ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Material for English for Holiday Program
Author: Soviyah
Date: 2021-00-00
Type: Journal Articles
Subjects: Material Development,Second Language Learning,Second Language Instruction,English (Second Language),Holidays,School Schedules,Program Descriptions,Educational Quality,Educational Improvement,Departments,Universities,Language Skills,Teaching Methods,College Students,Educational Needs,Student Attitudes,Foreign Countries

An English program like English For Holiday (EFH), is concerned with helping children to learn English. In relation to English Education Department of Universitas Ahmad Dahlan, the department has employed an EFH program to help children with English learning during their school break. To accomplish the continuous improvement of the program, it needs research related to it, as these kinds of research provides meaningful data and product, which are important for the improvement of the program's quality. Generally, the ultimate aim of the research is to contribute to the establishment of a better EFH program, especially of English Education Department, Universitas Ahmad Dahlan. Specifically, this research aims to develop syllabus and material for EFH program of EED UAD. This research started in May and was complete in November 2020 at English Education Department of Universitas Ahmad Dahlan (UAD). It utilized Research and Development (R&amp;D) type with ADDIE model initiated by McGriff (2000) which endeavors a development process encompassing five major stages i.e., analyze, design, develop, implement, and evaluation. The research results show that the EFH material is developed to fulfil the children's needs of material for EFH program. The developed product offers an alternative solution to fill the children's needs. Based on the evaluation, it is found out that the developed material is considered very good. Through this material, children participating in EFH program can learn English in an enjoyable way. Although the major target is to improve children's speaking skill, through this material, children can learn and develop their other skills i.e., listening reading and writing as the developed material is written in an integrated way involving all four skills of English.
Identifying English Language Needs among Administrative Support Staff in a Malaysian Public University: A Preliminary Study
Author: Husin, Mohd Zulfadli Mat
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Work Environment,Higher Education,Language Skills,State Universities,Communication Skills,Content Analysis,Language Usage,Foreign Students,Foreign Nationals,Writing Improvement,Staff Development,Office Occupations,School Personnel,Foreign Countries

English skills particularly in conversation are essential in workplace situations especially in the context of higher learning institutions. Little attention is being given to examining the needs of English communication skills and issues related to administrative support staff at their workplace particularly at public universities. A questionnaire was adopted to gauge the English language needs of support staff, their English skills perception as well as usage at the workplace. Data were collected from a group of 40 support administrative staff from Universiti Malaysia Kelantan (UMK) involving three administrative departments. The findings were gathered using survey and analyzed using content descriptive analysis. The results of the study revealed that the majority of the respondents strongly agreed that having a good English ability will increase their chance of being promoted to a higher position. Data also revealed that staff use English mostly during interaction with foreign staff and students. In addition, staff perceived that they need to improve their English writing skills the most. This study hopes to give better insight towards English proficiency among administrative support staff and explicit policy on English language at workplace. Therefore, English continuous professional development programmes should be developed and introduced to assist in improving their English language abilities.
In-Service Teachers&apos; Challenges to Implementing an Approach to Critical Thinking and Critical Reading in Chile
Author: Veliz, Leonardo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Academic Language,Graduate Students,Masters Programs,Teacher Education Programs,Language Teachers,Student Attitudes,Critical Literacy,Teaching Methods,Critical Thinking,Educational Practices,Cultural Differences,Critical Reading,Social Differences,Compliance (Psychology)

The present study reports on the challenges of implementing an approach to critical thinking and critical reading in English language teaching (ELT) in Chile. Participants in this research are in-service teachers of English enrolled in a Master's course in Teaching English as a Foreign Language (TEFL) in Chile. In order to develop and construct a thorough understanding of the participants' past and present academic literacy experiences, they were invited for one-to-one meetings (semi-structured interviews) where, rather than reminiscing about past literacy experiences, they were encouraged to engage in narratives about their experiences with and challenges of developing a socially critical awareness of literacy at university, and in their current teaching practices. Analysis of the participants' accounts revealed, first and foremost, the pervasive presence of literacy practices that reflect and favor a strong culture of compliance over critical reflection, and, secondly, great concerns about the lack of systematic preparation in English teacher education (ETE) programs to develop and implement a more critical stance toward critical thinking and critical reading. The paper concludes by interrogating and challenging current university practices that, based on the participants' views, seem to replicate a culture that reproduces both social and cultural inequalities.
Optimizing the Virtual Classroom: A Case of Intensive English Course in the Next Normal
Author: Kaoropthai, Chayaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Second Language Learning,Second Language Instruction,English (Second Language),COVID-19,Pandemics,Intensive Language Courses,College Freshmen,Language of Instruction,Instructional Effectiveness,Rating Scales,Guidelines,Teaching Methods,Foreign Countries,Student Attitudes,Language Proficiency

Due to the COVID-19 pandemic, online learning has automatically become a normal practice of the &quot;Next Normal&quot;. Intensive English is a compact three-week course offered to get first-year students ready for university study. Online learning was something new for both students and instructors. A key challenge in online learning was how to make virtual classroom as lively and interactive as possible. The aim of this study was thus to design an instructional program which integrated various technological tools and applications to optimize the virtual classroom. The 63 first-year students from two intact sections of Intensive English were used as participants of the study. A technology acceptance model (TAM) questionnaire (Davis, 1989; Hernandez, 2021) was adapted to assess the effectiveness of the instructional program. The results of the study revealed that all of the participants achieved the overall objective of the course and the target CEFR's A2 level. They found their online learning experience rewarding. They were satisfied with this online learning experience and were willing to participate in similar online learning in the future. Additionally, recommendations for further research were discussed.
Perks and Perils of Adult Learners in Communication English Learning at English Language Centers in Vietnam
Author: Hoa, Truong Minh
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Education,Second Language Learning,Second Language Instruction,English (Second Language),Self Esteem,Personal Autonomy,Learning Motivation,Communicative Competence (Languages),Foreign Countries,Teaching Methods,Student Attitudes,Positive Attitudes,Adult Students,Technology Uses in Education,Teacher Effectiveness,Educational Objectives

The teaching and learning of Communication English for adult learners is unlike that for children. Understanding of the differences between adult learners' and young learners' traits is considered a must for all English teachers so as to provide appropriate teaching methods and materials for adult learners in Communication English learning. Thus, this mixed-methods survey was conducted to investigate adult learners' perks and perils in Communication English learning and suggested solutions for their better communicative performance. The sample of this study consisted of 148 adult learners from the five selected language centers in Ho Chi Minh City, Vietnam. Data were collected from questionnaire copies. The findings revealed that the adult learners had some perks including strong motivation, clear learning goal, good learner autonomy and able technology use for learning, or positive attitudes towards the existing teachers' quality. Besides, some perils among these adult learners were sought, including low self-confidence, short time investment, and limited speaking practice environment. At last, they expected their teachers to make the lessons more interesting and realistic, and hoped their language centers to invite native language teachers.
Development of Economic Learning Model Based on Pancasila Values
Author: Nor, Baseran
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Economics Education,Moral Values,Game Based Learning,Social Values,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Teaching Methods,Values Education,Ethical Instruction,Nationalism,Ideology

Moral degradation is due to the lack of government attention in planning and supervising the learning process in education. This study aims to establish an economic learning model focused on Pancasila values in the Economic Education study program, Teacher Training and Education Faculty of Universitas Lambung Mangkurat, Banjarmasin. The research conducted is developmental research with the Dick &amp; Carey model. Researchers use tests, observations, interviews, and documentation for data collection. Data were analyzed using paired t-test statistics. A team of educational and content experts, educators, and small groups validated the learning model and its tools. In this study, the informants were 88 third-semester Economics education students who are programming Indonesian economy courses. The results showed that Pancasila economics was higher in the experimental class than in the control class. The results showed that Pancasila economics in the practical grade was higher than in the control class. According to the represented Pancasila's economic principles, the Game-Based Direct Instruction Learning paradigm effectively instilled students' knowledge, enthusiasm, and behavior. The inculcation of the Pancasila economic character such as honesty, teamwork, humanity, sense of family, cooperation, and fairness are required to restore the Indonesian nation's identity as mandated by law.
Digital Competences of Vocational Instructors with Synchronous Online Learning in Next Normal Education
Author: Wannapiroon, Panita
Date: 2022-01-00
Type: Journal Articles
Subjects: Technological Literacy,Vocational Education Teachers,Teacher Competencies,Online Courses,Synchronous Communication,Foreign Countries,Teacher Attitudes,COVID-19,Pandemics,Vocational Education,Faculty Development

This research study was conducted with the following objectives: to develop; evaluate and; investigate the vocational instructors' satisfaction with the online instructional management developed using the synchronous online learning with 2,233 vocational instructors from the Office of the Vocational Education Commission, Ministry of Education, from five regions of Thailand, namely the Central, the Northern, the Northeastern, the Southern, and the Eastern Regions and Bangkok. The research findings revealed that the vocational instructors' digital competence consisted of the following abilities: (1) analysis of course content; (2) application of video conference systems; (3) management of online classes; (4) management of online learning resources; (5) management of online learning activities; (6) development of tests; (7) development of instructional media; (8) development of instructional videos; (9) arrangement of active-learning activities; and (10) online evaluation and assessment of instruction. The vocational instructors' digital competence in online instructional management after the synchronous online learning was found to be significantly higher than before the learning, at the p-value rate of 0.01. &quot;Overall,&quot; 93.19% of the vocational instructors were reported to pass the evaluation of online instructional management. The vocational instructors were found to be satisfied with their own digital competence in online instructional management at the highest level.
Educational Effectiveness: Validation of an Instrument to Measure Students&apos; Critical Thinking and Disposition
Author: Gerdts-Andresen, Tina
Date: 2022-01-00
Type: Journal Articles
Subjects: Test Validity,Measures (Individuals),Critical Thinking,Student Attitudes,Factor Analysis,Psychometrics,Foreign Countries,Undergraduate Students,Test Construction,Norwegian

Critical thinking has become an educational ideal in a higher education context, where the goal is to develop students' critical and reflective attitudes. There is a need for validated tools to raise awareness of the student's perception of their critical thinking, and to measure whether teaching has a positive impact on students' ability to think critically and to increase the students' disposition towards critical thinking. The aim of this study was to adapt and validate the Critical Thinking Disposition Scale (CTDS) for use in social work education in Norway, and to explore students' perceptions of their critical thinking. CFA was conducted for psychometric evaluation, and Cronbach's alpha was used to evaluate internal consistency. Students' perception of their critical thinking was analysed at item and factor level. CTDS-NO show satisfying psychometric properties with high reliability and validity and may be a valuable tool for measuring students' critical thinking disposition during their education. Results indicate that the questionnaire may also be a useful tool for measuring whether the teaching contributes to the development of critical thinking students.
Effects of Brain-Based Teaching Approach Integrated with GeoGebra (B-Geo Module) on Students&apos; Conceptual Understanding
Author: Yatim, Siti Seri Kartini Mohd
Date: 2022-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Technology,Technology Uses in Education,Computer Software,Brain,Secondary School Mathematics,Teaching Methods,Mathematical Concepts,Concept Formation,Rural Schools,Foreign Countries,Memory,Difficulty Level

The Brain-Based Teaching Approach is a strategy that implements methods from a brain-based learning (BBL) model. This approach was designed to be compatible with the inclinations and optimal functions of the individual brain to ensure that students can learn effectively. The module uses the Brain-Based Teaching Approach integrated with GeoGebra Software (B-Geo Module) to help students' conceptual understanding of the topic of differentiation. Therefore, this study aims to explore the possible effects of the Brain-Based Teaching Approach with the integration of GeoGebra Software on conceptual understanding of the topic of differentiation in rural secondary schools in Malaysia. This study used a quasi-design of pre-test and post-test experiments involving 118 form 4 students from rural secondary schools. The researchers used cluster sampling techniques for school selection and intact group for sample selection. The school selection was divided into two groups, namely, the control group using conventional information and communication technology (ICT) modules and the experimental group using the B-Geo Module. The instrument used was the Conceptual Understanding Test of Differentiation. The results of the data analysis show that the conceptual understanding of the topic of differentiation amongst rural secondary school students increased when using the Brain-Based Teaching Approach with the integration of GeoGebra Software.
Effects of Mediation of Learning Interest in Improving Student Learning Achievement
Author: Hendrawijaya, Arief Tukiman
Date: 2022-01-00
Type: Journal Articles
Subjects: Educational Attainment,Teacher Motivation,Work Attitudes,Teacher Qualifications,Learning Motivation,Academic Achievement,Tutors,Foreign Countries,High School Teachers,Student Motivation

This study aims to analyze and examine the effects of education level, years of service, work motivation, and work discipline on learning interest; to analyze and examine the effects of education level, years of service, work motivation, work discipline, and learning interest on learning achievement; to analyze and explore the indirect effects of education level, years of service, work motivation, and work discipline on learning achievement mediated by learning interest. This research is an explanatory study, which involved samples of tutors of Packet C Study Group, Jember Regency, in total of 200 respondents. The research data were primary data obtained by online questionnaires, observation, and documentation. The analytical tool used was path analysis to determine the direct effect and indirect effect using SEM method. The results of this study found that education level, years of service, work motivation, and work discipline had a significant positive effect on learning interest. Education level, years of service, work motivation, work discipline, and learning interest had a significant positive effect on learning achievement. Learning interest was able to mediate the effects of education level, years of service, work motivation, and work discipline on learning achievement.
English Teachers&apos; Competency in Flipped Learning: Question Level and Questioning Strategy in Reading Comprehension
Author: Reflianto
Date: 2022-01-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Teacher Competencies,Flipped Classroom,Questioning Techniques,Reading Comprehension,Reading Instruction,Foreign Countries,Grade 3,Teacher Attitudes,Elementary School Teachers

Questioning skills are significant competencies that English teachers must possess in teaching reading narrative texts. These competencies include the ability to create various levels of questions and strategies. This study aimed to investigate the teachers' competence in making question levels, strategies, and teachers' and students' responses during the online flipped classroom learning process. This study used a qualitative approach with a content analysis design. The data analysis used Barrett's taxonomic percentage, Jacobsen's questioning strategy theory, and content analysis through condensation, identification, labeling, grouping, verification, and concluding. This study revealed that the competence of teachers in making question levels and questioning strategies had unique skills. Remarkably, the teachers' training background did not wholly affect their competence. However, language insight, technology mastery, and question habit dominantly influenced their ability to combine the question levels according to the questioning strategy. The responses of students taking part in the learning provided positive feedback for improving reading comprehension skills. The teachers' response stated that this method encourages active student engagement in each online teaching session and eases their reading comprehension skills. We suggested English teachers improve their linguistic understanding, teaching technical skills, and strengthen two-way interaction with students through question-and-answer sessions.
Enhancing Critical Thinking Skills of Junior High School Students through Discovery-Based Multiple Representations Learning Model
Author: Chusni, Muhammad Minan
Date: 2022-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Junior High School Students,Discovery Learning,Instructional Effectiveness

This study aimed to measure the effectiveness of the Discovery-based Multiple Representation (DMR) learning model that use to improve student critical thinking skills (CTS) of students on environmental change material. This study used the pre-experiment method, with a one-group pretest-posttest design. The populace of this study was students in MTs 2 Sleman. The sample was selected by a random sampling technique amounting to 60 people. The instrument used to collect data on critical thinking capability was an essay test to measure the effectiveness of the DMR learning model in increasing students' CTS. The data analysis technique used paired sample t-test with (p=0.05) to test the effectiveness of the DMR learning model. The results showed that the DMR learning model increased student CTS significantly in natural science learning. The normalized gain value of 0.25 indicates the enhancement of student CTS at the middle category. Thus, the DMR learning model is useful as an alternative to improve students' CTS on environmental change topics. [Note: The page range (927-944) shown on the PDF is incorrect. The correct page range is 927-945.]
Motivation and Retention of Teaching Foreign Language in South Korea: Perspectives of University Instructors
Author: Dos Santos, Luis Miguel
Date: 2022-01-00
Type: Journal Articles
Subjects: Student Motivation,Teacher Persistence,Second Language Learning,Foreign Countries,Teacher Attitudes,College Faculty,Career Development,Faculty Development,Foreign Nationals

Based on the guidelines of the Social Cognitive Career Theory, the purpose of this study is to understand the motivations and reasons why foreign language university instructors decide to stay in Korea for their life-long career development. This research was guided by one research question, why would foreign university instructors decide to stay in Korea for more than 15 successive years at the same university? With the Interpretative Phenomenological Analysis, ten participants were invited. The results indicated that personal considerations and financial considerations are the most important factors for the career development of these groups of foreign teachers in Korea. This study has contributed to practices devoted to teachers' professional development and career development of foreign teachers. First, the shortage of teachers and educational staff is significant in all locations, regardless of population. Second, the East Asian region is one of the popular destinations for many international students, teachers, and professionals to develop their career goals and personal achievements.