ethanporcaro/eric-fulltext-meta huggingface dataset:
Utilizing Students&apos; Feedback to Ensure Quality in Teaching and Learning: A Lesson from COVID-19
Author: Abrahamsen, Eirik Bjorheim
Date: 2023-00-00
Type: Journal Articles
Subjects: Feedback (Response),Educational Quality,Teacher Effectiveness,COVID-19,Pandemics,Foreign Countries,College Students,Student Satisfaction,Student Participation,Learner Engagement

In this article we investigate the impact of COVID-19 on teaching quality and student active teaching. The data used for the analysis is from more than 4,000 students at the University of Stavanger, collected for the Study Barometer, one of the most important metrics for assessing student satisfaction in higher education, in the period 2018-2020. Special attention is given to the teaching quality index and the active student participation in teaching index. Comparisons of the data from 2020 with the data given in the period 2018-2019 show few significant differences. For the Faculty of Health Sciences, however, there are strong significant differences for both the teaching quality index and the student active participation in teaching index. We reflect upon and discuss factors that may have contributed to these differences and show how a large-scale survey can identify drawbacks in teaching and learning in higher education.
In Love and English: A Case of an Extracurricular Activity Conducted in Thailand&apos;s Tertiary Level
Author: Srithep, Siriprapa
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Extracurricular Activities,Self Esteem,College Freshmen,Learning Activities,Outcomes of Education,Feedback (Response)

In Thailand, in-class teaching and learning are regarded as the principal form of obtaining English proficiency in all skills including listening, speaking, reading, and writing. However, Thai students are still deficient of the ability to effectively wield the skills in real life. This reflects the inadequacy of the classroom teaching of the language and its lack of practical advantage. Therefore, extracurricular activities have been implemented alongside classroom teaching to enhance learners' ability to use the language in an authentic context as well as their confidence and self-esteem. Chulalongkorn University in Thailand offers students with a variety of out-of-class activities by making it a requirement that first-year students participate in any of them as they are embedded as part of the score collection. One of them is entitled &quot;Love Guru&quot; which allows students from all faculties and majors to participate in. It is organized three times per semester and has mostly received positive feedbacks so far from students as a novel alternative to learn English which additionally serves to bond them together, boost their self-esteem, and encourage them to use English as a means of discussion about the issues that they can identify with. This article elaborates on the characteristics, implementations and results of the activity based on the teacher's experiences.
Requestive Language Use in Bilingual Preschool Children in Turkey: A Classroom Discourse
Author: Dagtan, Emrullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Speech Acts,Language Usage,Bilingual Students,Preschool Children,Foreign Countries,Interlanguage,Pragmatics,Bilingualism,Interpersonal Communication,Cues

A large body of research has been conducted on the requests employed by monolingual children, whilst knowledge about the requests uttered by bilingual children has remained scarce. To address this issue, this paper, for the first time in the literature, focuses on the request strategies and purposes employed by preschool children bilingual in Turkish and Zazaki in Turkey. By examining the requests of these children, this paper demonstrates how these learners differ from monolingual preschool children concerning their requestive language and the affordances of the local context. The investigation was based on the video-recorded spontaneous speech of 10 five-year-old preschool children (range = 5.0-5.6 years). The results were analyzed according to the request strategies and then according to the purposes of requests. The interactions were handled under two headings: child-child and child-teacher interactions. The outcomes indicated that imperative forms constituted the most frequent strategy both in child-child and teacher-child interactions and that the use of hints was revealed at a rudimentary level, and request for action was the most common purpose elicited in both interactions.
Science Students&apos; Motivational Orientations of EFL Reading through the Lens of Self-Determination Theory
Author: Songnuan, Natthinee
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Student Experience,Self Determination,Secondary School Students,Foreign Countries,Reading Motivation,Second Language Learning,Reading Skills,Competence,Academic Achievement,Interpersonal Relationship,Science Education

This mixed-method study aims to investigate science students' motivational orientations and their self-perceived experiences contributing to self-determination in EFL reading at a secondary school in Thailand. Drawing upon the questionnaire and semi-structured interviews, the findings revealed that the overall science students' EFL reading motivations were moderate. Each of their motivational orientations was ranked as follows: identified regulation (ID), intrinsic motivation (IM), external regulation (ER), introjected regulation (IJ), and amotivation (AM), accordingly. ID, a motivational orientation with regard to autonomous motivation, seemed to best correspond with the science students' perceptions. They also valued the influence of social-contextual variables (i.e., families, peers, and teachers) as relatively important to their behavioural control toward EFL reading (ER and IJ). This study offers pedagogical implications to improve science students' EFL reading motivation.
The Effect of Using Augmented Reality with Storytelling on Young Learners&apos; Vocabulary Learning and Retention
Author: Yangin Ersanli, Ceylan
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Story Telling,Vocabulary Development,Retention (Psychology),Electronic Learning,Grade 5,Elementary School Students,Instructional Effectiveness,Computer Assisted Instruction,Visual Aids,Student Attitudes,Second Language Learning,English (Second Language)

The incorporation of technology has revolutionized the education industry, with augmented reality (AR) being one of the emerging technologies that exhibit great potential in educational settings. This study examines the efficacy of AR in enhancing vocabulary learning and retention among young 5th-grade learners. This study was conducted with 56 students, comprising an experimental and a control group. Both groups were taught using the storytelling technique, with the experimental group using AR materials, while the control group utilized flashcards. Pre-test and post-test results showed that both groups displayed significant improvements in vocabulary learning. However, the experimental group, which utilized AR materials, demonstrated a significant enhancement in vocabulary retention compared to the control group three weeks after the post-test. Additionally, the use of AR materials was highly appealing to participating students, and it motivated them to learn. This study provides empirical evidence that supports the effectiveness of AR as an innovative teaching tool in enhancing vocabulary retention among young learners.
Turkish EFL Learners&apos; Perspectives Regarding the Use of Online Lab
Author: Seis, Zekiye
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Language Attitudes,Second Language Learning,English (Second Language),Language Laboratories,Online Courses,Electronic Learning,Technology Uses in Education,Learning Processes,Receptive Language,Language Skills,Barriers,Psychological Patterns,Internet

This study aimed to explore Turkish EFL learners' perceptions and opinions on using online lab during their language learning process. Online lab is one of the educational systems named virtual learning environments (VLEs) that contribute to EFL learners' language learning process. In this research, the participants were twelve students enrolled in the intensive English language learning program at a state university in Turkey. Research data were collected through reflective journals and a focus group interview at the end of the semester. Thematic analysis was employed to analyse the data, and the emerging themes and categories were presented. The findings revealed that the participants mainly had positive attitudes towards using the online lab in their learning process, and that improving receptive and productive skills and providing various learning opportunities were the most beneficial aspects of the online lab, whereas there were some negative sides, such as some physical and psychological effects and technological problems using online lab. In line with the findings, this study offers some suggestions both for practitioners and researchers.
Examining Demographics and Perceived &apos;Sense of Community&apos; of Social Media-Based Professional Learning Communities
Author: Hensley, Matt
Date: 2023-00-00
Type: Journal Articles
Subjects: Demography,Sense of Community,Social Media,Communities of Practice,Teacher Collaboration,Global Approach,Teacher Characteristics,Educational Attainment,Rural Urban Differences,Professional Identity

Social media has undoubtedly shifted the landscape of educator professional development in the 21st century. The establishment and development of identifiable professional learning communities (PLCs) like the #SSChat social studies community on Twitter enables educators to connect and collaborate with other professionals across the globe from their own mobile device. The purpose of this study was to determine the demographic features of the #SSChat members. Moreover, we sought to determine if there were any significant differences in #SSChat member's perceived 'Sense of Community' (SOC) based on those demographics. No statistically significant findings were discovered. Still, the demographic data provide good discussions.
Social Studies and Social Media: Status among K-12 Tennessee Teachers before COVID
Author: Kenna, Joshua
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Social Studies,Social Media,Technology Uses in Education,Geographic Location,Instructional Program Divisions,Teaching Experience,COVID-19,Pandemics,Pedagogical Content Knowledge,Technological Literacy,Preschool Education

Technology integration has received a significant amount of money from the budgets of schools in the United States, even prior to COVID-19. Social media as an instructional tool was also receiving growing attention. However, since COVID-19 it seems that there is an even larger shift in the calls to use social media. The purpose of this survey study was to report K-12 Tennessee social studies teachers' self-reported social media use just prior to the COVID-19. Moreover, we compared teachers' use of social media based on geography, grade level and teaching experience. Findings suggest that teachers rarely used social media in their teaching; however, statistically significant findings were discovered based on teaching experience.
Teaching Democratic Humility to Improve Classroom Discussion
Author: Kendall, Kason
Date: 2023-00-00
Type: Journal Articles
Subjects: Democracy,Classroom Communication,Discussion (Teaching Technique),Social Media,Controversial Issues (Course Content),Computer Mediated Communication,Civics,Critical Literacy,Media Literacy

Democratic discussion in the classroom has been viewed as a way to increase consensus, however the spread of false and misleading information through social media and influencers can make classroom discussions problematic. This electronic text analysis study highlights the social media site of Quora and posts related to the Gulf War. Posts related to the Gulf War is critically analyzed and their potential impacts are examined. This study also analyzes the posts and potential impacts of a conservative influencer named James Lindsay. It also analyzes specific polarizing posts that Lindsay has made on Instagram and highlight the potential impacts on classroom discussions of some of these posts. A purpose of the study is to analyze negative potential impacts of social media on student's views and on classroom discussions. The study also highlights two potential solutions to overcoming these negative potential impacts. One solution is to use Stanford History Education Group's Civic Online Reasoning, and another solution is to explicitly teach Democratic humility. With democratic humility, individuals learn not to make hyperbolic claims about their beliefs. Students could also be taught when learning about democratic humility, the importance of suspending judgement until they have gathered sufficient information on the topic.
The Association between College Students&apos; Participation Behavior and Social Media Use
Author: Kilinc, Emin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Participation,Social Media,Citizen Participation,Volunteers,Social Behavior,Incidence,Time Perspective,Student Behavior,Individual Differences,Political Attitudes

This paper examines college students` participation behaviors and the use of social media tools. The descriptive survey model was applied to investigate university students' participation behaviors. The data was collected through a &quot;Participation Questionnaire&quot; from 284 college students in Kazakhstan. The result showed that students who spend less time on social media are positively related to participatory citizenship. Moreover, students with fewer social media accounts are more likely to engage in political, volunteer, and social events than students with fewer social media accounts.
South African Professionals and Developmental Dyslexia: Knowledge, Needs and Perspectives
Author: Altin, Annika
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Dyslexia,Misconceptions,Knowledge Level,Professional Personnel,Psychologists,Speech Language Pathology,Occupational Therapy,Allied Health Personnel,Etiology,Disability Identification,Clinical Diagnosis,Intervention,Phonological Awareness,Student Needs,Learning Disabilities

Background: Despite extensive research on the specific learning disorder (developmental dyslexia) -- SLD (DD), many fallacies still cause confusion amongst professionals worldwide. These myths involve the characteristics, diagnoses and treatment of SLD (DD) and should be eradicated. Aim: The authors aimed to determine the knowledge, needs and perspectives of South African professionals working with children with SLD (DD). Setting: A mixed-methods research design was implemented. Methods: A survey study was carried out and a sample of 108 respondents was obtained. The respondents include speech-language therapists (SLTs), occupational therapists (OTs) and psychologists. Results: Speech-language therapists and psychologists displayed better knowledge about the facts of SLD (DD), compared to OTs. Their knowledge levels were, however, not significantly affected by existing misconceptions surrounding the condition. The fallacy that SLD (DD) is caused by a visual impairment is still believed. An investigation into the professionals' perspectives regarding the identification of SLD (DD) suggested that South African psychologists were the most confident of their ability to identify characteristics. Nonetheless, all professionals reported not being convinced of their ability to provide a differential diagnosis of the disorder. Statements regarding management highlighted the uncertainties about the importance of addressing phonological awareness skills in treatment. Additional training needs were also identified as SLTs, OTs and psychologists generally feel unprepared to assess and treat SLD (DD). Conclusion: The differences identified amongst professional groups were related to the knowledge of the facts and characteristics of SLD (DD) and the ability to identify and manage the condition. Additional training needs should be addressed. Contribution: The authors would like to acknowledge and thank the NRF for partially funding the publication of this article.
The McKinsey&apos;s 7-S Model Framework for Assessment of Challenges Faced by Teachers of Children with Autism Spectrum Disorders in the Limpopo Province, South Africa
Author: Sumbane, Gsakani O.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism Spectrum Disorders,Student Needs,Students with Disabilities,Barriers,Special Schools,Educational Needs,Teacher Attitudes,Inclusion,Educational Resources,Curriculum,Instructional Materials,Health Personnel,Teacher Student Ratio,Teacher Competencies,School Culture,Beliefs,Administrator Role,Special Education Teachers

Background: The number of children with autism spectrum disorder (ASD) is rapidly increasing globally and requires a supportive educational system to meet the needs of these children. Aim: The study assessed challenges faced by teachers of children with ASD in the public special schools of the Limpopo province, South Africa. Setting: The study was conducted in seven public special schools in the Limpopo province, South Africa. Methods: Face-to-face semistructured interviews were conducted with 12 teachers regarding the challenges they face in educating children with ASD. Tesch's inductive, descriptive open coding technique enabled the researcher to analyse and report, subthemes that emerged from this qualitative explorative and descriptive data. Measures to ensure trustworthiness and ethical considerations were carried out throughout the study. Results: Analysis of the interviews revealed that the structure and systems of special schools do not support the educational needs of children with ASD. The strategic plans and policy framework on inclusive education are not being executed adequately. Learning for ASD children is not supported because of substandard infrastructure, curricula, lack of teaching material, health practitioners, unbalanced teacher-learner ratio, inadequate staff skills, school culture, shared beliefs and lack of management support. Conclusion: The study revealed challenges faced by special education teachers indicating the influence on the provision of high-quality education to children with ASD. The Department of Basic Education at the national level should monitor all special schools regularly, provide the necessary support and ensure that the complex needs of children with ASD are met. Contribution: The study contributes to understanding of the challenges faced by teachers of children with ASD in providing high quality of education and affirm sound basis of advance information to monitor and evaluate the education of children with ASD in special public schools, which is within the scope of the journal.
Student Teachers&apos; Reflections on Semiotics in Grade 3 isiXhosa Literacy Lessons
Author: Magangxa, Pretty N.
Date: 2023-00-00
Type: Journal Articles
Subjects: African Languages,Grade 3,Elementary Education,Student Teachers,Semiotics,Literacy Education,Student Diversity,Cultural Capital,Language Usage,Native Language,Foreign Countries,Student Teacher Attitudes,Reflection,Student Journals,Nonverbal Communication

Background: Globally, teaching practice has been at the heart of teacher education programmes. For quality teaching and learning, literacy student teachers are expected to develop metacognitive attributes and critical thinking to integrate theory and practice. Because of the dominance of autonomous models in literacy teaching and learning nationally and internationally, literature continues to report poor literacy attainment, especially for indigenous language learners. Contrasting this deficit view, this article employed languaging as a lens to describe student teachers' reflections on their interactions with Grade 3 learners using multimodal and linguistic repertoires, which they both bring from socio-cultural contexts as well as utilisation of embodied representational modes. Aim: To explore how Foundation Phase (FP) student teachers used languaging and semiotic modes to enhance literacy teaching and learning in Grade 3 classrooms. Setting: An Eastern Cape Institution of Higher Education. Methods: In this qualitative study, four purposely selected FP isiXhosa Home Language student teachers used reflective journals to articulate their individual and peer classroom literacy practices. Data were thematically analysed. Results: Findings revealed the importance of acknowledging authentic and diverse linguistic resources that learners bring from their socio-cultural backgrounds as well as the use of multimodal literacies in the classroom context. Conclusion: This study concludes that languaging allowed learners and student teachers to exploit multimodalities and linguistic repertoires that they bring from their socio-cultural backgrounds. Contribution: This study demonstrates the pedagogical literacy strategies that created live dialogical engagements between student teachers and learners. These can be useful to teacher educators as well as teachers in the Foundation Phase contexts and thus improve literacy teaching and learning, especially in indigenous languages.
Examination of Movement Skills, Geometry and Spatial Perceptions: Children in the Preschool Period
Author: Kiliç, Zeynep
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Children,Psychomotor Skills,Geometry,Spatial Ability,Preschool Education,Foreign Countries,Child Development,Brain,Motor Development,Human Body,Individual Characteristics

The aim of the study is to determine the movement skills, geometry and spatial perceptions of five-year-old children. The study group consisted of 222 children, 110 girls and 112 boys, who received preschool education in the spring semester of the 2021-2022 academic year in Istanbul, Türkiye. The correlational survey model, one of the quantitative research methods, was used in the study. The CHAMPS Motor Skills Protocol and the Test for Geometry and Spatial Perceptions were used as data collection instruments. In the data analysis, KolmogorovSmirnov, t-test, Mann Whitney U test and Spearman Brown test was used. It was seen that the average scores of manipulative skills of the children in the scope of fine motor development were higher than the average scores of locomotor skills in the scope of gross motor development. It was determined that the children got the highest score in the field of &quot;recognition of shapes&quot; for their geometry and spatial perceptions. In addition, it was revealed that girls scored higher than boys in recognizing shape, symmetry, mental appearance of shapes and discovering the properties of shapes, and the areas in which children were most successful in recognizing/distinguishing geometric shapes, without gender differences, while the dimension in which they got the lowest score was symmetry. A low negative correlation was determined between movement skills and geometry and spatial perception. It may be conducting longitudinal studies in which the effect of the relationship between movement skills, geometry and spatial perception on individuals' academic achievement or career choices.