ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Lexical Knowledge through L2 Medium Tasks
Author: Vosoughi, Marjan
Date: 2012-00-00
Type: Journal Articles
Subjects: Language of Instruction,Second Language Learning,Second Language Instruction,Task Analysis,Regression (Statistics),English (Second Language),College Freshmen,Foreign Countries,Teaching Methods,Islam,Reading Tests,Recall (Psychology),Vocabulary Development,Translation,Language Tests,Linguistic Theory,Learning Theories,Language Usage,Instructional Materials,Indo European Languages,Native Language,Language Proficiency

The purpose of the present study was to investigate the L2 use rate in EFL classrooms through introducing three task conditions in learning lexical items. Data were collected from a group of freshman university students (male and female) studying in Islamic Azad university of Sabzevar, Iran (N = 73). Based on their performance on a Michigan TOEFL reading test battery, they were first randomly divided into three groups, each completing one of the three vocabulary learning tasks that varied in the amount of L1/L2 use they induced during a two month period. The tasks were &quot;Reading plus further L2 reading&quot;, &quot;Reading plus L1 translation only&quot; and &quot;dictionary work&quot;. The statistical analysis of the students' performance on vocabulary post-tests was performed through One-Way ANOVA followed with the post hoc Regression Scheffe test to analyze which task has created a meaningful mean variability at 0/05 for both between and within groups. The results showed the outperformance of the group receiving &quot;reading plus further L2 reading&quot; tasks and not the tasks involving more L1 use. (p:&lt;0.05) Possible implications of the study are presented in the light of Task Load Involvement Hypothesis by (Laufer &amp; Hulstijn, 2001).
Intervention of Behavioural, Cognitive and Sex on Early Childhood's Aggressive Behaviour
Author: Purwati
Date: 2015-00-00
Type: Journal Articles
Subjects: Aggression,Intervention,Cognitive Restructuring,Behavior Modification,Gender Differences,Child Behavior,Statistical Analysis,Preschool Children,Pretests Posttests,Outcomes of Treatment,Foreign Countries

This study aims to find out the effect of behavioural intervention, cognitive intervention, and sex intervention toward the aggressive behaviour of early childhood. The study is conducted at two non-formal institutions of Education on Early Childhood in Magelang. This study obtains the data from two experimental groups consisting of 14 early childhoods in which one group is treated by cognitive intervention and the other one is treated by behavioural intervention. This study applies factorial experimental design. The hypothesis on this study is analyzed by using &quot;Variant Analysis&quot;. The result of this study shows that: 1) there is a significant difference on aggressive behaviour of early childhoods between male and female caused by the intervention; 2) there is an influence of cognitive and behavioural intervention toward aggressive behaviour; the change of aggressive behaviour caused by cognitive intervention is higher than behavioral intervention; 3) there is an influence caused by intervention of interaction and sex toward aggressive behaviour of early childhood.
Students' Perceptions of Using a Novel as Main Material in the EFL Reading Course
Author: Tsai, Chih-hsin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Reading Instruction,Novels,Teaching Methods,Questionnaires,Attitude Measures,Pretests Posttests,Reading Improvement,Attitude Change,Self Esteem,Reading Ability,Educational Benefits,Likert Scales

The study looked into the possibility of using a novel as main material in a college EFL reading course. It focused on evaluating the effectiveness of novel-teaching based on students' subjective perceptions. For this purpose, two classes of non-English majors read and received instruction on an unabridged novel for one semester. A pair of questionnaires were used to measure students' perceptions and attitudes prior to and after the novel class. Analysis of the pretest and post-test shows that after a semester-long novel-reading process, students demonstrated improvement in attitudes, confidence, interest, and their own perceived reading ability. The results are of pedagogical significance to EFL teaching in that they present how well a novel was received in an EFL class, the benefits it offered as well as the difficulties it entailed to the reading process.
The Effect of Text Typographical Features on Legibility, Comprehension, and Retrieval of EFL Learners
Author: Soleimani, Hassan
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Layout (Publications),Reading Comprehension,Reading Rate,Recall (Psychology),Reading Tests,Correlation,Eye Movements,Language Tests,Student Placement,Young Adults,Adolescents,Comparative Analysis

This experimental study investigated the relationship between font type, font size, and line spacing and legibility, as measured by speed of reading, comprehension, and recalling. Instruments for testing legibility and reading comprehension were presented in eight typographical styles in print. The study tested 90 students for legibility and 76 students for comprehension. The subjects were chosen from Urmia Language Center in Urmia, Iran, and they were both girls and boys. Two weeks after the reading comprehension test, the subjects took part in recalling test. In all tests, the subjects were randomly assigned to one of the eight different typographical styles with Arial or Bookman Old Style (font selection) and 10pt or 12pt (font size). But the subjects had both set solid and double spaced leading in their instruments. Results indicated that the 12pt was read faster than 10pt. But font selection and line spacing did not have any significant effect on reading speed. Also, there were no significant results with regard to comprehension and recalling.
Relationships between Online Motivation, Participation, and Achievement: More Complex than You Might Think
Author: Hartnett, Maggie
Date: 2012-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Online Courses,Student Motivation,Student Participation,Academic Achievement,Active Learning,Foreign Countries,Preservice Teacher Education,Instructional Design,Case Studies,Preservice Teachers,Data Analysis,Transcripts (Written Records),Asynchronous Communication,Student Evaluation,Context Effect

With the increasing importance and rapid growth of online courses, diversification of the student population, and the growing concern over retention rates, exploration of learner online participation and possible relationships with motivation and achievement behaviour is becoming increasingly relevant in higher education. Previous studies (Gerber, Grundt, &amp; Grote, 2008; Picciano, 2002) have tended to explore links between learner activity and performance in online environments. But the relationships that may exist between motivation and participation (both in terms of quality and quantity of activity) in online contexts are not well understood. Indeed, participation, particularly active participation such as posting messages to online discussions, is frequently used as a proxy for motivation, with more active learners being perceived as more motivated. This paper presents findings of one aspect of a larger study (Hartnett, 2010) that explored the motivation of pre-service teachers situated within two separate and distinct online distance learning contexts. Self-report motivation data, achievement, and online usage statistical data, in conjunction with asynchronous discussion-forum transcripts, were used to explore possible relationships between motivation, participation, and achievement in these contexts. Analysis revealed important differences between and within the two cases (e.g., nature of the task and assessment approaches) that indicated situational factors played a key role in determining whether any significant relationships were present. In other words, various factors within the specific learning environment combined in complex ways to influence motivation to learn and the nature of student participation. In an age of increasing exploration and interpretation of online learner behaviour via automatically collected systems statistics (Beer, Jones, &amp; Clark, 2009), these findings highlight the need to be cautious about using online activity as the only gauge for assessing student motivation in online contexts.
Achieving Quality Education in Ghana: The Spotlight on Primary Education within the Kumasi Metropolis
Author: Boakye-Amponsah, Abraham
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Educational Change,Educational Objectives,Qualitative Research,Statistical Analysis,Interviews,Questionnaires,Principals,Elementary School Teachers,Elementary School Students,Instructional Materials,Textbooks,Supplementary Reading Materials,Teacher Surveys,Student Surveys,Administrator Surveys

Background: Ghana being a member of the United Nations, committed to the Universal Primary Education initiative in 2000 and has since implemented series of educational reforms to meet the target for the Millennium Development Goal (MDG) 2. Despite the numerous government interventions to achieve the MDG 2, many children in Ghana have been denied Quality Primary Education by the state. This has resulted in mass illiteracy among children of Primary School age, unacceptable BECE examination results and overwhelming increase in anti-social behaviour nationwide. With the use of quantitative and qualitative approaches, data was collected through the use of questionnaire and rigorous interview. Sample consisted of 8 Head Teachers, 80 Class Teachers and 40 Pupils from four Primary Schools in Kumasi and it's environ. Most respondents expressed the lack of teaching and learning materials, especially textbooks, workbooks and supplementary readers as setbacks for Quality Primary Education. Head Teachers, Teachers and Pupils of Primary Schools argued that textbooks and supplementary readers are the only tools available for most Ghanaian children to acquire knowledge and skills, absence or limited textbooks and supplementary readers in the primary school will affect the educational foundation of school pupils.
Psycho-Social Determinants of Gender Prejudice in Science, Technology, Engineering and Mathematics
Author: Nnachi, N. O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Gender Bias,Disproportionate Representation,STEM Education,Scientific Personnel,Professional Personnel,Engineering,Technical Occupations,Sex Stereotypes,Role Models,Self Concept,Social Influences,Psychological Characteristics

This work focused on the &quot;Psycho-social Determinants of Gender Prejudice in Science, Technology, Engineering and Mathematics (STEM)&quot;. The females were found to be underrepresented in STEM fields. The under-representation results from gender stereotype, differences in spatial skills, hierarchical and territorial segregations and discrimination on job allocation. Social-psychological interventions, role models and self affirmation were examined as strategies for increasing women representation in STEM fields (unbalancing the imbalance in gender representation in STEM).
The Initial Conceptions for Earthquakes Phenomenon for Moroccan Students of the First Year Secondary College
Author: Eddif, Aâtika
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Seismology,Scientific Literacy,Scientific Concepts,Familiarity,Knowledge Level,Correlation,Comparative Education,Student Attitudes,Questionnaires,Natural Disasters,College Students

This work proposes initially to identify the initial conceptions of Moroccan students in the first year of secondary college about the notion of earthquakes. The used methodology is based on a questionnaire addressed to students of life science and Earth in Meknes city, before any official teaching about the said phenomenon. The obtained results showed that despite the non-responses, the majority of respondents have less accurate initial conceptions for earthquakes notion, and does not correctly write their answers, they are enough to write snippets of sentences and do not use scientific words. The student's conceptions seem marked by the earthquakes effects. However, we have identified correlations between the initial conceptions of Moroccan students and those of other French, Turks and Tunisians students.
Teaching and Learning English in Tanzania: Blessing or Curse? A Practical Review of Phan Le Ha's Teaching English as an International Language
Author: Mtallo, Godson Robert
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Self Concept,Language of Instruction,Language Teachers,Language Usage,Comparative Analysis,African Languages

This paper is inspired by the work of Phan Le Ha (2008) in her book titled Teaching English as an International Language: Identity, Resistance, and Negotiation in which she presented the way English language is taught in Vietnam and the emergence of conflicting classes of western-trained Vietnamese teachers of English versus non western trained teachers, also the class of native versus non native teachers. Based on different schools of thought, this paper attempts to compare and contrast learning English in Vietnam and Tanzania. The paper discusses some classroom practices in Tanzania secondary schools focusing on the use of English language as a medium of instruction and came up with the conclusion that it is still an uphill task for the Tanzania learners to achieve learning objectives through the use of English language. The title of this paper is influenced by Rubagumya's work in (2010) as he concluded by asking whether English as it is taught and learnt at present is a blessing or a curse for African learners. Therefore, this paper seeks to answer this puzzle based on Tanzanian context.
Challenges Experienced in Teaching Daily Living Skills to Learners with Mental Retardation
Author: Ruteere, Rosallin Kananu
Date: 2015-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Intellectual Disability,Teaching Methods,Questionnaires,Special Education Teachers,Observation,Check Lists,Qualitative Research,Statistical Analysis,Foreign Countries,Teacher Competencies,Independent Living,Skill Development,Faculty Development,Barriers,Educational Resources,Elementary School Teachers,Elementary School Students

The aim of this study was to establish the challenges encountered when teaching daily living skills (DLS) to learners with mental retardation (MR). The study used purposive sampling to select the sub-county, special units, learners and teachers. The target population in this study was eighty four respondents. The sample for the study was the same as the target population. The study used semi-structured questionnaires for teachers and head-teachers, and observation checklists for learners. The study was carried out in special units for learners with MR in public primary schools in Kasarani sub-county, Kenya. The data was analyzed using qualitative and quantitative methods. The findings of the study showed that learners with MR were not taught DLS effectively. The study also found out that seventy-eight percent (78%) of teachers in the units for learners with MR were not trained to teach such learners. Only 22% of the teachers were trained in the area of MR. The findings showed that forty-eight (80%) of learners did not get sufficient DLS to enable them live independently. Consequently, the study concluded that learners were not taught DLS appropriately to enable them live independently. The study recommended that the government should develop cost-effective training for teachers in the area of MR to curb the problem of understaffing and ineffective teaching. It also recommended that schools with special units need to be headed by teachers who are specialists in the area of MR because they can understand the needs, abilities and interests of learners with MR and provide appropriate learning environment as well as offering necessary support to the teachers in the units.
Pictures Speak Louder than Words in ESP, Too!
Author: Erfani, Seyyed Mahdi
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,College Students,Semiotics,Reading Comprehension,Visual Aids,Instructional Effectiveness,Physics,Majors (Students),Pretests Posttests,Experimental Groups,Control Groups,Science Instruction,Teaching Methods,Statistical Analysis,Scores,Science Achievement,Comparative Analysis,Language Proficiency,Language Tests,Quasiexperimental Design,Textbooks

While integrating visual features can be among the most important characteristics of English language textbooks, reviewing the current locally-produced English for Specific Purposes (ESP) ones reveals that they lack such a feature. Enjoying a rich theoretical background including Paivio's dual coding theory as well as Sert's educational semiotics, this research was done to investigate the probable effectiveness of using pictorial context in ESP reading comprehension ability of Iranian university students whose syllabus mostly focuses on this skill. To do so, this study was conducted on two groups of Iranian students majoring physics. Before the treatment, pretest was performed in both groups. The students in the experimental group were taught through passages furnished with different kinds of pictures while the ones in the control group were taught through the same passages without the pictorial context. At the end of the treatment which took twenty two sessions of two hours during twelve weeks, the posttest was administered to both groups. At the end, drawing on t-test at the significance level of 0.05, the students' performance was compared. The results revealed that there was a significant difference between the mean score of the two groups. Thus, it was concluded that using pictorial context improves the ESP reading comprehension of students.
Readability of Igbo Language Textbook in Use in Nigerian Secondary Schools
Author: Eze, Nneka Justina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,African Languages,Readability,Textbooks,Textbook Evaluation,Secondary Schools,Secondary School Students,Cloze Procedure,Hypothesis Testing,Statistical Analysis,Instructional Program Divisions,Benchmarking,Standards,Expectation

This study assessed the readability of Igbo language textbook in use in Nigerian secondary schools. Five Igbo Language textbook were evaluated. The study employed an evaluation research design. The study was conducted in South Eastern Geopolitical zone of Nigeria which is predominantly the Igbo tribe of Nigeria. Four hundred secondary school students were used for the study. These students were drawn from five secondary schools (one school from each of the five States of the South Easter zone of Nigeria) that were used for the study. In each school eighty students were drawn for the study (twenty students were drawn from each of the JSS1, JSS2, SS1 and SS2 classes). Data were collected on readability of the textbooks using Igbo Language readability test which are specifically cloze tests of readability. Research questions were answered using percentages while the hypothesis was tested at 95% confidence level using the Chi-Square test of independence. Summary of result reveals that although all the five textbooks were readable their readability indices are below standard expectations of first language textbooks. The study further revealed that readability of the Igbo Language textbooks do not depend significantly on the class levels of the students. Based on these findings the researcher recommends that a readability benchmark should be adopted for all language textbooks in Nigerian schools. Those textbooks that do not meet the minimum benchmark should not be allowed in Nigerian schools.
Effect of Instruction in Emotional Intelligence Skills on Locus of Control and Academic Self-Efficacy among Junior Secondary School Students in Niger State, Nigeria
Author: Umaru, Yunusa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Emotional Intelligence,Locus of Control,Self Efficacy,Secondary School Students,Quasiexperimental Design,Pretests Posttests,Statistical Analysis,Gender Differences

This study investigated the effect of instruction in emotional intelligence Skills on locus of control and academic self-efficacy among junior secondary school students in Niger state, Nigeria. This study employed a quasi-experimental, non-equivalent control group, pre-test - post-test design. The population of this study was 105,034 secondary school students out of which 40 students were purposively sampled and used for the study. The instrument used for data collection were locus of control scale(LOCS) and Academic Self Efficacy Scales (ASES).Data were analysed using mean, standard deviation and t-test. The findings reveals that, Emotional intelligence skills was effective in moderating locus of control (t = 23.98, p = 0.000) and improve academic self-efficacy (t = 22.88, p = 0.000) of secondary school students. And there was no gender difference in the effect of emotional intelligence skills on locus of control (t = 1.02, p = 0.064) and academic self-efficacy (t = 3.41, p = 0.003) of respondents. It was recommended that School Principals, counsellors, Psychologist and Subject teachers should be exposed to training in Emotional intelligence skills such as emotional self-awareness, self-management, social-awareness and relationship management in re-addressing students with academic problems.
Reflective Writing of Mexican EFL Writers: Levels of Reflection, Difficulties and Perceived Usefulness
Author: Roux, Ruth
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Essays,Writing Evaluation,Language Proficiency,Reflection,Linguistic Theory,Academic Discourse,Masters Programs,Mexicans,Language Teachers,Familiarity,Writing Skills,Classification,Feedback (Response),Bilingual Education,Foreign Countries

This case study examined the level of reflection in the essays written by 15 Mexican English language teachers taking a Master's Degree course in English as a foreign language (EFL). The essays were evaluated using the categorization scheme for assessing the level of reflection developed by Kember, et al. (2008). Semi-structured interviews were held with information-rich participants to investigate the difficulties experienced with reflective writing and the usefulness attributed to this academic genre. Findings suggest that the categorization scheme is applicable to reflective writing in EFL, although almost half of the participants continued to write in a non-reflective mode throughout the course. Low level of proficiency in English, lack of familiarity with reflective writing, challenges of deductive reasoning, and the absence of productive feedback were their reported difficulties. Reflective writing was deemed useful because it facilitates participation in class discussion, a more thorough completion of course readings, the adoption of a stance towards SLA theories, and improvement of academic writing ability.