutional context and a three-tiered model operationalised by faculty, professional, and peer advisers, as well as by automated advising tools, was designed. Implementation started through pilot projects. During Covid-19, innovative concept and centralised systems development that connected students to institutional resources, enabling them to practise agency and supporting their ability to achieve despite unprecedented structural barriers, demonstrated the viability of the capability approach adopted for steering further development of the system.
English Language Learning Strategies during COVID-19 in the Middle East: A Systematic Review
Author: Khreisat, Mohammad N.
Date: 2022-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Foreign Countries,Online Courses,Flipped Classroom

The recent pandemic has forced the educational sector to unwillingly reform its strategies by compelling it to embrace technology as the savior of the educational process. COVID-19 has adversely affected this sector by forcing a halt to all face-to-face learning in educational institutes, which led to dependence solely on online education and adopting strategies fit solely to distant learning. Thus, this paper has focused on the English language learning strategies adopted during COVID-19. Moreover, this research aims to provide the latest information about online teaching strategies adopted during the COVID-19 pandemic by English language instructors in Asia, especially in Middle Eastern countries. This study is qualitative in nature and utilizes the systematic literature review approach. The data for this research was gathered from renowned databases to maintain reliability. The results highlighted that among many strategies, three are most important in teaching the English language during COVID-19, first is collaborative learning (i.e., breakout classes, cloud-based collaboration), the second is flipped classroom, and the final is scaffolding. In the end, the study concluded with the recommendation as the findings of this research can help policymakers and educationists in developing effective or efficient strategies for tackling tough situations or pandemics.
Migrating vs. Decentralizing MOOC-Based e-Content to Teaching MA Language and Communication Students
Author: Ghobrini, Rafik El Amine
Date: 2022-03-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Pandemics,COVID-19,Educational Change,Masters Programs,English (Second Language),Second Language Learning,Second Language Instruction,Social Media,Computer Mediated Communication,Graduate Students,Access to Education,Comparative Analysis,Internet,Technological Literacy,Foreign Countries

Never before has education been more tech-oriented, cloud-based, and online-driven, especially with this new pandemic-altered educational environment. However, new regulations worldwide limit physical interaction inside the bounds of educational institutions, which pushed Algerian university teachers to operate mainly online under unsuitable conditions. Therefore, our prime objective is to devise a MOOC-based teaching modal that primarily palliates the current dire problems regarding students' equity. One of the solutions proposed in this paper is two equitable, to some extent, tech-enabled modalities of instruction that leverage the available first-rate Massive Open Online Courses (MOOC) e-content to teach Master of Arts (MA) students: language and communication students of English department at Mostaganem University in Algeria. There were two online groups, the first one regards migrating to the MOOC itself and letting students operate on the MOOC provider. The second e-group decentralizes the e-content to a closed Facebook group where students can access the e-pedagogical materials directly from the social-media-mediated landscape. To this end, a pedagogical action research based on the comparative approach is used to undertake this study that comprehended 44 students to compare the two e-groups through different working situations. Findings revealed the difference between the two e-modes of teaching. They presented a framework enabling instructors to choose which one to leverage according to students' digital skills and access to internet bandwidth, thus serving as a guideline for any instructor wishing to participate in such an educational endeavor. Finally, implications of these two technologized modes of instruction on the teaching profession overall are set forth.
Researcher/Writer Identity: Exploring Awareness, Manifestations and Implications of EFL Scholars&apos; and Applied Linguists&apos; Identities
Author: Awadelkarim, Abdelmagid Abdelrahman
Date: 2022-03-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Applied Linguistics,Academic Language,Writing (Composition),College Faculty,Researchers,Teacher Attitudes,Discourse Analysis,Professional Identity,Foreign Countries,Masters Degrees,Doctoral Degrees

Interest in both Identity and Academic Writing and Discourse has recently remarkably resurged. This has been so in both applied linguistics and discourse studies. As a result, many dominant ideas, practices, and paradigms have been criticized, challenged, or re-considered. The paper casts light on identity features and manifestations in the academic writing/research discourse of EFL/applied linguists in the context of a Saudi college. Identity research has been significantly under-researched in Majmaah University and KSA in general. The study seeks to answer:1. Do researchers' identities manifest themselves in the academic/research discourse of applied linguists and EFL scholars? If so, in what ways can these identities and self-manifestations appear in the academic and research discourse of applied linguists and EFL scholars? To what extent, if any, are applied linguists and EFL scholars/ researchers aware that they represent themselves in their academic and research discourse/writing? We used a mixed-method design to amalgamate data from two primary instruments: questionnaire and interviews, which were analyzed using SPSS and thematic analysis together with some qualitative methods of analysis. Findings suggest that researchers do display themselves in research employing various identity, agency, and voice strategies/ techniques and that they are broadly aware of this experience, that these identities are represented via a myriad of linguistic/discourse ways, and that they appear to be aware of this process. The implications of these identity manifestations and self-externalizations for research discourse theory and practice, academic writing, language, and research education were explored and discussed.
The Relationship between Test-Taking Strategies and Thai Students&apos; Reading Comprehension Test Performance
Author: Ketworrachai, Chonrachai
Date: 2022-03-00
Type: Journal Articles
Subjects: Test Wiseness,Foreign Countries,Reading Comprehension,Scores,College Students,English (Second Language),Second Language Learning

Tests are often applied to evaluate students' academic performance in all educational contexts. In order to be successful in the tests, students are required not only to possess the knowledge of the subject, but also test-taking strategies which enable them to gain higher test score. The present study was aimed at investigating the relationship between the students' test-taking strategies use and their reading comprehension test performance and the types and frequency of the test-taking strategies used among high and low proficiency students. This research employed the mixed-methods approach. A total of sixty eight university students at an international university in Thailand took part in this study. They were asked to take a reading comprehension proficiency test and a questionnaire to find out about their use of the test taking strategies during the test. The results revealed that the test-taking strategies had a significantly positive influence on students' reading comprehension test performances. Although high proficiency students used the test-taking strategies more frequently than those in low proficiency group, both groups of students were found to similarly employ a variety of techniques to cope with the challenges in the reading test. The findings of this present study not only empirically verified the benefits of the test-taking strategies, but also emphasizes the necessity of the formal instruction of the strategies used in the English tests, especially the ones considered most effective for tertiary students, to ensure their greater academia success.
Psychological Support for Children with Special Educational Needs in an Inclusive Education
Author: Zhasulan, Karibaev
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Support Groups,Students with Disabilities,Inclusion,Foreign Countries,Teacher Education,Regular and Special Education Relationship,Teacher Attitudes

The rate of disabled individuals is quite high in Kazakhstan. It is a fact that people with disabilities also have problems related to education and work, as well as the problems they face in social life. With the psychological support to be provided in the fields of education, the problems of the disabled individuals can be minimized, the deficiencies can be eliminated, and the fact that they know that they receive education with other individuals with equal opportunities can provide a sense of trust in disabled individuals. This study aims to determine the importance of psychological support for disabled children who continue their education. The qualitative research method was used in the research. Open-ended questions prepared by the researcher were asked. The study group of the research consists of 28 counselor teachers working in a state school with mainstreaming students in Kazakhstan. Results reveal that disabled individuals need psychological support in their education. It turned out that the psychological support provided was insufficient.
Specific Features of the Training Seminar in Order to Improve the Subjective Well-Being of Students
Author: Adilzhanova, Kuralay
Date: 2022-00-00
Type: Journal Articles
Subjects: Seminars,Well Being,College Students,Foreign Countries,Student Attitudes,Interpersonal Relationship,World Views

The purpose of this research is to evaluate the specific features of the training seminar in order to improve the subjective well-being of university students. The qualitative research method was used in this study. The study group of the research consisted of 72 university students studying at various universities in Almaty, Kazakhstan in the 2021--2022 academic year. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, students defined subjective well-being as looking at life positively, living life in a planned way, socialising and being a good person. University students evaluated their subjective well-being at a moderate level with suggestions of university students participating in the research to improve subjective well-being, giving importance to personal development, establishing positive relations with the environment and benefiting from activities in universities. In addition, students' opinions on the characteristics of the training seminars for the development of subjective well-being are that they are motivating, provide multidimensional development, have rich content and are held regularly. In line with the findings obtained from the research, it has emerged that the training seminars organised for the improvement of the subjective well-being of university students should be organised frequently, provide multidimensional development and be rich in content.
Creeping Legalism: How External Demands Reshape Student Affairs Practice
Author: Ryder, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Student Personnel Services,Legal Problems,Constructivism (Learning),Grounded Theory,Values,Student Centered Learning,Legal Responsibility,Gender Discrimination,Sex Fairness,Educational Legislation,Federal Legislation,Student Records,Parent Rights,Privacy,Background

Using data from twenty-one interviews conducted with student affairs practitioners within a constructivist grounded theory study, we examined how legal issues influence the daily work of student affairs professionals. Findings demonstrate that concerns about legal issues may intrude on student-centered practice, which participants identified as a core value of the student affairs profession. The paper concludes by offering recommendations for navigating the tension between student-centered practice and legal issues.
Financial Wellness of First-Generation College Students
Author: Rehr, Tori I.
Date: 2022-00-00
Type: Journal Articles
Subjects: First Generation College Students,Money Management,Paying for College,Costs,Student Attitudes,Student Behavior,Resources,Student Loan Programs,Student Employment,Scholarships,Grants,Credit (Finance),Parent Financial Contribution,Family Income,Stress Variables,Knowledge Level,Self Efficacy,Psychological Patterns,Undergraduate Students,Generational Differences

Among many challenges that first-generation college students face, navigating how to balance the financial costs of college with covering monthly expenses can be particularly challenging. The present study uses the lens of person-in-environment theory to conceptualize how the financial attitudes, behaviors, and resources of first-generation college students contribute to their financial wellness. Data from the multi-institutional Study on Collegiate Financial Wellness are used to compare first-generation students and continuing-generation students at four-year public institutions on sources of educational funding, financial knowledge, financial optimism, financial strain, and financial self-efficacy. First-generation students were significantly more likely to use federal student loans, private student loans, money from a job, scholarships/grants, and credit cards to fund their education, whereas continuing-generation students were more likely to use parent and family income. First-generation students had significantly higher scores on average than continuing-generation students on the financial strain measure; this was reversed for the financial knowledge score, the financial self-efficacy measure, and the financial optimism measure. These results support findings from prior literature that first-generation students may experience greater financial hardship and implicate an impact on attitudes and beliefs around finances.
What Makes a Study Strategy Intervention Impactful? An Interview-Based Study
Author: Brady, Anna C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Intervention,Program Effectiveness,Student Attitudes,Workshops,Undergraduate Students,Biology

The purpose of the present study was to understand students' perceptions of the impact of a study strategy workshop intervention. For decades, researchers and higher education practitioners have used workshops as a method to buffer against the challenges that college students face. Prior research has supported the value of such interventions; however, the features that underlie effective workshop interventions are not fully understood. We conducted 20 semi-structured interviews to identify nuance and subjective details related to students' experiences with a study strategies workshop intervention in an undergraduate biology course. Based on thematic codebook analysis, findings pointed to three themes related to features that allowed the intervention to have an impact on students' study strategies: receptivity to workshop content, motivation and ability to change, and conditions for sustained change.
Acceptance and Barriers of Open Educational Resources in the Context of Indian Higher Education
Author: Datt, Gopal
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Student Attitudes,Open Educational Resources,Training,Workshops,Barriers,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Online Courses

The purpose of this study is to highlight the role and awareness of and barriers to Open Educational Resources (OERs) in Indian higher education, specifically in the State of Uttarakhand. This study further investigates the factors that hinder the progress of OER acceptance in the teaching and learning process of higher education and suggests ways to overcome these barriers. Acceptance and barriers of OERs in Indian higher education have been analyzed with the help of responses received from 204 participants (students) through questionnaire, who are either enrolled in ODL or the conventional system of education in the state of Uttarakhand (India). This study found that post-graduate programme learners are more aware of access to OERs and the majority of learners reported that training/workshops based on OERs are beneficial for them. Findings from this study will be helpful in understanding the obstacles and hindrances faced by the learners and respective institutions in the process of offering OERs. This study was conducted during the COVID-19 lockdown period.
In My Feelings: Division I Student-Athlete Seeking Mental Health Support
Author: Sasso, Pietro A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Athletes,Athletics,Mental Health,Undergraduate Students,Access to Health Care,Social Bias,Counseling,Student Needs,School Counseling,Stress Variables,At Risk Students,Barriers,Help Seeking,Social Support Groups

Division I student-athletes navigate tensions between athletic performance and academic obligations against their own private experiences. These various challenges specific to student-athletes potentially result in various mental health challenges, which athletic departments and their staff struggle to address. The purpose of this study was to explore the experiences of traditional undergraduate student-athletes navigating mental health and related support services. This qualitative study found that student-athletes seek informal support for a variety of mental health issues in which they describe a fear of stigma, vulnerability, or &quot;weakness&quot; as nonacceptance of professional counseling. Implications for practice encompass suggestions for increased support of student-athlete mental health, including educational programming and collaborative efforts with university counseling services.