ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Teachers and Students&apos; Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic
Author: Sheerah, Hebah Asaad Hamza
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Attitudes,Electronic Learning,Second Language Learning,English (Second Language),Writing Instruction,COVID-19,Pandemics,Virtual Classrooms,Learning Processes,Quality Assurance,Internet,Writing Skills,Intensive Language Courses

For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. However, during the COVID-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students' perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students' positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.
Exploring the Impact of the COVID-19 Pandemic on Rural English FAL Teachers&apos; Lesson Planning
Author: Mokoena, Mosebetsi
Date: 2022-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Rural Schools,Language Teachers,English (Second Language),Second Language Instruction,Lesson Plans,Foreign Countries,College Students,Teacher Attitudes,Barriers

The Coronavirus (COVID-19) has disrupted the process of teaching and learning in various ways. In particular, lesson planning in rural English first additional language (FAL) classrooms has been disrupted. As a result, there is a need to explore the impact of the COVID-19 pandemic on rural English FAL teachers' lesson planning. To achieve this aim, these questions remain central to this study: How does the COVID-19 pandemic disrupt the typical teaching plans of English FAL teachers in a rural context? How do rural English FAL teachers respond to the challenges of the phased- in and rotational approaches during the COVID-19 pandemic? The study follows a qualitative research design and uses Document Analysis to generate data from the eleven participants whose responses are analyzed thematically. The findings reveal that rural English FAL teachers face challenges when planning lessons amid the COVID-19 pandemic. These include: struggle with committing to the plan, inadequate coverage of content, catering for learners' educational needs, as well as learner-absenteeism and the need for re-teaching. The paper recommends the following strategies for rural English FAL teachers to circumvent these challenges. They include: incorporating various resources in the lesson plan, integrating active learning activities in the lesson plan, and tailoring lesson plans to meet learners' educational needs.
Investigating the Intrinsic Motivation among Second Language Learners in Using Digital Learning Platforms during the COVID-19 Pandemic
Author: Ali, Zuraina
Date: 2022-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Electronic Learning,Online Systems,Student Motivation,COVID-19,Pandemics,College Students,Student Characteristics,Gender Differences,Academic Achievement,Student Experience,Psychological Patterns,Foreign Countries

The study aims to investigate the intrinsic motivation among L2 in their uses of digital learning platforms during the COVID-19 pandemic. In particular, the central questions in the study are to identify the profiles of intrinsic motivation among L2 learners using digital learning platforms, determine gender differences using digital learning platforms, investigate the difference in motivation according to students' performances, and describe the perceived enjoyment of using digital learning platforms. The study that used a questionnaire to collect data among 72 engineering students found positive intrinsic motivation utilizing the medium to learn English. However, there was insufficient evidence to show a difference between gender using the digital learning platforms with intrinsic motivation. There was also insufficient evidence to prove that grades are associated with students' intrinsic motivation when the teacher assigned synchronous or asynchronous classroom tasks. Yet, the present study found that publishing works in Canva and writing posts on LinkedIn were among the students' most preferred digital learning platforms activities. The study is significant to teachers since it assists them in managing classes and discovering the uses of digital learning platforms for a conducive learning atmosphere during the pandemic. It is recommended that teachers need to be creative in using digital learning platforms to promote collaborative learning among learners.
Google Meet during COVID-19 Pandemic: When Teachers Raise the Challenge
Author: Souheyla, Benmansour
Date: 2022-01-00
Type: Journal Articles
Subjects: Videoconferencing,COVID-19,Pandemics,Distance Education,Electronic Learning,Teacher Attitudes,English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Foreign Countries

Under the shade of coronavirus pandemic, schools and universities worldwide have moved towards online learning to assure the continuity of academic activities. Great interest was, hence, directed towards the opinions and stands of teachers about distant online education. It is of paramount importance to inspect teachers' perceptions and attitudes. When they have positive perceptions about online education, teachers also adopt positive attitudes towards educational technology. Thus, they would accept the change and challenge the shift to online virtual classes. This research studies the online learning process and which mechanisms teachers have utilized to prop up virtual learning. The central questions that shape this study are: what are the perspectives and attitudes of EFL teachers about using Google Meet in online classes? Which challenges would make them resist the change? The present research work under inspection aims to give an in-depth look at online teaching and learning in the Algerian context during the COVID-19 Pandemic, by considering the department of English Language at Oran University as a case study. The study's findings show that participants have overall positive perspectives and attitudes about using Google Meet during the ongoing pandemic with many challenges. Developing digital proficiency of teachers and students, enhancing students' motivation, and assuring the quality of internet facilities were the leading suggestions for an effective shift to online education.
Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse
Author: Al Khotaba, Eissa
Date: 2022-01-00
Type: Journal Articles
Subjects: Electronic Learning,English (Second Language),Second Language Learning,Native Speakers,Language Teachers,Foreign Countries,College Faculty,COVID-19,Pandemics,Instructional Effectiveness,Teacher Attitudes,Learning Management Systems

This survey investigated the interaction of e-learning settings through teaching English as a foreign language by native-English teachers. It examined the instructional virtual environment in teaching EFL at the University of Tabuk in Saudi Arabia during the COVID-19 crisis during the academic year 2019/2020. Sample consisted of 20 informants. Participants were selected randomly divided into two groups (experimental 10 and control 10). Experimental group used media tools such as blackboard, zoom, interactive board, the control group used the conventional method. Pre-and post-questionnaires were distributed to both groups after completing teaching units. Results showed that there are statistically significant differences at level (0, 05) for the means of achievement test for both groups in favor of the experimental group through the interactive board. The findings revealed that there are statistically significant differences at level (0, 05) in developing attitudes of teachers towards linguistic subjects due to the use of the interactive board. The research recommends that media; blackboard, zoom, and the interactive board should be activated in teaching all subjects not only the time of crisis but also in normal times since it has a positive effect on the achievement of teachers and increases their attitudes towards teaching EFL any time any place.
Investigating the Electronic Examinations&apos; Quality from Faculty Members&apos; and Students&apos; Experiences and Perspective
Author: Badawi, Maria Altaib
Date: 2022-01-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Educational Quality,College Faculty,Teacher Attitudes,Teaching Experience,Student Experience,Student Attitudes,Undergraduate Students,Academic Achievement,Quality Control,Barriers,Foreign Countries

The current qualitative and quantitative study methods intend to investigate the quality of electronic examinations and the obstacles of changing the examinations' process from the participants' experiences and perspectives. The study generates feedback to enhance the adoption and improvement of the e. examination process. Due to the COVID-19 pandemic, electronic exams help much during the education interruption. The study employed two tools to answer the study's central question: &quot;To what extent did teachers and students reflect on the quality of electronic examinations' criteria?&quot; They Were distributed among (n=165) undergraduates and (n=24) faculty members during 2020/2021. Findings from the e. questionnaire's SPSS and interview's content analyses indicated that most participants were satisfied with the e. exams' flexibility, ease of use, clarity, fairness in grading, and feasibility in time, efforts, and money. Concerning challenges, few undergraduates complained about the Network problems, e. cheating, and the number of attempts to answer e. exams. Few faculty members have complained that some questions require different preparation methods, e. exams increase students' scores without much effort. On the other hand, it opened the door for malpractices. To conclude, the results revealed that e. examinations are of high quality; they were responsible for undergraduates' high performance, saved effort and time more than the in-class exams. The study recommends future research exploring families, especially parents, about their experience with kids regarding the quality of online examinations during the COVID-19 pandemic. Moreover, research is needed to address how teachers deal with the validity and reliability of the electronic exams.
Sustainability of Foreign Language Education at a Slovak University during COVID-19 Global Pandemic
Author: Hundarenko, Olena
Date: 2022-01-00
Type: Journal Articles
Subjects: Sustainability,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,COVID-19,Pandemics,Student Attitudes,Universities,Educational Change,English Literature,Language Teachers,Teacher Education Programs,Educational Quality,Comparative Analysis,Undergraduate Students,Online Courses,Distance Education,Teaching Methods,Blended Learning,Feedback (Response)

The current paper scrutinizes the students' voice on the educational COVID-19 based changes that occurred at the Department of English Language and Literature, Faculty of Humanities, University of Žilina, Slovakia. The respondents' study program is &quot;Teaching English Language and Literature.&quot; The significance of the study lies in the urgent need of today's educators to detect students' views on new modes of studying applicable these days to find beneficial solutions for the provision of high-quality education services. The focal point has been placed on the students' voice, i.e., on the students' comparative approach towards current online and traditional classroom mode of studying/learning. The research has been supported by a questionnaire with 11 EFL-related statements to test the hypotheses of this study. Hence, the objectives of the research have been to compare the quality of education performed through the online and offline classroom frameworks, evaluate the effectiveness of the students' language skills development, and track students' level of satisfaction with the running online model of studying -- all this viewed and uttered by students themselves. The current research employs &quot;mixed methods&quot; that imply the integration of quantitative and qualitative data within a single inquiry. Overall, 61.6% of the surveyed students expressed their satisfaction with the blended learning system and their readiness to apply it in further teaching practice. This research is not exhaustive and might broaden into a comparative study of the students' language-related feedback of the online/offline education among other European and non-European English language departments, building a substantial basis for policy decisions.
Taiwanese Engineering Students&apos; Self-Efficacy and Academic Performance
Author: Phan, Nga Thi Tuyet
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Engineering Education,Self Efficacy,Academic Achievement,MOOCs,Blended Learning,Age Differences,English (Second Language),Language Proficiency,Instructional Program Divisions

Despite the popularity and the importance of MOOCs in global education in recent years, they have not become the focus of self-efficacy studies. In addition, most available MOOC research resides in Western economies, not in Asian countries. No studies up to this point have explored the change in engineering student self-efficacy before and after they finish a MOOC or the relationship between engineering students' self-efficacy and academic performance in a MOOC learning environment. This present study examined if there were any changes in the self-efficacy levels of a group of students before and after they attended a blended MOOC on English Technical Writing skills. It explored the relationship between self-efficacy and academic performance and looked for possible differences in self-efficacy and academic performance with respect to different demographic variables. A Paired-samples t-test helped to measure differences in self-efficacy scores at the beginning and end of the course. Pearson correlation was conducted to examine if self-efficacy predicted students' course grades at the end of the course. Descriptive analysis, t-test, and ANOVA were used to measure the differences between the mean scores of self-efficacy and academic performance regarding different demographic variables. Results showed that students became more self-efficacious after they attended the blended MOOC. Self-efficacy significantly predicted academic performance. Students who reported higher self-efficacy levels gained better scores. Participants differed significantly in their self-efficacy and academic performance in relation to age group, English proficiency level, and educational level. Suggestions for future research are made based on the results of the study.
Teachers&apos; Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia
Author: Algethami, Ghazi
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,English (Second Language),Language Teachers,Online Courses,Electronic Learning,Distance Education,Teacher Attitudes,Teaching Experience,Instructional Effectiveness,Student Motivation,Learner Engagement,Access to Computers

The drastic and unplanned shift to online teaching caused by the COVID-19 pandemic offers researchers with unprecedented opportunity to examine a wide range of issues related to online language teaching and assessment. The current study surveyed English language teachers (N = 161) from several Saudi universities regarding their experience with teaching English online. Five themes were explored: institutions' resources and technical support, knowledge and training, attitudes, effectiveness of teaching and assessment, and overall experience. The results demonstrate the readiness of Saudi universities for online teaching in terms of resources and technical support. In addition, teachers were found to have the necessary knowledge and training needed to carry out their online teaching and assessment. Teachers' attitudes were mixed towards teaching English online, which may be due to personal preferences and different teaching contexts. The same was also found for their opinions towards the effectiveness of online teaching and assessment as compared to in-person teaching and assessment. While the teachers' experiences were largely positive towards online teaching, concerns were raised regarding student engagement and assessment reliability. Saudi universities are recommended to capitalize on what they have achieved during the pandemic and offer innovative solutions to enhance assessment reliability and student engagement.
Teacher Training for Online Education in Oman: A Case Study at Two English Language Teaching Institutions
Author: Yapar, Osman Erdem
Date: 2022-01-00
Type: Journal Articles
Subjects: Language Teachers,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Teaching Methods,Online Courses,College Faculty,Teacher Attitudes,Administrator Attitudes,Instructional Effectiveness,Barriers,Educational Benefits,Faculty Development,Peer Relationship,Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,COVID-19,Pandemics,English for Academic Purposes

This study is a joint research project carried out in two different academic institutions in Oman during the COVID-19 pandemic. The research aims to identify the perceptions of teaching faculty and administrators on the advantages and disadvantages of online education. It also explores how the training process for online teaching occurs and what support is provided afterwards. Qualitative methodology was adopted and data were collected through semi-structured interviews from a representative sample of teaching faculty and administrators from both institutions. Interview data were thematically analyzed using NVivo qualitative analysis software. Findings suggest that participants perceive more disadvantages of online education than the advantages demonstrating a rather negative perception. The training was decided mainly by administrators and focused on essential technical skills. Participants expressed a need for effective online pedagogical training. Short, practical sessions suitable for teachers at different skill and experience levels were suggested by the participants as well as informal peer support groups for continuous professional development after the training. There was some indication of administrative support in mainly infrastructure areas, which can be improved by employing specialist online education support staff. Further, peer support through formal committees or informally through colleagues was found to be accessible and practical. Findings from this study and the literature review can be used in other international contexts for effective provision of online education.
Teaching the Challenging Content of Phonology during COVID-19 Pandemic
Author: Alshehri, Awad H.
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Phonology,Professional Education,COVID-19,Pandemics,Electronic Learning,Distance Education,Emergency Programs,Language Teachers,College Faculty,Barriers,Student Behavior,Student Adjustment,Teacher Behavior,Phonetics

This study aims to find the impact of the abrupt transition from traditional teaching to remote teaching of the phonology courses and how stakeholders dealt with such a shift. To this end, a descriptive approach was used, and data were collected using a questionnaire. The sample included students at English language programs (ELP) in some Saudi universities at levels 5 and 6 since they took the phonetics and phonology course at the beginning of the pandemic. There was an educational challenge during the coronavirus that compelled the conventional system of education to accept the status quo where educators found themselves obliged to shift abruptly from a traditional, face-to-face educational environment to fully online instruction. However, most of our Saudi academic institutions were not prepared for such a sudden and quick change. During the COVID-19 lockdown, language teachers in English Departments at Saudi Universities (ELP) resorted to the different type of teaching which depended mostly on technology where internet-wired personal computers or tablets played a significant role, and which expanded the scope of the teaching process and practically increased orientation on the teachers' part. Moreover, students' independence and self-teaching seemed to have increased, which could have influenced their cognition and skills. This study discussed the way language teachers in ELP dealt with the challenging content of the phonology course during COVID-19. The findings show that there were some problems at the beginning moving from traditional to virtual classes, where the students depended upon themselves and adapted to the change. The findings also showed that the teaching aids were not satisfactory enough to suit the purpose of the course.
An Approach for Ushering Logistic Regression Early in Introductory Analytics Courses
Author: Kunene, Niki
Date: 2022-12-00
Type: Journal Articles
Subjects: Introductory Courses,Teaching Methods,Probability,Regression (Statistics),Statistics Education,Course Descriptions,Undergraduate Students,Business Administration Education,Course Content,Usability,Concept Formation,Comparative Analysis,Institutional Characteristics,Universities,Two Year Colleges,State Universities,Private Colleges,Goodness of Fit

Logistic regression (LoR) is a foundational supervised machine learning algorithm and yet, unlike linear regression, appears rarely taught early on, where analogy and proximity to linear regression would be an advantage. A random sample of 50 syllabi from undergraduate business statistics courses shows only two percent of the courses included LoR. Conceivable reasons for this dearth of LoR content is likely related to topic complexity, time constraints, and varying degrees of tool ease of use and support. We propose that these constraints can be countered by: [1] introducing logistic regression early, [2] informed tool selection prioritizing ease of use with comprehensive output, and [3] using/developing innovative, accessible, and easy to understand concept learning aids. This approach would leverage the proximity to linear regression and probability readily embed distributed practice for student understanding of a foundational technique.