ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on the Relation between Intelligibility and Attitudes
Author: Chung, Bohyon
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Language Attitudes,Korean,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Language Variation,North American English,Undergraduate Students,Pronunciation,Language Tests,Listening Comprehension Tests,Speech Communication,Phonology,Student Attitudes,Foreign Countries,Intelligibility

The purpose of this paper is to examine the intelligibility and attitude towards four English varieties to Korean-speaking learners (KSLs) of English, who have been exposed mainly to General American (or Korean-accented English) in their English language learning classrooms throughout the primary and secondary schools. A total of 105 Korean undergraduate students listened to a recording in one of the four accents (General American, British, Australian, and Korean-accented English) and completed an intelligibility test followed by a questionnaire survey on attitudes. Analysis revealed that British English was most intelligible to KSLs among four varieties whereas that of Australian was least intelligible. Attitudes toward an English variety did not exert a strong force that may contribute to the level of intelligibility. The findings also showed at which phonological features identified KSLs were most sensitive to intelligibility differences. We conclude that the more exposed English variety to KSLs, the more favorable attitudes can be formed, but is not necessarily intelligible. What the findings demonstrate is that attitudes are not the best explanation of intelligibility and call for improvement in ways of directing KSLs' attention to some phonological features in a learnability perspective.
Comparing the Effects of Freely Available Online Dictionaries and Printed Glosses on Vocabulary Acquisition
Author: Laffey, Dennis
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Open Educational Resources,Dictionaries,Electronic Publishing,Books,Vocabulary Development,Program Effectiveness,Foreign Countries,Second Language Learning,English (Second Language),Computer Assisted Instruction,Retention (Psychology),Reading Comprehension,Undergraduate Students

Few dictionary studies have examined the effectiveness of freely available online dictionaries (FAOD) offered by search engine companies. This experimental study examines the effectiveness of one FAOD, Naver.com, as an aid to vocabulary acquisition for a group of 87 intermediate-level Korean university students aged 19 to 28 (mean 21.9). The VKS and two multiple choice tests administered after a written recall task, and again one month later, measured vocabulary acquisition. MANOVA using treatment type (Online, Gloss, or Control) as the independent variable and test results as the dependent variables compared vocabulary acquisition. A second line of inquiry examined effects of topical familiarity on vocabulary acquisition. Findings suggest that FAODs are equally effective as a written gloss, and that both significantly outperform using context clues. Evidence is presented that unfamiliar topics may lead to slightly better vocabulary gains over reading familiar topics. Ways these findings can assist learners and teachers are discussed.
A Historical-Structural Approach to ESL Ideology in Korea
Author: Lee, Chee Hye
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Educational Policy,Educational Practices,Cultural Context,Foreign Countries,Speech Communication,Teaching Methods,Educational History,Language Proficiency,International Organizations,Treaties,Public Agencies,National Curriculum,News Reporting,Teacher Surveys,Volunteers,Language Teachers,Language Usage,Language Variation

Based on the socio-historical dynamics of English ideologies that percolated into Korean society, this paper explored the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the country is situated at the intersection between two categories: ESL from a perspective of English ideologies and EFL from a perspective of societal context. As a proto-ideology of English, ESL ideology, which dates back to the United States Military rule in Korea, was further theoretically developed by the Peabody/Korean team, and its implementation was attempted by the Peace Corps. Although activating ESL has failed in Korean society, its ideology &quot;per se&quot; remains unchanged, (re)generating other English ideologies including &quot;Spoken English First,&quot; &quot;Ten-year English Fiasco,&quot; and &quot;Earlier the Better English Education&quot; ideologies. This study found that the discrepancy between ESL as the ideological domain and EFL as the practical domain has brought about some confusion in English education policy and practices.
A Usage-Based Study of L2 Constructional Development: Combining Learner Corpus and Experimental Data
Author: Jo, Rami
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Native Language,Korean,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Verbs,Correlation,Grammar,Computational Linguistics,Task Analysis,Contrastive Linguistics,Transfer of Training,Phrase Structure,Language Classification,English,Psycholinguistics,Semantics,High School Graduates,College Students,Language Tests,Rating Scales,Guidelines

By adopting a usage-based approach to language acquisition, this study investigated the emergence and development of L2 constructional knowledge. A total of 19 English verb-argument constructions (VACs) and their associated verbs were extracted from a learner corpus and three verbal fluency tasks, each conducted in L1 and L2 English and L1 Korean. We compared verb usage in the target VACs across proficiency levels between the L1 and L2 groups and between data types for VAC productivity and verb-VAC associations. The results identified three stages through which Korean learners' VAC knowledge develops in L2 English: emerging through the frequent use of a few general verbs, expanding the range of verbs associated with a VAC to include more specific and prototypical verb types, and then developing them into a creative constructional schema. Moreover, we determined similarities between L1 and L2 English VAC knowledge in higher L2 proficiency levels, as well as L1 Korean influences related to L1 typology and L1 collocational transfer.
Adolescents&apos; Perceptions of Exploring Professional Interests and Preferences Using a Psychometric Tool
Author: Kouni, Zacharo
Date: 2021-03-00
Type: Journal Articles
Subjects: Adolescents,Adolescent Attitudes,High School Students,Public Schools,Career Guidance,Vocational Interests,Professional Identity,Career Choice,Preferences,Psychometrics,Interest Inventories,Personality Measures,Foreign Countries

The main objective of this research is to investigate adolescents' perceptions concerning professional interests and preferences. Nowadays, a major problem of the teenager is the choice of career path to follow. Vocational identity is an important aspect of individual identity that adolescents explore and are asked, in high school mainly, to choose an orientation group (general high school) or sector (vocational high school) and consequently the subject of study and field of work. Their decision to choose studies and profession is not easy. The teacher specializing in Counseling and Orientation has the opportunity to help adolescents to understand their personalities and interests, combining Counseling and the use of appropriate psychometric tools. The qualitative research, in which 19 students of the Third Grade of Lyceum participated, showed that they discovered, confirmed and reflected on issues of their professional identity, using the Holland Personality and Vocational Guidance test.
An Examination of Policy in Practice: A Case Study of Inclusionary Internationalization
Author: Jones, Sosanya M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Educational Policy,International Education,Student Attitudes,Teacher Attitudes,Foreign Students,Inclusion,Educational Environment,Social Integration,College Students,College Faculty,Research Universities,Foreign Countries,Educational Practices,Cultural Awareness,Diversity (Institutional),Policy Analysis,Minority Group Students

This article focuses on the perceptions of institutional practices and practices to nurture greater cross-cultural learning and inclusion by highlighting findings from an in-depth qualitative case study conducted at a prominent Canadian research university with a stellar reputation for recruiting and providing an inclusive environment for international students. Using a conceptual framework drawn from institutional diversity theory, this study examines perceptions by students, faculty, and staff of institutional practices and strategies aimed at nurturing inclusion for international students in order to glean insight about whether this institution is perceived to embody its espoused value of inclusive internationalization. The findings demonstrate that when internationalization is upheld as a core value of an institution, that value can be witnessed in the artefacts and rhetoric of an institution. While the rhetoric may influence the creation of additional services to support international students and faculty, it is limiting in its ability to produce inclusive environments, especially for populations of colour. The implications of these findings are discussed.
At Play in the Cosmos
Author: Squire, Kurt D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Astronomy,Game Based Learning,Learning Activities,Design,Undergraduate Students,Curriculum Development,Computer Games

At Play in the Cosmos is a game for University-level Astronomy courses. Designed as a collaboration between the Games + Learning + Society Center, an academic center at the University of Wisconsin-Madison, and Norton &amp; Company, Cosmos is intended to support a &quot;game-first&quot; model of curriculum in which students play the game before engaging in other activities. Cosmos includes about 4 hours of game play and spans the entirety of course. It includes over 25 embedded simulations that are also used for homework, lectures, and demonstrations. The design process and resulting artifact was colored by institutional constraints, specifically a lengthy pre-production that demanded extensive documentation. The subsequent development process followed a relatively linear, waterfall process and resulted in linear game. Designers attempted to mediate this linearity through a crafting system that enabled players to explore the Universe and mine celestial bodies for resources. As a game intended to compete in the market, Cosmos included a relatively high production quality led by a team experienced in AAA development processes, and the chapter focuses on the development of art styles, interfaces, and fitting voice overs in on a constrained budget and timeline.
Exploring Gender Differences in Selection of Subjects at Higher Education Levels in the Maldives
Author: Shafina, Aishath
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Course Selection (Students),Intellectual Disciplines,College Students,Enrollment,Majors (Students),Student Interests,Family Influence,Peer Influence,Work Environment,Sex Stereotypes,Ideology,Employment Opportunities,Decision Making

This paper sheds light on the higher education system of the Maldives from the perspective of gender equality between men and women. The findings presented in the paper are based on the results of a survey conducted among students enrolled in higher education institutions and on desk-research of relevant policy documents. The study explores the reasons for patterns of enrolment, reasons for selection of a particular study field and influence over the decision for selecting a discipline to study in higher education. Choices of whether they are simply down to the interest of the individuals or a matter of availability and affordability are explored in the research. Pressure from family, peers, work environment, stereotypes of masculine and feminine ideology, and availability of employment opportunities associated with particular disciplines are also discussed within the framework of this study in order to understand their relevance to deciding subject choice in higher education. The research shows that students' decisions are affected by reasons beyond subject or discipline. The study shows that a gendered dichotomy is very much prevalent in the higher education system of the Maldives.
Emergency Remote Delivery--Rapid Resilience at a Trade School in the Utility Industry
Author: Breman, Jeroen
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,Resilience (Psychology),Vocational Education,Vocational Schools,COVID-19,Pandemics,Videoconferencing,Synchronous Communication,Faculty Development

This case describes the move to emergency remote delivery of classroom instruction at Northwest Lineman College (NLC), a private trade school focusing on educating the utility industry workforce. In particular, this case will describe the artifacts developed and critical design decisions the ad-hoc project team made to continue educating students in the Electrical Lineworker Programs at four locations across the USA at the start of the coronavirus crisis.
Hack, Slash &amp; Backstab: A Post-Mortem of University Game Development at Scale
Author: Phelps, Andrew M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Video Games,Educational Games,Computer Software,Design,Course Objectives,Studio Art,Interdisciplinary Approach

This article describes the educational, operational, and practical implementation of an upper-division undergraduate studio-style course centered on the subject of game production. Specifically, the article addresses the course organization and processes, the institutional context for the course (i.e., its situated role in the larger curriculum), the overall structure of the course both from a pedagogical and operational point of view, and concludes with substantial reflection and analysis by the authors on what worked effectively and where improvements could be made. The article also provides substantial depth regarding the student experience, the structure of creating muti-disciplinary software development teams within the course, orienting the course around the successful production of a professional-grade XBOX One video game product, and various methods, structures and tools for course organization, communication, software development practice, documentation, etc. This in turn is framed in the larger context of the course as it was offered not only through an academic department, but in parallel with a campus-based games studio and research center. Numerous detailed elements are provided in such fashion as to provide other educators and mentors a relevant, structured, and detailed post-mortem of a large scale, multi-disciplinary effort that engaged students in complex multimedia software production in a professional context. In addition, several elements atypical from more traditional software project courses as they intersect game development including entertainment design, playtesting, marketing, press, public demonstration and performance, audience reception and analytics, commercial platform, etc., and discussed and analyzed.
Assessing and Fostering College Students&apos; Algorithm Awareness across Online Contexts
Author: Brodsky, Jessica E.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Media Literacy,Internet,Mathematics,Social Media,Knowledge Level,Video Technology,Online Searching,Search Engines

Internet users may fail to recognize how algorithms filter and personalize information. Two studies explored college students' algorithm awareness across varying contexts. Study 1 examined Facebook users' awareness of its algorithms (N = 222). Only about half recognized that Facebook does not show all their friends' posts. These students more often reported making adjustments to News Feed settings than students lacking algorithm awareness. Study 2 compared students' (N = 244) algorithm awareness for online shopping and search, and the efficacy of video instruction to increase awareness. Students were more algorithm aware for online shopping. Compared to those who watched a video on Internet storage, students who watched a video on Internet algorithms showed greater understanding of how search results are personalized. Across studies, students demonstrated high media literacy knowledge, yet knowledge was inconsistently related to algorithm awareness. This suggests the need to incorporate instruction about algorithms into media literacy curricula
Extensive Reading Practices in the Arabian Gulf Region
Author: Meniado, Joel C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Programs,Reading Comprehension,Reading Attitudes,Reading Materials,Program Implementation,Program Effectiveness,Private Colleges,Public Colleges,Barriers,English (Second Language),Second Language Learning,Geographic Regions,Foreign Countries

This study examined the English extensive reading (ER) programs across the Arabian Gulf region. It investigated the ER models and approaches adopted by different higher education institutions (HEIs) in the region, their ER practices and activities, and the challenges they encountered in implementing their ER programs. Utilizing qualitative research design with seventeen (17) cases from prominent colleges and universities in Saudi Arabia, United Arab Emirates, Qatar, Bahrain, Oman, and Kuwait, the study found that most English ER programs in the region adopted the Graded Readers approach with the Supervised-Modified ER model and course-component integration scheme. The study further discovered that the ER programs varied in terms of duration, number of hours and sessions, target number of words, required number of books read, engagement and enrichment activities, and assessment system. Lastly, the study also found that HEIs in the region experienced challenges in sustaining meaningful, varied, and sufficient resources, changing the negative attitudes of the stakeholders toward extensive reading, providing more sufficient space for ER in English language curriculum, and building a strong culture of reading in the community as a whole. The study concludes with recommendations on how to improve English ER implementation in the Arabian Gulf region.
Co-Designing Educational Games for Classrooms
Author: Gaydos, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Design,Foreign Countries,Game Based Learning,Learning Activities,Development

Over the past 15 years, various government agencies in Singapore have supported educational game development and research, producing multiple digital games (e.g., &quot;Legends of Alkhemia,&quot; &quot;Statecraft X&quot;), and non-digital games (e.g., &quot;Green City Blues,&quot; &quot;Money Matters&quot;). Although these games had been successful as research tools used to investigate game-based learning, their impact in schools has been limited by contextual factors including the school environment and culture (Chee et al., 2014). Further, little is documented regarding the details of designing educational games for these contexts. This paper describes the challenges I faced as a new researcher in Singapore tasked with designing new educational games that could simultaneously be used as research tools while also serving as effective, sustainable learning experiences in classrooms in Singapore. Although research-based educational games in Singapore and around the world have been created to instantiate and test theories of learning, these games have often been created without much attention given to classroom practicality and longer-term sustainability. This paper recounts this process and describes the constraints that were faced. By describing the conditions and constraints from the development process, the author hopes to inform and improve the design of future research/educational games that can have lasting and significant impact on Singapore student learning.
Collaborative Design of Professional Graduate Programs in Education
Author: Friesen, Sharon
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Graduate Study,Active Learning,Blended Learning,Online Courses,College Faculty,Program Design,Program Descriptions,Teaching Methods,Student Attitudes,Graduation Rate,Cooperative Learning,Interdisciplinary Approach,Schools of Education,Professional Education,Educational Change,Masters Programs,Doctoral Programs,Counselor Training,Foreign Countries,Inquiry,Case Method (Teaching Technique),Communities of Practice,Delivery Systems,School Holding Power

Faculties of Education in North America are experiencing an increase in demand for professional graduate programs that provide flexible and accessible research pathways for working professionals. Our School of Education offers high quality professional graduate programs that increase access and respond directly to complex needs and problems of practice in education. We describe the design and design thinking approach our faculty collectively undertook to redesign our professional graduate programs. The design was guided by a commitment to research informed and research active learning experiences that enable professionals to develop expertise, draw upon evidence, and act with integrity as they lead innovation and change in educational organizations. The program design provides professionals with opportunities to complete their graduate program in both blended and online formats. Degree programs are cohort based, discipline focused, and coherently structured. Many of our specialized topics are developed in partnership with the professions we serve, and each of our graduate programs is grounded in current research and engages students in active research-based learning. Participatory, collaborative, and interdisciplinary learning experiences are characterized by signature pedagogies. Our professional graduate programs create scholars of the profession through strong connections with the disciplines, communities, and professions we serve. Results of the redesign include improved results in student satisfaction, time to completion, increased retention, and have yielded high completion rates. Design knowledge and insights gained after eight years of evaluation document the strength and quality of our graduates and an increased proportion of international students in all of our graduate program areas.
Designing Role-Playing Games That Address the Holocaust
Author: Hammer, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Role Playing,Death,Jews,Educational History,Marriage,Intergroup Relations,Design,Victims,Instructional Design,Foreign Countries,Misconceptions,History Instruction,Perspective Taking

Role-playing games offer powerful opportunities for players to engage with history, such as allowing players to fictionally situate themselves in a historical period. When it comes to the Holocaust, however, games face serious issues such as the potential trivialization of the Holocaust or players learning to blame the victims. In this design case, we show one way that these issues can be addressed through game design techniques. We bring together the literature on games and Holocaust education to define a set of design challenges for Holocaust-related historical role-playing games; we describe &quot;Rosenstrasse,&quot; a role-playing game in which players adopt the roles of Jewish and non-Jewish Germans in mixed marriages in Berlin between 1933 and 1943; and we illustrate specific game design decisions within &quot;Rosenstrasse&quot; that address the challenges identified in this paper. This work aims to help other designers address the same set of challenges in their own game design process.