ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Writing Tasks and the Application of the Concept of Situatedness: Evaluating the Theoretical and Practical Aspects of the Saudi EFL Context
Author: Al-Ahdal, Arif Ahmed Mohammed Hassan
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Curriculum Development,Learning Experience,Portfolios (Background Materials),Writing Strategies,Online Courses,Situated Learning,College Students,Comparative Analysis,Teaching Methods,Distance Education,Lecture Method,Conventional Instruction,Artificial Intelligence,Foreign Countries

Research strategies over the last decade have predominantly focused on situated English learning in a conventional classroom setting. The students' use of strategy to enhance writing skills in online learning has received little attention. This study explores how the Situated Learning (SL) approach affects EFL Saudi student writing tasks in which an experimental research comparison has been conducted between two groups of Saudi students learning English at Qassim and Bisha Universities. The experiment included a comparison between one control group (n=10), that received conventional written lectures, and one experimental group (n=10) received the similar treatment by conducting their courses through a virtual online learning environment. The five-phase training-technology design framework for researchers included: (1) analysis, (2) design, (3) production, (4). Experiments, and (5) utilization and growth. Measuring strategies included: (a) essential communication capabilities during testing, (b) a self-efficient curriculum plan, and (c) e-portfolio curricular evaluation. The results showed that the virtual language experience based on tasks improved participants' practical English writing skills and that the SL for participants' automated technology was much higher than the control group level. This paper provides suggestions and concluding remarks for the development of English language learning (ELL) by utilizing artificial worlds in real and SL settings.
Exploring Reading Strategies through Introspective and Retrospective Think-Aloud Protocol
Author: Al Qahtani, Abdulkhaleq A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Strategies,Protocol Analysis,Language Tests,English (Second Language),Second Language Learning,Reading Tests,Semitic Languages,Native Language,College Students,Second Language Instruction,Student Attitudes,Reading Ability,Majors (Students),Foreign Countries

The present study reports reading strategies of Arabic L1 EFL college-level learners at three reading ability levels: high, medium, and low. Thirty students were asked to take the reading section of the TOFEL to determine their reading abilities. Then two participants from each level were selected randomly to go through the think-aloud protocol and the retrospective report. Then they were interviewed for further insights. Ten reading strategies were identified with the high ability, 10 with the medium ability, and 2 with the low power. The findings support that each reading ability employs these strategies differently and apparently for different purposes. Pedagogical suggestions were presented.
Students&apos; Attitudinal Effects of Product Writing Approach in the Saudi EFL Classroom
Author: Odeh, Bashar Ragheb Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Comparative Analysis,Teaching Methods,Writing Attitudes,Writing Strategies,Undergraduate Students,Writing Evaluation

The paper assessed the linguistic and attitudinal effects of the product strategy for writing. The study adds to the current literature on the efficacy of a product strategy for Saudi EFL students. The respondents of the study were a total of 63 Saudi EFL undergraduate students in Saudi Arabia. The sample measurements were determined with a G*Power T-test Mean differential between two distinctive (matched) sample media with A priory power test shape. The results indicate that a product strategy successfully increases Saudi EFL students' writing and writing abilities as assessed by their accomplishments and attitudinal outcomes before and after the application of writing approaches, utilizing quasi-experimental testing techniques for respondents. Finally, the study concludes that there is no connection between the writing skills and the attitude of respondents' writing after introducing them to a product approach, which implies that they may display better-written results with the use of a product approach, regardless of their attitude to writing. The research findings would have real consequences for language instruction.
Interventions for Young Readers: A Literature Review with Evidence-Based Strategies to Practice
Author: Smith, Kaylah
Date: 2022-00-00
Type: Journal Articles
Subjects: Intervention,Reading Strategies,Literature Reviews,Evidence Based Practice,Reading Instruction,Elementary School Students,Foreign Countries,Literacy Education

Despite the generally highly individualised educational needs of children, when it comes to reading, three collective patterns of concern tend to arise. Research explicitly highlights the disparity that at-risk children and children with a disability may face in the classroom, as well as the longstanding ripple effects of early language and literacy disadvantage. Stemming from these foundations, the purpose of this literature review is to analyse the impact of literacy intervention strategies on early childhood students in mainstream Australian classroom settings. The paper will utilise formative classroom data in the form of teacher directed lesson observations in a student driven learning setting to obtain evidence of the effectiveness of implemented literacy interventions. Data will be collected through observational notes and a student reading level progression bar graph over a five-week period with literacy intervention lessons being run three times per week for one-hour sessions. There will be a direct emphasis on exploring the importance of primary literacy intervention in the inclusive early learning classroom, with a particular focus on the developmental process of reading in young learners. This review will also explore how the effective development of reading competence shapes learning and social development for years to come; unpacking current research literature and discussing a key selection of evidence-based intervention strategies utilised to bridge learning disparities for young readers.
Unpacking Early Memories: Pre-School Teacher Candidates&apos; Attitudes towards Special Needs
Author: Vezne, Rabia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Preservice Teachers,Attitudes toward Disabilities,Special Needs Students,Attitude Measures,Memory,Early Experience,Psychological Patterns

The Individuals' experiences and memories about people with special needs affect their attitudes, behaviours and perceptions towards these individuals in the following years. This study aims to discover pre-school teacher candidates' early memories about people with special needs and understand the effect of these early memories on teacher candidates' attitudes towards people with special needs. The convergent parallel design of mixed-method research is used in this study. The researchers used extreme or deviant case sampling of purposeful sampling. 110 teacher candidates at pre-school teaching department of Akdeniz University answered the survey and open-response questions. The survey included the Multidimensional Attitudes Scale toward Persons with Disabilities (MAS) scale developed by Findler et al. (2007) and adopted into Turkish by Yelpaze and Türküm (2018). The quantitative data were imported into the SPSS program to calculate descriptive and inferential statistics. To analyse the attitudes of teacher candidates, mean and standard deviation were conducted. For the qualitative analysis, 10 teacher candidates in the highest and in the lowest (5 participants from each group) on Turkish version of MAS were selected. The data were coded by using NVIVO 10. According to the analysis of qualitative data, pre-school teacher candidates' memories included positive and negative aspects together; like sadness, fear, astonishment, and helplessness. On the other hand, according to the analysis of quantitative data, teacher candidates' attitude towards people with special needs were mostly close to negative in affection and behaviour. Therefore, it can be thought that the memories of teacher candidates towards individuals with special needs do not affect their attitudes.
Exploration of Training Needs of Paraprofessionals to Support Students with Disabilities
Author: Lichte, Amy
Date: 2022-01-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Elementary Secondary Education,Students with Disabilities,Training,Employment Qualifications,Student Needs,Knowledge Level,Culturally Relevant Education,Evidence Based Practice,Inclusion,Special Education,Preschool Education

Paraprofessionals are often hired to conduct one-on-one or small group support to students with disabilities within the K-12 school system. Existing literature illustrates a limited expectation that paraprofessionals in school districts receive training surrounding their job requirements. With the rise of students being identified for special education services and the lack of training often received by paraprofessionals, questions arise related to the training backgrounds and needs necessary for professionals to support students with disabilities in the classroom. This study sought to better understand the extent to which paraprofessionals believe they are trained to performed requisite job duties. In addition, participants identified the specific types of training they have received and would like to receive to improve their ability to support students with disabilities. Quantitative and qualitative data were collected through a cross-sectional survey. Findings show that most participants reporting general understanding of working with students with disabilities, but a split response on whether these participants had this knowledge prior to employment. Also, the results of the training section of the survey demonstrated that paraprofessionals would be interested in further training related to job requirements. Participants expressed a desire for training in a variety of areas, including culturally responsive pedagogy, evidence-based practices, and inclusive education.
Readability of COVID-19 Parental Guidance Documents
Author: Gordon, Amber M.
Date: 2022-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Readability,Special Education,Students with Disabilities,Web Sites,Parents,Information Dissemination,Readability Formulas,Difficulty Level,Reading Comprehension

The purpose of this study is to examine the readability levels of the state departments of education guidance documents regarding COVID-19 protocols for families of students receiving special education services. The authors searched the 50 states and the District of Columbia's departments of education websites for their COVID-19, special education, parental guidance documents for the 2020-2021 school year. Parental guidance documents were available from 90% (46/51) of the department of education websites with 61% (31/51) of those documents specifically designed for parents of children receiving special education services. The researchers used the Flesch Reading Ease (FRES) to analyze the reading level of the 31 documents that the departments of education websites created for families of individuals receiving special education services. The FRES score was 43.05, indicating that the average reading difficulty was &quot;difficult&quot; with a &quot;college reading level.&quot; The Flesch-Kincaid Grade Level (FKGL) average score for the reviewed documents revealed an average U.S. grade level of 12.34. Thus, documents produced during the COVID-19 pandemic significantly exceeded the appropriate reading level recommended by the current research (Nagro &amp; Stein, 2016). To improve communication and provide caregivers with the necessary information to make informed decisions regarding their children's educational need during the COVID-19 pandemic, it is essential for parental guidance documents to be written at lower reading levels to accommodate the general population.
The Effects of a Video Self-Analysis Package on Pre-Service Teachers&apos; Use of Behavior-Specific Praise
Author: VanLone, Janet
Date: 2022-01-00
Type: Journal Articles
Subjects: Intervention,Positive Reinforcement,Student Behavior,Video Technology,Self Evaluation (Individuals),Self Management,Feedback (Response),Student Teaching,Student Teachers,Program Effectiveness,Classroom Techniques,Direct Instruction

This study used a single-subject, multiple baseline across participants research design to explore the effects of a multi-component intervention on pre-service teachers' use of behavior-specific praise (BSP). The intervention consisted of explicit instruction and modeling of the skill, followed by on-going video self-analysis, self-monitoring, and performance feedback. Participants (n=4) were undergraduate senior teacher education students who were completing their student teaching semester. Results indicate improvements in BSP rates across all four student teachers, and participants found the intervention to be socially valid. Implications for future research and practice are discussed.
What Do You Meme? Meme Humor Comprehension in Adolescents with Language Disorder or Hearing Loss
Author: Buxbaum, Lindsey
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Humor,Comprehension,Language Impairments,Hearing Impairments,Deafness,Adolescents,Error Analysis (Language)

Easy access to the internet allows adolescents to share humor, such as memes, via social media. This quasi-experimental study investigated whether there was a difference in the number of memes comprehended on an assessment test among adolescents who were typically developing, adolescents who were deaf or hard of hearing, and adolescents with language disorders. It also sought to determine if the meme's picture, whether related to the text or unrelated, contributed to adolescents' comprehension. Participants were given a short reading screening and a multiple-choice test of meme comprehension. Adolescents who were typically developing out-performed adolescents who were deaf or hard of hearing or who had language disorders. Supporting pictures did not appear to aid in meme comprehension. Findings from this study suggest the need for professionals to include direct instruction of humor when working with adolescents who are deaf or hard of hearing or who have language disorders.
&quot;What Doesn&apos;t Kill You, Makes You Stronger!&quot; Alternative Certification Programs: Interns Perspectives about Mentorship
Author: Larios, Rosalinda J.
Date: 2022-01-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Student Attitudes,Internship Programs,Mentors,Special Education Teachers,Student Teachers,Teacher Education

Given the national shortage of special educators, many are entering the profession through alternative certification, assuming full responsibility for classrooms or caseloads before they are fully licensed as special education teachers. This qualitative study explores the support provided to beginning alternative certification teachers in a special education program. Through several sources of data, we describe the perspectives of first-year versus second-year interns about the frequency, helpfulness, and nature of support they received from their assigned mentors, other sources of support at their school sites, and their university intern program. The findings illustrate the need for universities and schools to immediately identify a school site mentor for first-year interns and the need to provide more intensive support for an initial period when the intern first assumes responsibility at a school.
Learner-Centered Language Learning Strategy in Digital Environment: Its Effect to Students&apos; Vocabulary, Collaboration and Independence
Author: Hameed, Paiker Fatima Mazhar
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Computer Simulation,Learning Strategies,Personal Autonomy,Cooperative Learning,Retention (Psychology),Elementary School Students,Language Tests,Item Response Theory

Three-dimensional virtual (3D) environments provide EFL students with a rich and dynamic multimodal understanding of vocabulary. This study aims to explore implementing a 3D vocabulary learning strategy for young students on EFL vocabulary. The relationship between two facets of learning -- autonomy and collaboration -- has been studied in particular to investigate the consequences of this process's social-cultural nature. An almost theoretical research paradigm explores the effect of 3D virtual space experiences, learner influence, and cooperation on language learning. The findings demonstrated the favorable impact of virtual environments on the development of vocabulary. Specific and simultaneous autonomous usage that conflicts with the program's architecture structure has encouraged vocabulary retention rather than instruction. Importantly, pair analysis has found that survival improved more rapidly than human activity. Successful vocabulary teaching in a 3D environment is demonstrated by students' autonomous administration and their positive contact with these items and close collaboration with the employees.
Saudi EFL Affordances of One-Pronged and Two-Pronged Oral Language Teaching Approaches: An Exploratory Study
Author: Al Abiky, Waleed B.
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Gender Differences,Teaching Methods,Oral Language,College Students,Foreign Countries,Listening Comprehension,Language Proficiency,Interpersonal Communication

This study examined the comparative productivity of oral one-way and two-ways contact language approaches to boost the listening comprehension skills of EFL learners. A quasi-experimental research method was used in which a random sample of 60 Saudi EFL learners consisted two groups: control and experimental. The results of the study reveal that (1) EFL students in the experimental group scored significantly higher than control group, (2) the two-way oral strategy was more effective, and (3) there were no major gaps or statistically significant differences based on respondents' gender and language learning approaches. In addition, it is concluded that the linguistic skill of the respondents showed a significant connection to the teaching approach during language learning.
A Comparison of U.S. and Chinese Geometry Standards through the Lens of van Hiele Levels
Author: Zhou, Lili
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Education,Mathematics Instruction,Geometry,Teaching Methods,Mathematics Curriculum,Geometric Concepts,Difficulty Level,Academic Standards,Educational Change,Foreign Countries,Common Core State Standards,Elementary Secondary Education

The present study aims to compare the geometry standards in U.S. Common Core State Standards of Mathematics (CCSSM) and Chinese Compulsory Education Mathematics Curriculum Standards (CMCS) through the lens of van Hiele levels. The study considered a standard unit as one or multiple learning expectation(s) and placed each learning expectation into van Hiele levels. By examining the van Hiele level distributions of the learning expectations and major topics, this study investigated how CCSSM and CMCS propose the students' development of geometric thoughts. The findings reveal different emphases in geometry learning expectations of CCSSM and CMCS. Specifically, (a) Geometry standards in CCSSM are more general, whereas geometry standards in CMCS are more specific; (b) CMCS shows a more consistent progression through grade bands than CCSSM; (c) CCSSM makes more connections between various aspects within a topic and across multiple topics than CMCS; (d) CCSSM highlights Dynamic Geometry Environments (DGEs), whereas CMCS underscores abstract and rigor at the upper level. Implications of this study and suggestions for future revisions for both standards are discussed.
An Analysis of the Relationship between University Students&apos; Views on Distance Education and Their Computer Self-Efficacy
Author: Sendogdu, A. Aslan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Self Efficacy,Distance Education,Technological Literacy,Educational Technology,Technology Uses in Education,Gender Differences,Academic Achievement,Correlation,Undergraduate Students,Foreign Countries,COVID-19,Pandemics

This study aims to examine the relationship between university students' views of distance education system and their computer self-efficacy in terms of some variables using Information Systems Success Model (ISSM) and Technology Acceptance Model (TAM). The study is important since the studies on the distance education system made with Unified Learning Style Model (ULSM) are limited in the COVID-19 pandemic period when distance education has become widespread. The views of university students on distance education and computer self-efficacy were examined in the study in accordance with the causal-comparative design, taking into account the variables of gender, year of study and academic achievement. Then, the correlation between the Technology Acceptance Model, participants' achievement levels and computer self-efficacy was explained. 895 students attending Necmettin Erbakan University Faculty of Applied Sciences undergraduate program participated in the study. While gathering data, previously tested Technology Acceptance and Information Systems Success Model Integration and Computer Self-efficacy scales were used by combining the components from both models.
The Value of Research on Communication Centers: Ideas for Future Directions
Author: Turner, Kathleen J.
Date: 2015-12-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Educational Research,Educational Benefits,Program Effectiveness,Administrators,Administrator Effectiveness,Tutors

Although some people may shudder at the thought of &quot;research,&quot; in fact everyone that directs a communication center uses concepts and frameworks to create, develop, and operate those centers. In this inaugural issue of the &quot;Communication Center Journal,&quot; Kathleen Turner considers the value of research to communication center directors' common endeavors and suggests several areas of investigation that would yield benefits.
The Designing Workshop: A Pedagogy of Multiliteracies in a Third Grade Classroom
Author: Kyser, Christine
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Grade 3,Elementary School Students,Writing Workshops,Nonfiction,Design

This research conducted with third graders examined a teacher and her students as they transformed their traditional writing workshop to a designing workshop. Using the New London Group's (1996) pedagogy of multiliteracies and Katie Wood Ray's (2006) units of study as frameworks, students participated in a unit of study on informational texts. After immersing themselves in a study of both traditional print-bound informational books and interactive electronic informational books, the students designed multimodal digital compositions using iBooks Author. The study focused on the teacher's transformation, the students' design process, and students' final compositions. Preliminary results demonstrated that students designed using a cyclical process, transforming to seeing themselves as designers employing a variety of modes. The study has many implications specifically in the areas of students' design process, students' multimodal compositions, and teachers' technological pedagogical content knowledge.