ethanporcaro/eric-fulltext-meta huggingface dataset:
A Made-in-Canada Second Language Framework for K-12 Education: Another Case Where No Prophet Is Accepted in Their Own Land
Author: Bournot-Trites, Monique
Date: 2020-00-00
Type: Journal Articles
Subjects: Guidelines,Second Language Learning,Second Language Instruction,Rating Scales,Language Proficiency,Benchmarking,Curriculum Development,Foreign Countries,Validity,Usability,Kindergarten,Elementary Secondary Education

To ensure quality of education, a language framework should be the foundation on which second language curricula are developed. In 2010, the Council of Ministers of Education, Canada (CMEC), as suggested by Vandergrift (2006a, 2006b), recommended the use of the Common European Framework of Reference (CEFR) in the K-12 Canadian school context and presented several considerations for adaptation before it should be adopted and used. Although the CEFR is partially used across Canada, few of the CMEC's considerations have been met to date. Given this state of affairs, we suggest the made-in-Canada, Canadian Language Benchmarks and &quot;les Niveaux de compétence linguistique canadiens&quot; (CLB/NCLC) as an alternative. We argue that the CLB/NCLC, profoundly revised in 2012, best embrace the Canadian context and, using Vandergrift's criteria for a valid language framework, that CLB/NCLC are now superior to the CEFR in many aspects.
The Intersection of Faculty Success and Student Success
Author: Smith, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Tenure,Faculty Promotion,Academic Achievement,Faculty Workload,Academic Persistence,Teacher Effectiveness

With discreet limits on time to commit to their work, full-time faculty at research institutions are pulled in many directions in pursuit of tenure and promotion. In the existing rewards structure, student success may be deemphasized and considered a lower priority than research output. This essay re-frames the relationship between student success and faculty success, suggesting that the two can inform each other as faculty pursue tenure and promotion.
Traumatic Skepticism of COVID-19
Author: Sharma, Nidhi
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Psychological Patterns,Social Attitudes,Fear,Trauma,School Closing,Physical Health,Mental Health,Stress Variables,Well Being,Health Behavior

The impact of the Coronavirus Disease (COVID-19) is not just limited to fatalities around the world in the present times. The psychosocial impact is catastrophic and will last much longer than ever anticipated. The stigma attached to the fear of an isolated and lonely death, the trauma of not being close to your loved ones, the societal economic derailment, the loss of campus experiences by freshmen at any level across the globe, and above all the mass hysteria of staying caged behind closed doors until all is well demands the restructuring of both the physical and psychological aspects of the society. Even the stress, and pressure on the medics and scientists across the globe is immense. The lurking fear of uncertainty, the pain of losing jobs, livelihood, businesses, and homes along with exposure to contradicting information has taken its toll on people's peace of mind. The masses are struggling to adapt to the new world in a hope that everything will go back to the usual 'normal' soon. Only long lasting and effective measures for physical and mental well-being, astute direction, and the planned steps can help heal the trauma of skeptical life ahead.
Exploring the Influence of Blended Learning Method in English Recount Text Writing for Senior High School Students
Author: Kusuma, Anak Agung Istri Rita Santi
Date: 2020-10-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Instructional Effectiveness,Writing Instruction,Pretests Posttests,Effect Size,Language Skills,High School Students,Student Attitudes,Comparative Analysis,Foreign Countries

Blended learning is one of the latest learning method that can complement a conventional teaching and learning process that lasts only a few hours in the school. This study aims to explore the influence of blended learning method on the teaching of English recount text writing and examine students' perceptions toward the implementation of the method. The design of the study was a mixed-method research designs. The data were collected by using a pre-test, post-test, and an open-ended interview. The quantitative data were analyzed using independent samples t-test, while qualitative data obtained from interviewing students were transcribed, categorized, and interpreted using interactive model analysis. The quantitative data analysis showed there was a significant effect of the blended learning method towards students' English recount text writing with a large effect size (1.03). From the interviews, it was found that the students gave positive responses to the implementation of blended learning methods in teaching writing of recount text. It can be concluded that blended learning is an effective method for teaching writing recount text for senior high school. Other researchers are expected to expand the research variable and explore this method's implementation on different English skills.
Utilizing the RAFT Strategy: Its Effects on the Writing Performance of Filipino ESL Learners
Author: Kabigting, Ryan P.
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Skills,Writing Instruction,Grade 10,High School Students,Teaching Methods,Persuasive Discourse,Writing Achievement,Instructional Effectiveness,Role,Audiences

This experimental research described the effects of RAFT strategy on the writing performance of 10th graders Filipino ESL learners. Forty learners were identified as having nearly the same performance and grouped as experimental and control. The writing tasks used were taken from the actual module used by the Department of Education-Philippines in the classroom learning. Two groups were rated using a scoring rubric. The researcher used t-tests, means and standard deviations included in the Social Sciences Statistical Package (SPSS). The study revealed that the participants had more or less the same knowledge on essay writing. The post-experimental test taught through the RAFT strategy obtained a score of 91.35 percent described as &quot;Outstanding&quot; while the control group exposed under the conventional strategy had an 88.55, &quot;Very Satisfactory.&quot; Moreover, both groups have significant differences between their pretests and posttests. A statistically significant difference between the mean scores of the experimental and the control group as the p-value of .011, which is lower than the critical value of 5 percent, in persuasive and argumentative essay writing performance was found. Hence, the use of RAFT as a strategy in teaching writing is found to be effective in teaching persuasive and argumentative essay.
Evaluation of Cultural Content on English Textbook Used by EFL Students in Indonesia
Author: Ayu, Mutiara
Date: 2020-10-00
Type: Journal Articles
Subjects: Textbook Content,Content Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Cultural Awareness,Teaching Methods,Learning Processes,Foreign Countries,Textbook Evaluation,Cultural Literacy,Grade 10,Secondary School Students

Choosing an acceptable textbook is not a simple task since it may be a key component in most language program. It serves as language input and language practice for learners. It also provides the premise for content lesson, the variety of language practice for learner, and serves as a supplement for teacher's instruction. Teaching and learning a language without knowing its culture are useless. Culture should be taught to the students so as to dig deeper their language potential in learning English. Therefore, a textbook which is often utilized by teachers as a medium to show and help them within the process of teaching and learning should have a significant part in disseminating cultures. Culture is split into three categories: source culture, target culture, and international target culture. Some problems arise whether to keep up the source culture because the dominant part or to clarify more about the target culture. Also, the ignorance of cultural teaching commonly happens in language classroom. Thus, this paper will evaluate and explore how important cultural literacy in EFL teaching is and discuss which culture should be taught in EFL.
Grammatical Analysis of Students&apos; Reflective Writing
Author: Aulia, Ahmida Rizki
Date: 2020-06-00
Type: Journal Articles
Subjects: Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Taxonomy,Foreign Countries,Error Analysis (Language),Writing Skills,Reflection,Writing Evaluation,Masters Programs,Graduate Students,Language Teachers,Teacher Education Programs

Grammar is a crucial element in communication, especially in a second language, and without the organization of grammar, language exchange is intruded. This paper explored grammatical issues in students' reflective writing. Data were collected from reflective writing products of a number of students belonging to a class of the English Education Master's Program of Sanata Dharma University, Yogyakarta, Indonesia. The collected data were analyzed to examine grammatical issues encountered by the students using Dulay, Burt, and Krashen's (1982) surface strategy taxonomy, which covers omission, addition, misinformation, and misordering errors. Results showed there existed 41 errors in total and were distributed in the following categories: 23 errors of others (other types), six omission errors, five addition errors, four misinformation errors, and three misordering errors. It is expected that the findings can assist learners in overcoming grammatical issues so that they can improve their English grammar and writing skills.
Considering Karma: Reviving Student Agency Amid Pandemic Disempowerment
Author: Smith, Sue Erica
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Student Empowerment,Pandemics,COVID-19,Resilience (Psychology),Buddhism,Foreign Countries,School Closing,Distance Education,Graduate Students

As pandemic lockdowns creep onwards to the end of 2020 many of my higher education students have become disempowered and despondent. In a bid to revive their agency and resilience a postgraduate class was offered this essay for critique. Karma is examined from contemporary understandings, and historical, and spiritual contexts, including some specifics from a Buddhist perspective where the intentions that impel actions become the prime determinants of resulting effects. Agentic attention to causality, interconnection and intention, endemic in global epistemologies, is presented as an empowering consideration regarding individual and collective activities to future researchers in the human sciences.
EFL Teachers&apos; Beliefs about Language Teaching and Learning: Implications for Teaching Unplugged
Author: Nureldeen, Waleed Ahmed
Date: 2020-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Instructional Materials,Faculty Development,Foreign Countries,Language Teachers,Gender Differences,Teaching Experience,Age Groups,Curriculum Design,Teaching Methods

The role of teaching materials in ELT has usually been a controversial issue in terms of what type of materials teachers should use and how important these materials are to language teaching and learning. This controversy got heated by the advent of calls for material-light classrooms and using teachers and learners as resources to liberate ELT from the 'tyranny' of course books. Nevertheless, these calls remain to carry a relatively little weight in mainstream ESL/EFL teacher education circles. They are communicated to teachers and educators, mainly through professional development arenas. Since we know very little about what attitudes teachers hold to these calls, we cannot assess their magnitude and influence. This article investigates Egyptian EFL teachers' beliefs concerning the tenets of Dogme (i.e., an approach that advocates material-free English language teaching) in relation to teachers' gender, years of experience, and the age group they teach, intending to explore the variable(s) that may influence beliefs about Dogme. Data were collected from 70 Egyptian EFL teachers using a questionnaire. Quantitative analysis of data revealed that generally, there is no significant relationship between teachers' beliefs about Dogme and the variables mentioned above.
EFL Secondary School Students&apos; Perception of ICT Use in EFL Classroom
Author: Pardede, Parlindungan
Date: 2020-10-00
Type: Journal Articles
Subjects: Secondary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Information Technology,Technology Uses in Education,Learning Activities,Positive Attitudes,Learning Motivation,Student Interests,Learning Processes,Values,Technological Literacy,Foreign Countries

Its huge potential to facilitate learning has made information and communication technology (ICT) use grow as one of the main advancements in the education sector in the 21st Century. This study aims at exploring secondary school students' perceptions of ICT use in the EFL classroom. To achieve the objective, 197 students in 15 secondary schools located in Jakarta, Depok, and Bekasi were surveyed using a questionnaire. The data obtained were analyzed employing the descriptive analysis technique. The results showed that the participants' perception was positive and high in some dimensions of ICT use in learning but low in one dimension. Positive and high perceptions were found in (1) the potentials of ICT use to increase learning interest and motivation; (2) the impacts of ICT use in learning; (3) ICT educational values; and (4) ICT use self-efficacy. It was also found that the participants used ICT more frequently for entertainment and socio-economic purposes than for learning activities. Finally, a majority of the participants thought taking formal ICT training to enable them to effectively use ICT in learning is not necessary.
Oral Communication in an Integrated STEM and Humanities First-Year Experience
Author: Sherman, Derek
Date: 2020-00-00
Type: Journal Articles
Subjects: Speech Communication,Oral Language,Higher Education,Program Effectiveness,Public Speaking,Design,Interdisciplinary Approach,21st Century Skills,Active Learning,Teacher Role,College Faculty,College Freshmen,Thinking Skills,Communication Skills,Writing (Composition)

This study looks at Purdue University's Integrated First-Year Experience of Design Thinking in Technology, Fundamentals of Speech Communication, and First-Year Composition and its effects on oral communication. We examined whether this three-course integration inspired by writing-across-the-curriculum and communication-across-the-curriculum would lead students to develop more effective oral communication skills than a nonintegrated course. Frameworks for 21st century skills and the National Association of Colleges and Employers (2017) have pinpointed the importance of oral and written communication skills and initiatives. Still, research has produced mixed results on how well universities are preparing students for the workplace. Our study investigated whether the integrated program had better end-of-semester group oral presentations than student groups enrolled only in our Design Thinking in Technology course. A quasi-experimental design and post-only analysis revealed that integrated sections has more effective oral presentations than the nonintegrated sections.
COVID-19 and Black Lives Matter: Examining Anti-Asian Racism and Anti-Blackness in US Education
Author: Anand, Divya
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,African Americans,Asian Americans,Racial Bias,Higher Education,School Closing,Activism,Social Justice,Whites,Risk,Social Systems

The intersection of COVID-19 and the murder of George Floyd has refocused attention on the hitherto hidden, but pervasive, impacts of race and racism in the US. As this essay will argue, examining anti-Asian racism and anti-Blackness in the context of COVID-19 and Black Lives Matter movement, allow a deeper understanding of how white supremacy operates in institutions of higher education and in US society. While universities have a critical role and responsibility to spearhead transformative justice and change, racial capitalism is still at work, whereby profits are prioritized over delivering equitable educational experiences for students and the health of all its constituents. School closures in spring 2020 and reopening plans for fall 2020 are used to illustrate racial capitalism in higher education.
The COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection
Author: Hodges, Charles B.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Distance Education,Reflection,Online Courses,School Closing,Teacher Competencies,Instructional Design,Electronic Learning

This brief essay highlights how the COVID-19 crisis forced many faculty members in the higher education setting to abruptly transition from face-to-face and hybrid instruction to remote teaching. We propose that incorporating systematic reflection regarding one's professional practice as a faculty member will lead to overall improved instruction regardless of future course modality and any circumstances that force modality changes.
Investigation of Primary School Students&apos; Metacognitive Awareness and Decision-Making Skill
Author: Akaydin, Birsen Berfu
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Grade 4,Children,Metacognition,Decision Making,Self Efficacy,Skill Development,Predictor Variables,Gender Differences,Academic Achievement,Foreign Countries,Public Schools

The purpose of this study is to determine the third and fourth grade primary school students' metacognitive awareness and perception of their decision-making skill and the relationship between them. The study employed the relational survey model. The population of the study is comprised of the third and fourth grade primary school students attending at the state schools in the Marmaris province of the city of Mugla. The sample was randomly determined and included 143 students. As the data collection tools, &quot;The Teacher Form to Determine Primary School Students' Metacognitive Awareness&quot; and &quot;The Scale of Third and Fourth Grade Primary School Students' Perception of Decision-Making Skill&quot; were used. The findings have revealed that the primary school students' metacognitive awareness and perception of their decision-making skill are high. It was concluded that the third and fourth grade primary school students' metacognitive awareness and perception of decision-making skill do not differ significantly in terms of the gender and grade level variables. Moreover, a positive and weak correlation was found between the students' metacognitive awareness and perception of decision-making skill and their metacognitive perception was found to predict their perception of decision-making skill. It can be argued that during the primary education, when teachers get students engaged in activities to develop their metacognitive awareness, their decision-making skill can also be developed.
Occupational Burnout Level of Preschool Teachers Working in the East and West of Turkey
Author: Derman, Meral Taner
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Preschool Teachers,Gender Differences,Age Differences,School Location,Geographic Regions,Teacher Characteristics,Career Choice,Emotional Response,Achievement,Measures (Individuals),Foreign Countries

The aim of this research is to examine the occupational burnout levels of preschool teachers' work in terms of working in the eastern and western parts of Turkey, voluntariness, gender, working location and age. In accordance with the general aim of the study, &quot;Maslach Burnout Inventory&quot; and &quot;Personal Information Form&quot; (prepared by the researcher) were filled by 72 preschool teachers working in the eastern provinces of Turkey and 82 preschool teachers working in the western ones: a total of 154 preschool teachers, 133 females and 21 males. ANOVA and t-test were used in the evaluation of the data. It was determined that the part of Turkey where teachers work, east or west, did not cause any difference in their occupational burnout. However, preschool teachers who inadvertently chose their profession experienced greater emotional exhaustion and decreased sense of personal achievement compared with preschool teachers who chose their profession voluntarily. Also, preschool teachers who worked in the west at the age of 31-40 years and at over 40 years experienced higher emotional exhaustion levels than those who worked in the east at the age of 31-40 years and at over 40 years. Further studies should be conducted with more teachers from all the cities in the seven regions of the country. [This paper was presented as an oral presentation at third International Eurasian Educational Research Congress.]
Mathematical Thinking as a Predictor of Critical Thinking Dispositions of Pre-Service Mathematics Teachers
Author: Celik, Halil Coskun
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Thinking Skills,Predictor Variables,Critical Thinking,Preservice Teachers,Mathematics Teachers,Foreign Countries,Measures (Individuals),Problem Solving

The aim of this study was to examine the relationship between mathematics thinking sub-dimensions (higher order thinking, reasoning, mathematical thinking and problem-solving) and critical thinking disposition. In addition, this study investigated whether mathematical thinking sub-dimensions are significant predictors of critical thinking disposition. This research was designed as a correlation type relational survey model. The study group consisted of 181 (73 female and 108 male) pre-service mathematics teachers studying at the Faculty of Education of a state university in the South East Anatolia Region of Turkey. Data were collected through personal information form, &quot;mathematical thinking scale&quot;, and &quot;California critical thinking disposition inventory&quot;. The analysis of data was made with multiple regression analysis. As a result of the study, it was found that there is a significant relationship between critical thinking and higher order thinking, reasoning, mathematical thinking skills and problem-solving sub-dimensions. In addition, the predictors of critical thinking disposition were found to have reasoning, mathematical thinking skills and problem-solving sub-dimensions. Results also illustrated that reasoning; mathematical thinking skills and problem-solving subdimensions was a significant predictor of critical thinking dispositions. In this context, the study was discussed in the context of the development of critical thinking of pre-service mathematics teacher. Research results were discussed in the context of the development of mathematical thinking and critical thinking dispositions of pre-service mathematics teachers. [This manuscript was presented at the 2nd International Conference on Language, Education and Culture (ICLEC-2019).]