ethanporcaro/eric-fulltext-meta huggingface dataset:
WhatsApp for the Development of Oral and Written Communication Skills in Peruvian Adolescents
Author: Escobar-Mamani, Fortunato
Date: 2020-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Communication Skills,Skill Development,Adolescents,Technology Integration,Instructional Effectiveness,Secondary School Students,Telecommunications,Handheld Devices,Listening Skills,Speech Skills,Writing Skills,Computer Mediated Communication,Electronic Learning,Foreign Countries

In Puno, a region of Peru, the development of oral and written communication skills in basic education students displays weaknesses which could be overcome with the application of technological tools. The objective of the study was to determine the effectiveness of WhatsApp as a mobile learning resource in the development of oral and written communication skills of secondary level students at the 'José Carlos Mariátegui' educational institution (Puno-Peru). The population was comprised of 343 students and a non-probabilistic, convenience sampling was applied to include two fourth-level sections of 36 and 34 students, respectively. The first was the experimental group and the second, the control group. The selection was made considering that fourth-level students are the most appropriate age to use WhatsApp in order to assess the evolution of their skills through rubrics, in a participatory way. Statistical analysis was based on the difference in means with a Z distribution, with a 95% confidence level. The results show that WhatsApp develops significant oral and written communication skills, as those skills rose by 3.5 points on average, on a twenty-point scale, after the experiment. Thus, WhatsApp is a mobile learning technology resource available to develop skills and strengthen knowledge in students.
LMS-Enabled Blended Learning Use Intentions among Distance Education Tutors: Examining the Mediation Role of Attitude Based on Technology-Related Stimulus-Response Theoretical Framework
Author: Bervell, Brandford
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Integrated Learning Systems,Blended Learning,Teaching Methods,Educational Technology,Intention,Technology Integration,Teacher Attitudes,Social Influences,Performance,Expectation,Foreign Countries,College Faculty

Distance education delivery has shifted from the mere meaning of distance due to the use of abridged technologies. Current distance education utilizes technologies that have made the term distance a metaphor. The affordances of technology have promoted student-student interaction; teacher-student interaction as well as student-student interaction across boundaries. This has been possible due to blended leaning that combines both the online component in addition to the face-to-face sessions. One of the technologies that have made blended learning possible in distance education is the Learning Management System (LMS). However, intentions towards the use of LMS have been a crucial element in contemporary literature especially in Africa. Consequently, one of the key determinants of LMS use intentions is attitude towards the technology. Hence, this study is focused on unraveling the key determinants of attitude based on a Technology-Related Stimulus-Response Theoretical Framework (TRSR-TF) while addressing empirically, the mediating role of attitude on these determinants. In view of this, the study employed a survey design with the questionnaire as an instrument for data collection from a sample of 267 course tutors in distance education. The results from a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach revealed performance expectancy, effort expectancy and facilitating conditions as key antecedents of attitude towards LMS for blended learning. Again, attitude had a significant mediating effect on all three antecedents in determining behavioural intention towards LMS use for blended learning in distance education. The results of the study suggests that factors such as performance expectancy, effort expectancy and facilitating conditions should be critically addressed while implementing LMS-enabled blended learning because the former factors have a direct effect on attitude towards use intentions of blended learning for distance education delivery.
Content Analysis of Primary School Mathematics Textbooks and Its Relationship with Pupils Achievement
Author: Singh, Parmjit
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Textbooks,Textbook Content,Mathematics Instruction,Elementary School Mathematics,Mathematics Achievement,Word Problems (Mathematics),Mathematics Skills,Addition,Subtraction

Malaysia has undergone several changes in its education policy from KBSR to KSSR over the decades and the changes in school textbooks follow suit. The current KSSR Math textbooks used were developed in 2014/15 and millions of Ringgits has been spent by the government to provide quality education for all. However, the findings from International studies such as TIMSS and PISA have shown a low level of attainment, especially in word problems, among Malaysian pupils in the learning of mathematics. Is there a possibility that this low attainment in mathematics education in schools, among other factors, have something to do with the content analysis of the textbook's pupils use in the classroom? A three-phase descriptive-correlational content analysis design was utilized for the study. In the first phase of the research, a total of eleven mathematics texts (4 textbooks and 7 activity books) from Primary One to Primary Four were analyzed according to eleven types of categories as modelled by the Van de Walle (1998) framework. The findings show that the problem categories were not represented in a systematic manner throughout Year One to Year Four mathematics texts. Some categories were overrepresented while others were underrepresented. The next phase finding depicts a significant relationship between pupils' achievement in the Word Problem Test categories and the distribution of word problem categories across all grade levels. In other words, results showed that pupils face more difficulty on the problems that were underrepresented and least difficulty that were overrepresented. As mathematics syllabuses in KSSR keep expanding and focus more on high order thinking skills among pupils, it is important to make sure that the sources are well prepared for the cause. Therefore, the curriculum and textbook developer should consider taking input from research to provide up to date information related to curriculum matters and in this case to the variety of word problem categories in ration that benefit pupils across levels.
Challenges of Blended Learning in Refugee Camps: When Internet Connectivity Fails, Human Connection Succeeds
Author: Dridi, Mohamed Aziz
Date: 2020-09-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Barriers,Refugees,Emergency Shelters,Online Courses,World History,History Instruction,Internet,Cooperative Learning,Teacher Student Relationship,Foreign Countries,Teamwork,Teacher Attitudes,Course Descriptions,Mass Instruction

In this paper, we studied the implementation of a course on global history as a blended section of a massive open online course (MOOC) and the learning challenges faced by the students in three crisis contexts: Azraq refugee camp (Jordan), Kakuma refugee camp (Kenya), and Amman urban refugee center (Jordan). The results showed that poor Internet connection in the camps severely impacted both students' and instructors' experience of the course. In the context of chronic Internet connectivity issues, the instructors had difficulties assessing their students' needs and challenges. The results also showed that in light of these intermittent connection problems, the collaborative learning environment helped students navigate the challenges of a blended course. Also, the onsite visit by the online tutors and the face-to-face interactions that resulted from it had a noticeable impact on the human dynamics of the course by allowing instructors to provide targeted solutions to students' problems as well as by building rapport between the students and the instructional team.
Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates&apos; Self-Efficacy Beliefs towards Inclusive Practices
Author: Smothers, Moriah
Date: 2020-09-00
Type: Journal Articles
Subjects: Grounded Theory,Teaching Methods,Blended Learning,Online Courses,Conventional Instruction,Self Efficacy,Inclusion,Preservice Teachers,Student Attitudes,Teacher Education Programs,Correlation,Employer Attitudes,Distance Education,Program Effectiveness

A causal-comparative research design was used to examine the influence of course delivery (face-to-face flipped or asynchronous online) on participants' self-efficacy beliefs toward teaching in an inclusive classroom. The following research questions were used to guide the study: (a) Is there a relationship between completing an introduction of exceptionalities course and participants' self-efficacy toward teaching an inclusive classroom? (b) Is there a relationship between completing an introduction of exceptionalities course in an asynchronous online or face-to-face flipped format on participants' self-efficacy beliefs toward teaching in an inclusive classroom? The purpose of this study was to explore if there is a relationship between self-efficacy belief development and course delivery models. The results indicated a significant difference in self-efficacy beliefs towards teaching in an inclusive classroom after completing an introduction of exceptionalities course. However, there was no significant difference in the participants' efficacy based on the course delivery model (face-to-face flipped or asynchronous online). Implications and suggestions for future research are discussed.
Creating Institutional Solidarity: A Transitivity Analysis of Anthems of Selected Ghanaian Universities
Author: Peter, Mwinwelle
Date: 2020-04-00
Type: Journal Articles
Subjects: Universities,Phrase Structure,Connected Discourse,Guidelines,Linguistic Theory,Validity,Institutional Characteristics,Institutional Mission,Foreign Countries,Singing

Previous works on the analysis of anthems have focused on unearthing encoded latent meanings through the analysis of linguistic devices such as cohesive devices, deictic expressions, figures of speech, content words and clauses. However, the analysis of institutional anthems as a sub-genre of anthems has received minimal attention in linguistic research. The current study therefore adopts a qualitative exploratory procedure to conduct a transitivity analysis of process types and their encoded implications in selected Ghanaian university anthems underpinned by the transitivity framework by Halliday and Matthiessen (2014). The sample for the study is composed of anthems of four main or traditional universities in Ghana. The four anthems that serve as data for the study are anthems of University for Development Studies (UDS), University of Cape Coast (UCC), University of Ghana (UG) and University of Education, Winneba (UEW). The consensual coding strategy is used to check the validity of the coding process. The results indicate a preponderant use of material processes to spell out the expected actions to be taken by members of the universities to inure to the holistic progress of their institutions. Other process types such as relational, mental and verbal processes are minimally used to establish relationships, eulogize and personify the universities as important institutions worthy of praise. The study concludes that the creation of institutional solidarity was better represented through the analysis of process types in the selected Ghanaian university anthems. The implications of this study unveil the importance of university anthems in the representation of the goals, visions and missions of universities and recommend that tertiary institutions who use adopted anthems could relook at that by getting to compose their own anthems in alignment with the goals, vision and mission underpinning their establishment.
Exploring Potential Correlation between CEFR Grammar Profile in English and Learners&apos; Overall Grammar Knowledge: An Exploratory Study of &quot;That&quot;
Author: Janjaroongpak, Kasin
Date: 2020-04-00
Type: Journal Articles
Subjects: Correlation,Grammar,English (Second Language),Second Language Learning,Teaching Methods,Language Proficiency,Guidelines,Rating Scales,Thai,Translation,Language Usage,Syntax,Second Language Instruction,Undergraduate Students,Engineering Education,Foreign Countries,Form Classes (Languages),Language Tests,Profiles

This preliminary study explored the possibility of using an opaque polysemous grammatical unit as a representation for the whole grammatical knowledge of a learner. There were two groups of informants, a group with a certified language proficiency level at CEFR B1-B2 and a learner group at A1-A2 level. The informants were asked to provide a Thai translation of an English text as faithful as possible. The first group consistently and correctly answered the questions by supplying the right translation of polysemous &quot;that&quot; while the answers from the second group were divided in that some could correctly identify C2 function of the word, &quot;that&quot;, though their overall grammatical knowledge was considered to be at A1 but other A2 students failed to identify C2 function of the word in question. The result indicated that the grammatical construction in question could not be used as a key predictor for learners' syntactic representation as the lineage relation between CEFR level of the grammatical unit corresponded with the translated texts provided to a limited extent. On pedagogical implications, insights provided suggested that instructors should spend more time explaining challenging advanced grammatical functions as they were points that learners were struggling with and one possible way to check whether they did understand syntactic meaning of a function word was by asking students to supply a translation.
Cross-Cultural Study of Perception of Humor by English Native Speakers and Iranian EFL Learners
Author: Farnia, Maryam
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Humor,Student Attitudes,Native Speakers,Cultural Differences,Morphology (Languages),Syntax,Adults,Phonological Awareness,Comprehension

As an instance of foreign language comprehension, L2 humor perception is proved to be challenging for the foreign language learners. However, the body of literature is heavier on the side of humor production than humor perception. The current study explores the extent to which Iranian English as foreign language (EFL) learners perceive different types of English humor in comparison with the English native speakers. The participants were 153 Iranian EFL learners at intermediate level of language proficiency who were randomly selected from English language learners from several English language institutes in Shiraz, Iran, and 30 American English native speakers who voluntarily participated in this study. A questionnaire consisting of six contextualized jokes of three major types of universal, cultural, and linguistic (with morphological, phonological, lexical, and syntactic subcategories) was developed based on Schmitz's (2002) classification of verbal humor to obtain the quantitative data. Moreover, a semi-structured interview was conducted to elicit the perception of those participants who did not find the jokes humorous. The results showed that the majority of Iranian EFL participants did not realize the humor in the jokes. Additionally, the findings revealed that generally speaking, Iranian EFL learners' perception of humor is significantly lower in all types of jokes examined. The best perceived type of humor was found to be the linguistic humor of morphological type for the Iranian EFL learners and the lexical type for English native speakers. It was also discovered that the phonological humor was the least perceived type of humor for both Iranian EFL learners and English native speakers.
The Role and Significance of Law No. 24 / 2009 and Its Implications for the Javanese Language: A Case Study in Yogyakarta, Indonesia
Author: Harwati, Lusia Neti
Date: 2020-04-00
Type: Journal Articles
Subjects: Laws,Indonesian Languages,Case Studies,Language Maintenance,Foreign Countries,Personal Narratives,Written Language,Public Policy,Language Planning,Cultural Maintenance,Literature

Calls for more holistic research, especially ones that deal with law and its implications for local languages, have increased in recent years. The present study used narrative research design to investigate the beliefs and experiences of one participant about his role in preserving a local language in the Special Region of Yogyakarta, Indonesia. In other words, the purpose of this study was to describe the life of the participant, collect and tell stories about the participant's life, and then write narratives of his experiences by proposing two research questions: (1) how can the possible impacts of Law No.24 / 2009 on Javanese language be managed; and (2) what specific strategies have the potential to result in more effective Javanese language preservation and promotion in the Special Region of Yogyakarta, Indonesia. The findings revealed that revitalization and development of Javanese language and literature and also provincial government responses to Javanese language and script crisis could be considered as solutions. More specifically, fostering cultural activities with stakeholders in both academic and non-academic domains was the way to prevent the possible negative effects of Law No. 24 / 2009 on Javanese language. It was also observed that initiating an Act could be the best strategy to revitalize Javanese language and script. These findings suggest that Center for Language and the provincial government have an important concern to respect Javanese language and culture.
Construction of Personalized Learning Pathways through Mixed Methods
Author: Salinas, Jesús
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Experience,Preservice Teacher Education,Technology Integration,Teaching Methods,Evaluation Methods,Independent Study,Personal Autonomy,Learning Processes,Information Management,Cooperative Learning,Instructional Design,Student Attitudes,Metacognition,Information Technology

This paper deals with the implementation of personal learning pathways in a technology-enriched environment to enhance learning experiences in initial teacher training. The study uses mixed-methods within a design-based research approach. In a first phase of the approach, the characteristics that personalised learning pathways should meet were identified. In the next stage, the learning sequences' structure for the pathways was designed, considering context, teaching-learning approach, tasks and assessment. The main result is an interchangeable learning sequence structure prototype that enables the configuration of personalised learning pathways by the students themselves, and the exchange and co-design of learning pathways between different teachers. The students select the sequences from a catalogue, organising their own learning pathways from the combination of different types of sequences offered. This strategy promotes students' autonomy and self-direction in the learning process, as well as their development of personal information management and collaborative work skills. The conclusion is that the proposed personalized pathways present an adequate balance between the structure, result of the learning design and / or co-design, and the necessary autonomy for the self-direction of their own learning process, whether in individual learning or in the collaborative construction of knowledge.
Mobile Learning for Homework: Emerging Cultural Practices in the New Media Ecology
Author: Rummler, Klaus
Date: 2020-00-00
Type: Journal Articles
Subjects: Homework,Telecommunications,Handheld Devices,Secondary School Students,Social Media,Computer Software,Foreign Countries,Parent Role,Educational Technology,Technology Uses in Education,Computer Oriented Programs,Educational Media,Language Usage,Vocabulary,Mathematics Instruction,English (Second Language),Second Language Instruction

This contribution discusses emerging cultural practices of media activities with the example of homework as an out-ofschool learning context. Data was collected using diaries on the use of media during out-of-school learning activities. Central theoretical frameworks include the German theory of Medienbildung as an actor's threefold relation towards the material/factual world, the other/s and society, and her-/himself and the socio-cultural ecology of mobile learning as a triangular relationship between agency, cultural practices and structures. Following a grounded theory approach, data analysis was conducted in an inductive manner, drawing on contemporary methods of computer enhanced qualitative analysis. This article focuses on verbal expressions within the diary entries, implicating cultural practices in everyday media activities and their impact on media use in a domestic learning context, such as homework. Two central aspects are highlighted from the results, exemplifying the category and theory generation. First, &quot;checking&quot;, as one of the reappearing invivo codes, will be examined more closely regarding its embedding in media practice and homework. It will be characterised as a daily recurring receptive and productive media practice. Second, apps and services, as well as media hardware used at school, are mirrored in the way students actually use media during homework, mingling with everyday media practices.
The Lecturers&apos; Belief on Ethics and Professional Moral Values in Teaching Practice
Author: Zabid, Mahfuzah Mohammed
Date: 2020-07-00
Type: Journal Articles
Subjects: Ethics,Professionalism,Moral Values,Beliefs,College Faculty,Islam,Religious Factors,Skill Development,Lecture Method,Foreign Countries

The soft skills module that was introduced in 2006 is aimed to prepare graduates with a holistic quality for industrial or labour market needs. As a result, the lecturers are required to integrate the element of soft skills in their respective teaching. However, reports on the application of soft skills in teaching identified the element of professional ethical and moral values (NEMPs) was the least emphasis element for a lecturer. Lack of skills to apply these values, time constraints in completing the course syllabus and absence of referral documents are identified factors that caused the problems. Thus, this study explores the beliefs of six selected lecturers on their ethics and professional moral values in teaching practice. The research data was obtained through semi-structured interviews and analysed using Atlas.ti to obtain key themes which then could be used as a guide in implementing the application of ethical and moral values in teaching.