ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Teachers&apos; Reflection in Teaching English to EFL Students of Rural Areas
Author: Saiful, Jepri Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Foreign Countries,Rural Areas,Language Teachers,Case Studies,Journal Writing,Telecommunications,Computer Software,Language Proficiency,Preservice Teachers,Teacher Student Relationship,Junior High School Students,Teacher Characteristics

Theoretical and empirical grounds suggest that the discussions on the practices of teaching English in rural area are limited in numbers. Ergo the voices, challenges, and recommendations echoed by EFL teachers of rural areas remain unexplored. This study is thus to shed light on the voices, challenges, and recommendations of EFL rural teachers in teaching EFL to students of rural areas. This study used qualitative research method with multiple case study design. The participants were two EFL service teachers teaching English in Pegunungan Bintang in Papua and Talaud Island in North Sulawesi, Indonesia. The data collection techniques were teaching reflection writing journal and phone and WhatsApp call semi-structured interview. This study extended our knowledge that teacher-centered learning was not always perceived to be a left-behind and invaluable teaching approach. This study revealed that teacher-centered learning, which the teachers became the sources of knowledge, was an appropriate teaching approach to teach English to students of rural areas. Moreover, this study found that lack of facilities and learning resources as well as students' low motivation and proficiency in English language were main challenges faced by EFL teachers in rural areas. Therefore, shared recommendations were given by the participants to English teacher candidates taking career to be English teachers in rural areas. First, English teacher candidates should have or build strong and good characters. Meaning, they have to be discipline, creative, innovative, patient, firm and adaptable. These characters are non-negotiable for other English teacher candidates teaching English in any region as well. Second, English teacher candidates should take into account students' competency and social condition of learning to make students succeed in target language. Third, they had better use teacher talk and caretaker speech to explain English teaching materials or topics to the students.
Increasing Self-Evaluation Use through Video Feedback to Improve Academic Engagement among Students with Intellectual Disabilities
Author: Aykut, Çigil
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Video Technology,Feedback (Response),Learner Engagement,Academic Achievement,Students with Disabilities,Intellectual Disability,Instructional Effectiveness,Behavior Change,Student Participation,Compliance (Psychology)

Self-evaluation is a skill that can help individuals to increase their own performance on completing tasks in engagements. The literature provides several examples of using self-evaluation with different participant groups with psychological and behavioral problems. There are a limited number of examples of using self-evaluation with individuals with intellectual disabilities (IDs), which demonstrated effective use of self-evaluation combined with other techniques such as video feedback. The present study focused on examining the effectiveness of using video feedback to increase the use of self-evaluation of students with IDs who are trying to improve their academic engagement. The study applied a multiple probe design to track changes in the behaviors with three students with IDs. The study provided evidence that the students were able to improve their academic engagement in regard to increase on-task behaviors, raising hands, and compliance while increasing self-evaluation.
Teachers&apos; Perceptions of Integrating STEM in Omani Schools
Author: Elayyan, Shaher Rebhi
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,STEM Education,Science Teachers,Skill Development,21st Century Skills,Economic Factors,Public School Teachers,Test Construction,Test Validity,Test Reliability

The current study falls in line with global and local mobility that aims to investigate the science teachers' perceptions of integrating STEM approach in cycle 2 schools in AL Batinah North Governorate in the Sultanate of Oman. To implement the study, a descriptive methodology was used with a questionnaire of 19 items divided into two parts: Achieving requirements of 21st-century skills and linking science education with economic issues. After verifying the psychometric characteristics of the questionnaire, it was applied to the sample of 147 science teachers (71 male and 76 female). The findings showed a high perception of the science teachers towards integrating STEM in teaching science to acquire students the significant skills and competencies to help them to keep pace with modern scientific developments and have an opportunity to compete in the labor market. According to the findings, the study recommends adding engineering design steps to the science curricula and activating workshops to train the teachers to formulate classroom questions in real problems context.
The Influence of Plus, Minus and Interesting (PMI) Strategy towards Students&apos; Speaking Ability in an Indonesian Private Secondary School
Author: Nikijuluw, Renata C. G. V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Proficiency,Speech Communication,Private Schools,Secondary School Students,Program Effectiveness,Cognitive Processes,Thinking Skills,Discussion (Teaching Technique),Student Interests,Teaching Methods

Nowadays, the lack of opportunity for students to practice speaking in English classroom makes them difficult to improve their speaking ability. Therefore, this study will address PMI, stands for Plus, Minus and Interesting strategy that can encourage students to speak by thinking the plus, minus and interesting points of the topic. This study used Quasi-Experimental research for the students at second grade of SMP-IT As-Salam Ambon. It is aimed to find out whether the students who are taught by using PMI strategy had better achievement in their speaking ability rather than those who are taught by using Question and Answer strategy. This study was conducted during 8 meetings. First meeting was the pre-test, 6 meetings were the treatment and the last meeting was the post-test. The result reveal that after PMI strategy had been applied, the students in experimental class was significantly had better achievement in speaking ability than the students in control class based on their pre-test and post-test result. Thus, PMI strategy could influence students' speaking ability because it can open the opportunity for the students to elaborate their ideas, to help them make a decision in a short time and to increase their participation in speaking activity.
Students&apos; Reading Strategies in Comprehending Academic Reading: A Case Study in an Indonesian Private Collage
Author: Fitriana, Meida
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Strategies,Case Studies,Academic Language,English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Student Attitudes,Language Proficiency,Comparative Analysis,Business Administration Education,College Students,Foreign Countries,Student Motivation,English for Academic Purposes

This study was intended to find out the certain strategies which were used by low level and high level English proficiency students in comprehending academic reading and the aspects which influence students' reading comprehension. The methods of the research used a qualitative approach based on the theory of case study. The data were collected by using interviews, documentary studies and questionnaire. The data were analyzed using data reduction, data display and conclusion drawing. The results of this study showed different strategies using between low and high proficiency students. Moreover, the result also showed that there are five aspects which influence students' reading comprehension such as, motivation, linguistics competence, interest, characteristic of the text and the last is environment role.
A Study on Achievement in Commerce of Higher Secondary Students
Author: Sachithanandam, M.
Date: 2019-12-00
Type: Journal Articles
Subjects: Academic Achievement,Audio Equipment,Business Administration Education,Student Attitudes,Achievement Tests,Gender Differences,Family Characteristics,Institutional Characteristics,High Achievement,Low Achievement,Student Interests,Place of Residence,Foreign Countries

In recent years, the interest shown in studying commerce among the students and parents at higher secondary school level and college level is in the upswing, and in the future, it would upsurge for varying reasons. In this context, the present research aims at investigating the level of academic achievement and finding out whether there is any significant difference among the higher secondary students studying commerce about certain demographic variables. The applied survey research was conducted on a sample of 850 higher secondary students (492 male &amp; 358 female) chosen from 20 schools (9 government, 5 aided &amp; 6 private). A self-constructed and validated tool 'Achievement Test in Commerce' by the investigator with 50 statistically selected objective type questions (out of 80) was used for the study. The results of the descriptive analysis showed that the level of achievement in commerce of higher secondary students is average. The differential analysis result, t-test showed that there was no significant difference in academic achievement in commerce about gender, locality of students and type of family; and F-test showed that there was a significant difference in the type of school and nature of the school. The study throws a light on what should be done to improve the achievement in commerce of higher secondary students having in mind the low performing groups.
The Impact of Podcasts on EFL Students&apos; Listening Comprehension
Author: Abdulrahman, Tryanti
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,Audio Equipment,Listening Comprehension,High School Students,Comparative Analysis,Student Attitudes,Positive Attitudes,Learning Motivation,Instructional Effectiveness,Teaching Methods,Technology Uses in Education,Foreign Countries

This research has objective to investigate students' listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than &lt; 0.05 which interpreted that Podcast has significant impact on students' listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.
Constructivist Learning in University Undergraduate Programmes. Has Constructivism Been Fully Embraced? Is There Clear Evidence That Constructivist Principles Have Been Applied to All Aspects of Contemporary University Undergraduate Study?
Author: Holmes, Andrew G.
Date: 2019-12-00
Type: Journal Articles
Subjects: Constructivism (Learning),Undergraduate Study,Student Centered Learning,Active Learning,Reflection,Student Evaluation,Outcomes of Education

This conceptual paper provides an overview of constructivist education and the development and use of constructivist principles in contemporary higher education, outlining constructivism and some specific facets of student-centered learning. Drawing from first-hand experience and using two examples of current university assessment practice, reflective learning, and learning outcomes, the author argues that, despite claims constructivist pedagogical approaches have become normative practice when it comes to assessment processes, constructivism has not been fully embraced. The question 'is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?' is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.
Child-Centered Education: Criticisms
Author: Shah, Rajendra Kumar
Date: 2019-12-00
Type: Journal Articles
Subjects: Learner Controlled Instruction,Developing Nations,Criticism,Instructional Effectiveness,Teacher Role,Foreign Countries

There have been quite a lot of concerns and arguments over the appropriateness of CCE for developing countries where the social and cultural values, educational traditions, and available resources are so different from the West. Most of the educationists argue for the teacher-centered formalistic approach, which is believed to be more suitable for contexts where resources are sufficient, and teacher professional capability is very high. Issues related to CCE in developing countries have been the focus of discussion from the 1980s and particularly the 1990s. The primary intention of the present study to explore the significant criticisms related to child-centered education. Eleven serious objections: danger of centeredness; absenting knowledge; learner centeredness: scientifically validated?; freedom versus discipline; practicality of learner-centered teaching; individual and society; the absence of authentic social relationships; teacher's roles; natural Sequence of development; the powerless female teacher and child; and the free and individual child: an illusionary and decontextualized construct have been discussed in the present article.
Paradigm Shift in Curriculum: A Visionary Mission
Author: Khuntia, Dillip Kumar
Date: 2019-12-00
Type: Journal Articles
Subjects: Models,Culturally Relevant Education,Teaching Methods,Moral Values,Values Education,Curriculum Development,Educational Change,Educational Innovation,Patriotism,Metacognition,Educational Environment,Global Approach,Experiential Learning,Citizenship Education,Foreign Countries,Vocational Education

Human beings came to the world along with ideas which got nurtured and transmitted from generation to generation. To upgrade the quality of life, he became educated through formal, informal and non-formal ways. The curriculum was structured formally at different levels of education, which is being upgraded and refined from time to time. Here in this paper an attempt has been made to relocate the paradigm shift in curriculum in a mission mode taking the suggestions as follows: Culture-specific pedagogy; Moral Education for revival; Curricular renovation, reformation and innovation in terms of reality and fact; Vocationalization in true sense; Emphasis on Practical aspect; Meeting the needs of the locality; Imparting Patriotism through curriculum; Preaching and practising Yoga Education; Indian Traditional Culture from the age-old spiritual scriptures; Committee consisting people having practical experience from the grass-root level; Placing importance upon joyful learning; Providing opportunity to prepare the ground for all-round development; Meeting aims of educations from a broader perspective; Adopting innovation of other countries; Fund for conducting Research; Application of Research findings; Finding the Vision and Mission; Making them free from the over burden of examination; Protecting environment through education; Emphasizing experiential learning; To inculcate global human values among the youth; To prepare for global citizenship.
Creativity of Student-Teachers with Reference to Their Gender and Locality
Author: Ponnusamy, P.
Date: 2019-12-00
Type: Journal Articles
Subjects: Creativity,Preservice Teachers,Gender Differences,Foreign Countries,Secondary Education,Student Characteristics,Creative Teaching

Creativity is a unique gift of nature, a highly valued human quality that has been known for a long time to have its influence on scientific, technological and artistic spheres of human activity. The rapidly changing demands and challenges existing in the world today have almost necessarily been accompanied by creative expression and contributions from talented persons. When we look critically at the present-day educational practice, one of the lacunae is a lack of importance given to creativity. With this background, the study was conducted to study the creativity level of the student teachers at the secondary level. The main result of the study reveals that selected student teachers were emotionally strong.
A Minoritized Art Teacher&apos;s Perspective on Teacher Leadership: Teacher Leadership through Community Leadership and Collaborative Efforts
Author: Keisling, Mai Dinh
Date: 2019-00-00
Type: Journal Articles
Subjects: Vietnamese People,Art Teachers,Teacher Leadership,Community Leaders,Student Leadership,Service Learning,Community Involvement,School Community Relationship,Community Programs,Art Education,Asian Americans,Minority Group Teachers,Higher Education

As a Vietnamese 28-year veteran art teacher, my lived experience is that art teaching is not a viable means to gain access to formal leadership or to exercise my personal leadership within school in a large school district. As an Asian descent educator, there is limited opportunity for a leadership role. For many years, I felt that the isolation and helplessness in teaching was a deterrent to my professional and personal growth in the teaching profession. Into my fifth year of teaching, I determined to return to my advocacy and love for community service through artmaking. I decided to create leadership opportunities for myself to grow and to lead and for my students to have access to other educational benefits that only community can provide. This article highlights my commitment to become an art teacher leader through community leadership and providing service-learning projects for my students. In this article, I share three recent examples of how teacher leadership combined with community (Gilbert, 1972; Hunter, 1980; Nix &amp; Seerley, 1972) and collaborative leadership can maximize student learning and teacher growth personally and professionally.
Energizing Students&apos; Reading Comprehension through Multimodal Texts
Author: Januarty, Resky
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Multimedia Materials,Junior High School Students,Foreign Countries,Visual Aids,Learner Engagement,Semiotics,Reading Instruction,Reading Skills,Reading Material Selection

Teaching and learning process is an essential aspect of a successful English teaching and learning. Reading skill is one of the language skills in English which gives a huge input to the learner. Nevertheless, it is mostly found that reading material and its exercises examine explicitly of what have been learned. Recently, multimodal texts become more popular in educational aspect especially the use of multimodal text in the teaching and learning reading. Multimodal text is a text that contains semiotic mode which covers gesture, visual image, document, layout, music, architectural design, etc. This study interviewed 10 Junior High School students and 1 English teacher regarding the use of multimodal text in reading class. The design of the study was a qualitative descriptive study which investigates the use of multimodal texts in teaching learning process in Indonesia compare to other countries. This study is expected to have a deeper insight and significant contribution for the English pedagogy.
In-Service EFL Teachers&apos; Experiences of Conducting Reflective Practice as Continuing Professional Development
Author: Tosriadi
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Faculty Development,Teacher Attitudes,Reflective Teaching,Feedback (Response),Video Technology,Audio Equipment,Action Research,Peer Teaching,Case Studies,Foreign Countries

Teaching is a demanding job and it requires professional individual to perform the job. There is a need for teachers, especially language teachers to reflect on their action in order to be professional educators. To ease teachers in conducting reflective practice there are some tools that can be utilized. This qualitative case study investigated experiences of in-service EFL teachers in Indonesia in conducting reflective practice. More specifically, it discussed the tools of reflective practice employed by participating teachers in doing reflection. Four in-service EFL teachers were purposively chosen as respondents of the study. The data were acquired by spreading questionnaire, doing interview, and conducting document analysis. The results of the study revealed there were five tools of reflective practice utilezed by in-service EFL teachers in doing reflective practice, namely; teaching journal, peer observation, students' feedback, video/audio recording, and action research. The finding of the study informed that the practice of reflective practice among in-service EFL teachers was not maximal yet. Especially on the utilization of video/audio recording and action research. Moreover, no teachers were getting involved in peer coaching activity.
Investigating English Department Students&apos; Perceptions about a Good English Language Teacher
Author: Febriyanti, Emma Rosana
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Effectiveness,Student Attitudes,Foreign Countries,Language Teachers,College Faculty,College Students,Teacher Student Relationship,Teacher Characteristics,Teacher Attitudes,Comparative Analysis,Universities,Departments,Teacher Improvement

Teaching is a lifelong learning process and even if a teacher may have years of experience in teaching English as a foreign language, one might not know whether he/she has become a good teacher or not. The perceptions about a &quot;good&quot; English language teacher have been varied among the language learners and the teachers themselves. However, it is important to find out what kind of a &quot;good&quot; English language teacher based on learners' perceptions in order to discover what they believe and what they expect from their English teachers when they are learning the language. This present study aims at investigating and describing the qualities or the characteristics of a good English teacher based on the learners perceptions. The population for this study are the students of English Department of FKIP LambungMangkurat University Banjarmasin in three batches (batch 2015, 2016, and 2017), and when the time data collected they were at the sixth, the fourth and the second semester. The questionnaire given is in the form of close-ended questions and analysed quantitatively. The findings of this study are expected to help teachers to reflect or evaluate themselves and refresh their teaching practice when necessary, as well as for their own improvement and further professional development.