ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Student Success: Structural Recommendations for Community Colleges
Author: Barhoum, Sim
Date: 2018-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Academic Achievement,Basic Writing,Writing Teachers,Writing Skills,Remedial Instruction,Laboratories,Writing (Composition),Remedial Programs,Computer Centers,College Faculty,Barriers

Structural practices used by community colleges to assess, place, and teach students are undergoing transformation. Many recent changes have been shaped by the idea that barriers to success, combined with traditional policies, work against helping students pass through the developmental writing pathway. This article's purpose was to investigate the most promising structural practices by community college developmental writing programs. The article first looks at the challenges faced by developmental writing students. Then, a synthesis of relevant literature takes place, followed by a nationwide study of 42 successful developmental writing faculty. From this survey, an empirical framework emerged and is presented for the structural domain. Finally, this article offers specific and practical practices that administrators and educators can use to improve their developmental writing programs.
Contextualizing Developmental Reading through Information Literacy
Author: Zimmerer, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Literacy,Electronic Libraries,Reading Programs,Program Descriptions,Reading Skills,Reading Strategies,Academic Persistence,Student Projects,Teaching Methods,Active Learning,Comparative Analysis,Developmental Programs,Textbooks,College Readiness,Program Effectiveness,Community Colleges,Two Year College Students,Pretests Posttests

This study focused on a redesigned reading program that integrated project-based activities through the contextualization of reading and information literacy strategies using library databases. Students completing the new reading curriculum were compared to students who had completed a traditional reading curriculum to assess for differences in information literacy and reading skills, course completion, persistence, and gateway course registration. Students in the contextualized reading curriculum outperformed students in the textbook curriculum on information literacy skills, and both groups grew in reading strategies. Further, the contextualized group--comprised of students who scored at one or more levels below college ready--were on par with the textbook group--comprised of students only one level below college ready--in completion, semester-to-semester persistence, and subsequent course registration.
Gender Discrimination in Curriculum: A Reflection from Punjab Textbook Board
Author: Jabeen, Sadia
Date: 2014-06-00
Type: Journal Articles
Subjects: Gender Discrimination,Reflection,Textbooks,Foreign Countries,Sex Stereotypes,Sex Role,Gender Bias,Sex Fairness,Comparative Analysis

This study has been made to sort out scientifically the passage of transformation of roles through curriculum in Punjab, Pakistan. The national language textbooks were selected for the discourse. It explores the areas of gender disparity in the existing textbooks at primary level. The focus of the research was to identify the area of gender stereotyping and construction of gender roles creating gender apartheid picture in the textbooks. This Study concluded that the literature reflects male chauvinism whereas female?s role seems to be limited when it is compared with male.
Improving Oral Communicative Competence in English Using Project-Based Learning Activities
Author: Bakar, Noor Idayu Abu
Date: 2019-00-00
Type: Journal Articles
Subjects: Oral Language,Communicative Competence (Languages),English (Second Language),Student Projects,English Language Learners,College Students,Language Skills,Teaching Methods,Program Effectiveness,Foreign Countries,Student Motivation,Student Attitudes

The quasi-experimental study investigated the effectiveness of using project-based learning (PjBL) activities as a teaching strategy in improving the oral communicative competence of Malaysian English language learners. The participants included 44 diploma students enrolled in a Communicative English course at a technical college in the Peninsular Malaysia, who were purposely selected for the study. The intervention comprised a 12-week lessons taught using PjBL teaching strategy and centred on eight PjBL activities. Data were collected using a speaking test and a listening test, which were administered as pre-tests and post-tests, and a student questionnaire which was administered at the end of the study. Data analysis involved the procedure of MANOVA, as well as descriptive statistics such as mean, standard deviation and percentage. The findings revealed a significant improvement in the learners' overall oral communicative competence and a high perception of PjBL by the learners. It is concluded that PjBL teaching strategy is effective in improving the oral communicative competence of the English language learners. The study recommends the use of PjBL as a suitable English language teaching strategy for technical students who are generally low proficient English language learners.
Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students
Author: El Sakka, Samah Mohammed Fahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Majors (Students),English (Second Language),Second Language Instruction,Language Skills,Speech Communication,Direct Instruction,Affective Behavior,Anxiety,Self Control,Emotional Response,Conventional Instruction,Teaching Methods

The purpose of the present study is to investigate the effect of explicit affective strategy instruction on the speaking performance of Freshmen English majors at Faculty of Education, Suez University, Egypt. The design of the study is a pre-post quasi experimental one. The instrument is a pre/post speaking performance test (designed by the researcher). Participants were eighty Freshmen English majors, randomly divided into two groups: a control group (N=40) and an experimental one (N=40). During the experiment, the experimental group was explicitly taught some affective strategies (lowering anxiety, encouraging yourself and monitoring emotions) while the control group was taught using the traditional method. All participants were tested using the pre/post speaking performance test before and after the intervention. The difference between the post test's mean scores of the control and experimental groups were calculated using Independent Samples t-test and the difference in the mean scores between the pre- and post tests of speaking performance was calculated for each group separately using Paired Samples t-test. A significant difference was found between the post test's mean scores of the control and the experimental groups in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the pre- and post test of the experimental group in favor of the post test. It was concluded that participants' level of speaking performance significantly improved after receiving the explicit affective strategy instruction.
Implementation of Information and Communication Technologies (ICTs) in Education Course: A Case from Teacher Education Institutions in Pakistan
Author: Majoka, Muhammad Iqbal
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Information Technology,Teacher Education Programs,Teacher Educators,Barriers,Guides,Energy

This research was aimed to explore the implementation of Information and Communication Technologies (ICTs) in education in teacher training programs in the Khyber Pakthunkhwa and Punjab provinces in Pakistan. It was the first time that the course &quot;ICTs in Education&quot; was implemented for ADE/B. Ed (Elementary) programs in session 2010-11. In this situation, it was vital to explore how successfully this course was implemented in the pioneer institutions, so as to have baseline information for further improvement in the implementation process. This study was focused to explore: (i) How the course &quot;ICTs in Education&quot; was implemented? (ii) How did the teacher educators follow the course guide and to what extent the course guide was helpful in implementing this course? Seven teacher training institutions (three from the Punjab and four from KP provinces) were selected as target population. The total sample was 40 teacher educators and 200 students from seven institutions. Mixed method research design was adopted to conduct this study. The data was drawn from the surveys for heads and prospective teachers, and semi-structured interviews with teacher educators. Analysis revealed that only in a few classrooms, different activities/ experiences as suggested in the unit were properly implemented, while in most that was not the case due to issues such as shortage of electric power supply, scarcity of ICTs tools and lack of training and skills in ICTs application. The extent to which teachers followed the course guide was another factor contributing to the implementation process.
Library Resources: Utilization by Teachers and Students
Author: Jamil, Mubashrah
Date: 2013-08-00
Type: Journal Articles
Subjects: Library Materials,Library Services,Users (Information),Academic Libraries,Teacher Education Programs,Preservice Teachers,Foreign Countries,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Gender Differences

Aim of this study was to investigate the availability and utilizations of existing resources of the libraries of those universities and GCETs [Government College for Elementary Teachers] where ADE [Associate Degree in Education] and B.Ed. (Hons) elementary programs were launched during the year 2010-2011. Total 70% GCETs and 80% universities were included in the study. Teachers and students were selected as sample on the basis of their availability. The data for this survey was collected through a checklist and questionnaires for both teachers and students. The results revealed that libraries are underutilized despite teachers' and students' expressed willingness to use libraries. Lack of human and material resources was the main reason for underutilization. Students mostly visit the library for reading books, preparation of assignment and to consume spare time. Library staff needed professional training, procedures for purchase of library resources need simplification for timely procurement, virtual linkage with national and international libraries needs to be addressed, and enhanced funding and proper utilization of funding is required for improved efficiency. The libraries in GCETs were comparatively more dilapidated than libraries in Universities. It is concluded that improved library services and provisions can enhance the relevance and utilization of libraries.
A Comparative Study of the Assessment Practices and Proposed Curriculum Objectives in Revised Teacher Education Programs
Author: Shiekh, Mussaret Anwer
Date: 2013-08-00
Type: Journal Articles
Subjects: Evaluation Methods,Comparative Analysis,Teacher Education Programs,Foreign Countries,Outcomes of Education,Content Analysis,Educational Objectives,Classification,Visual Aids,Child Development

This study adopts a qualitative approach to explore the gaps between the proposed curriculum objectives and the assessment instruments used for evaluation of revised teacher training programs in the universities as well as their affiliated colleges in the Punjab province. Specifically it seeks to examine the alignment between the proposed curriculum objectives and the content and cognitive traits being assessed by mid-term and final-term examinations. Bloom's taxonomy was taken as standard for comparison in evaluation of assessment tools and intended learning outcomes of each unit of the selected sample courses. For the purpose of data collection, all the cities where the institutions (Universities and affiliated colleges) are located were visited. The final and mid-term assessment papers and the respective course guides of the selected sample courses were collected and analyzed with the help of Bloom's Taxonomy, and then a comparison was being made between both types of documents. The document analysis presented a lack of alignment between the proposed curriculum objectives and the content and cognitive traits being assessed through formal assessment practices of revised teacher training programs.
The Interconnection of Motivation and Self Regulated Learning among University Level EFL Students
Author: Tosuncuoglu, Irfan
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Learning Strategies,Goal Orientation,Self Efficacy,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Literature,Learning Motivation,Classroom Environment,Test Anxiety,Student Attitudes,Foreign Countries,Questionnaires

The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as &quot;goal orientation,&quot; &quot;self efficacy,&quot; &quot;intrinsic value,&quot; &quot;test anxiety&quot; and self-regulated learning components such as &quot;cognitive strategy usage&quot; and &quot;self regulation.&quot; The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of &quot;goal orientation,&quot; &quot;self efficacy,&quot; &quot;intrinsic value,&quot; &quot;test anxiety,&quot; &quot;cognitive strategy usage&quot; and &quot;self regulation.&quot; ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to &quot;goal orientation&quot; and &quot;self-efficacy.&quot; Furthermore, correlation analysis suggested that there was a moderate level of correlation between &quot;self-regulation&quot; and &quot;cognitive strategy usage.&quot; This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires &quot;self-efficacy&quot; and &quot;self-regulation&quot; and these are all interrelated.
The Relationship between Being Exposed to Culture through Social Media and the Willingness to Learn English
Author: Abdullah, Assrar
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Social Media,Universities,Females,College Students,Student Attitudes,Learning Motivation,Social Networks,Teaching Methods,Foreign Countries,Correlation,Likert Scales

This study is an attempt to investigate the relationship between exposure to a native culture and the learners' willingness to learn the language of the native culture. A questionnaire with closed-ended items and open-ended questions was used to collect data. Responses to the questionnaire were collected from 54 female students at a public university in Saudi Arabia. In general, the questionnaire results indicated that there is a relationship between exposure to the native culture and the learners' willingness to learn the language. The findings revealed that being exposed to a certain culture makes the learners more willing to learn the language of that culture. Moreover, the findings of the study stressed the importance of adopting social media networking to assist in the process of integrating culture into teaching English as a foreign language. Furthermore, based on the findings of this study, we encourage teachers to allocate as much time as possible to introducing cultural aspects in foreign language classrooms with the aid of social media.
Primary Teachers&apos; Perceptions of CLIL Implementation in Spain
Author: Campillo, José María
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Course Content,Foreign Countries,Language of Instruction,Educational Quality,Science Instruction,Social Studies,Teaching Methods,Interdisciplinary Approach,Oral Language,Cultural Awareness,Student Motivation,Guidelines,Teacher Aides,Writing Skills

CLIL (Content and Language Integrated Learning) has been one of the major innovations that has been implemented in Spain in the last decades and many questions have arisen in relation to its effectiveness. The aim of this article is to report primary teachers' perceptions of the most relevant aspects of CLIL teaching of Science and Social Science in Primary Education in the Region of Murcia. Their perceptions of this integrated approach are crucial to meet their needs, coordinate their efforts and develop good practice. Results from this research emphasize an extensive application of CLIL methodological guidelines and the use of a wide range of tools when evaluating learners' competences. Additionally, they have expressed their satisfaction with language assistants when motivating pupils and fostering their oral skills and intercultural awareness. However, CLIL teachers believe Public Administration should provide more resources, further training and enhanced coordination to improve the quality of education under this paradigm.
Non-English Major Students&apos; Perception of Factors Influencing English Proficiency in China
Author: Yuntao, Wu
Date: 2019-00-00
Type: Journal Articles
Subjects: Nonmajors,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Student Attitudes,Undergraduate Students,Learning Strategies,Age Differences,Foreign Countries,Elementary Education,Middle Schools

This study aims at investigating Non-English major students' perception of factors that influencing English proficiency in China. The research was conducted by using a non-experimental quantitative research design by a questionnaire survey. A total 300 Non-English Major students from second year from different duration of learning English in Henan Polytechnic University was collected to complete this survey. The research findings revealed the learning strategies of Non-English major students in Henan Polytechnic University has most significantly affect on English proficiency among four potential factors. The hypothesis testing results indicated that the perception of students who began learning English from primary school were statistically significantly higher than those who began learning English from middle school with respect to factors influencing English proficiency. The findings recommended that the government should provide more supports to English language learning in primary school, the English teacher should pay attention to male students' English learning and help students improve their learning strategy in English learning.
The Improvement of Intelligibility in the Oral Production of Standard English: A Study about the Production of Vowel Quality in Stressed and Unstressed Syllables
Author: Mallén, Ana María Muñoz
Date: 2019-00-00
Type: Journal Articles
Subjects: Pronunciation,Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation Instruction,Syllables,Vowels,Teaching Methods,Psycholinguistics,Foreign Countries,Phonology,Standard Spoken Usage,Language Tests,Factor Analysis

Pronunciation is an essential aspect in the teaching of the English language, especially those aspects of pronunciation such as stress and vowel quality as they are crucial elements to ensure intelligibility in communication. The general objective of this study is to investigate whether the theoretical-practical instruction on pronunciation has a crucial impact on the vowel quality production of stressed and unstressed syllable in isolated words and in wider contexts, and therefore, in the improvement of intelligibility and of the oral production in general terms, in two groups of Spanish students of English (the control and the experimental group). More particularly, the study addresses the impact of formal instruction in pronunciation based on deduction in terms of rule formation from a cognitive perspective. The results indicate that the specific work implemented with the production of vowel quality in stressed and unstressed syllables have a significant impact on intelligibility.
The Effect of Explicit English Morphology Instruction on EFL Secondary School Students&apos; Morphological Awareness and Reading Comprehension
Author: Badawi, Mohamed Farrag Ahmed
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Morphology (Languages),Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Metalinguistics,Pretests Posttests,Language Tests,Reading Tests,Scores,Morphemes,Test Validity,Foreign Countries

The study attempted to investigate the effect of explicit morphology instruction (EMI) on developing secondary school students' EFL morphological awareness and reading comprehension. The explicit morphology instruction targeted two morphological skills namely, inflectional and derivational skills. The study used a pre-posttest experimental and control group design. The intact study participants were (98) first year secondary school students. While the first intact group (n=49) was functioned as an experimental group, the second intact group (n=49) represented the control group. To collect the data, a two-unit explicit morphology instruction program (EMIP), a morphological awareness test (MAT) and a reading comprehension test (RCT) were designed, validated and implemented. Before the intervention, the participants' morphological awareness and reading comprehension were pre-tested. During the course of intervention, while the experimental group participants were exposed to explicit morphological instruction in addition to their regular English instruction sessions, the participants of the control group only received their regular EFL instruction sessions. Results revealed that the experimental group participants' mean scores on the post morphological awareness test and reading comprehension test surpassed that of the control group. Accordingly, explicit morphological instruction was effective in developing EFL secondary school students' morphological awareness and reading comprehension. However, the effect size of explicit morphological instruction on developing EFL secondary school students' morphological awareness was higher than its effect size on developing their reading comprehension. Therefore, teaching English morphology should be an integral part of EFL secondary school curriculum.