ethanporcaro/eric-fulltext-meta huggingface dataset:
The Demands of Employers and the English Competency of the Workforce in the Eastern Economic Corridor of Thailand
Author: It-ngam, Suparuthai
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Proficiency,Language Tests,Living Standards,Skilled Workers,Employer Attitudes,Expectation,Employee Attitudes,Receptive Language,Expressive Language,Work Environment,Written Language,Speech Communication,Rating Scales,Guidelines,Computer Mediated Communication,Intercultural Communication,Business Communication,Language Skills

The Eastern Economic Corridor (EEC) is a promising project which aims to elevate the living standards of the Thai people. Large numbers of skilled workers with a good command of the English language are urgently needed. The present study aims to examine the English proficiency of Thai employees and explore the expectations of employers in the EEC. The instruments used in the study include an English proficiency test, interviews, and a survey of employees. The findings indicate that employees working with the top management level, (e.g., managers and supervisors) are expected to be more proficient in English than those working at the operational level. Among four modes of communication, the performance of most participants in reception and production were in the same range (A2-B2). On the other hand, the performance in interaction and mediation fell into the lower range (A1-B1). New employees are expected to be able to communicate in English at a good level and then learn to use technical English in their fields.
A Scholar-Practitioner Examination of Experiential Learning: Student Perceptions of the Benefits of a Study Away Experience
Author: Brock, Jesse D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Students,Student Attitudes,Experiential Learning,Student Experience,Participative Decision Making,Stakeholders,Trust (Psychology),Study Abroad,Summer Programs,Professional Development

The purpose of this qualitative study was to determine doctoral student perceptions about an experiential learning summer study away program involving one Texas educational leadership doctoral (Ed.D.) program. Students shared their perceptions about how the four-day study away trip advanced their professional and educational development in becoming more effective scholarpractitioner leaders. Data were collected and analyzed from a completed end-of-course reflective assignment involving students who participated in the study away program. After coding the data and identifying the common themes that emerged from the reflective writing narratives, there were four overarching themes that were derived from the students' responses: (1) encouraging collaborative campus-level decision making; (2) understanding the various contexts and environments of various public school campuses; (3) recognizing the importance of stakeholder trust within the educational setting; and (4) examining the experiential observations within the context of leadership theory and research. The researchers conclude that the experiential learning experience positively impacted the development of scholar-practitioner leaders. The authors further discuss the potential benefits that study away programs can have for other Ed.D. programs considering this option and offer recommendations about how faculty and site-based administrators can work together incorporating similar study away programs for their respective doctoral students.
The Rhetorical Structure and Research Gap Strategies of Journal Article Abstracts in Language-Related Fields Published in High-Impact International Journals
Author: Arsyad, Safnil
Date: 2023-00-00
Type: Journal Articles
Subjects: Periodicals,Authors,Discourse Analysis,Research Reports,Documentation,Journal Articles,Text Structure,English (Second Language),Second Language Learning,Second Language Instruction,Applied Linguistics,English for Academic Purposes,Language Acquisition,Computational Linguistics,Writing Instruction,Modern Languages,Neurosciences

Authors should attract readers to read their articles from the very beginning of the article; this is important because readers will stop reading an article if they are not sure that they will obtain new, interesting and important information from the article. This study aims to investigate the rhetorical moves found in a research article abstract (henceforth RAA) published in high-impact international journals and how authors employ a research gap strategy (henceforth RGS) in their article abstracts. One hundred abstracts were chosen from ten highimpact international journals in language-related fields (henceforth LRF) for this study. The results showed that the RAAs have at least 4 moves (Moves 2, 3, 4, and 5) while only 55 or 55% of them have an RGS in the abstracts. The most frequent RGS used by the authors was Strategy 2 and the least employed strategies were Strategy 1 and Strategy 4. This implies that, although publishing in high-impact international journals, authors in LRF tend not to use Strategy 1 (nonexistence or absence of research on a particular topic or aspect) and Strategy 4 (contrasting or conflicting previous research findings) in their RAAs but they may address these strategies in their article introductions.
The Role of Vocabulary Size and Depth in Predicting Postgraduate Students&apos; Second Language Writing Performance
Author: Sukying, Apisak
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,English (Second Language),English Language Learners,Vocabulary,Writing Skills,Persuasive Discourse,Vocabulary Skills,Predictor Variables,Knowledge Level,Foreign Countries

This study investigated the contribution of vocabulary size and depth to second language (L2) writing performance. For this purpose, 53 English as a Foreign Language (EFL) postgraduate students took the Vocabulary Levels Test (VST) and the New Vocabulary Levels Test (NVLT), to measure vocabulary size, and the Word Associates Test (WAT) and the Productive Vocabulary Levels Test (PVLT), to assess vocabulary depth, as well as an argumentative writing task. The results of correlational and stepwise regression analyses indicated that the PVLT and the WAT significantly predicted the overall L2 argumentative writing performance, while both vocabulary size and depth were correlated to overall writing performance. Vocabulary depth was also predictive of the vocabulary component of L2 argumentative writing, and both vocabulary size and depth were correlated with the vocabulary component. Although vocabulary size and depth were essential for L2 writing performance, the current findings highlight the predictive role of vocabulary depth over and above vocabulary size in L2 argumentative writing. This is likely due to the criteria used to assess L2 writing and vocabulary, which emphasizes vocabulary diversity, complexity, and quality. The pedagogical implications of these results and suggestions for future studies are also discussed.
Trilingualism in Hong Kong: A World Englishes Framework for EMI English Teachers in University
Author: Chan, Ka Long Roy
Date: 2023-00-00
Type: Journal Articles
Subjects: Multilingualism,English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Colonialism,Foreign Countries,Language of Instruction,College Faculty,Faculty Development,Mandarin Chinese,Sino Tibetan Languages,Language Attitudes,Cultural Context,Higher Education

With the rise of multilingualism and the use of a local variety of English in Hong Kong, the current article proposes a framework for EMI teacher training for university teachers (&quot;WEMTT-Framework&quot;) to expose them not only to a theory of World Englishes but also a practicum of teaching in multilingual settings. Even though Hong Kong has been regarded as a trilingual (Cantonese-English-Mandarin) city where English is taught as a second language, the EMI teaching in Hong Kong is still highly exonormative-oriented. With an increasing number of studies revealing the possibility of EMI teaching with the help of multilingual and World Englishes elements, the current paper also explores how World Englishes and multilingualism help in the present EMI teaching environment. The framework and the discussion are not only applicable to Hong Kong but also places with similar multilingual settings, thus expanding to many Asian cities with colonial backgrounds. The paper ends with a call for action from educators and researchers to work on the implementation of teacher training and carry out further studies in different settings.
The Functions of Discourse Markers in L2 Teachers&apos; and Learners&apos; Speech across Gender and Proficiency: A Corpus Study
Author: Ebrahimi, Hourieh
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Speech Communication,Gender Differences,Language Proficiency,Computational Linguistics,Discourse Analysis,Foreign Countries,Interpersonal Communication,Language Usage,Placement Tests,Rating Scales,Guidelines,Teacher Student Relationship,Adult Students,Phrase Structure

Discourse markers (DMs) as linguistic devices have a significant role in the coherence of conversation--a speakers' fluency. With the growing use of English worldwide, it is of great importance to focus on DMs as an essential part of communication which provides discourse coherence. This study was conducted to develop a description of spoken English with a special focus on DMs to investigate their functions and frequencies in Iranian non-native discourse and was conducted across 30 EFL teachers and 30 EFL learners. Spoken samples were gathered from the participants in the context of the classroom. Fung and Carter's (2007) framework was adopted for the analysis of DMs. The results showed no significant gender difference in terms of frequency of using DMs with different functions between learners and also teachers. In investigating the effect of proficiency level on using the markers among learners, advanced learners were found to use more interpersonal DMs than intermediates. At this intermediate level, male learners used fewer interpersonal DMs than female learners, but, at the advanced level, males used more DMs than females. Implications for teachers and researchers are mentioned.
Empirical Evidence of the Myopic Nature of Special Purpose Local Sales Taxes to Fight Crime
Author: Ambrosio, Fabio
Date: 2023-00-00
Type: Journal Articles
Subjects: Crime,Taxes,Law Enforcement,Local Government,State Legislation,Police,Courts,Correctional Institutions,Correlation,Prediction,Evidence,Policy Formation,History,Counties,Social Influences,Child Development,Child Welfare,Child Safety,Food,Educational Attainment,Higher Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Curriculum Development,Data Analysis,Juvenile Justice,Political Attitudes,Poverty,Mental Health,Substance Abuse,Foster Care,Race,Family Characteristics

Background: Local governments increasingly rely on sales taxes to raise revenue, often justifying the need for a local sales tax increase with a specific programmatic goal, such as better education or transportation. In Washington State, the legislature explained that a local sales tax increase was necessary to support criminal justice because criminal justice requires more police, courts, and jails. Objective: Informed by decades of literature questioning the efficacy of fighting crime through police, courts, and jails, the objective of this study seeks to use empirical evidence to explain whether the social fabric offers indicators that can better define criminal justice and thus inform local tax policy so that local sales tax revenue may be used to prevent crime rather than fight it. Method: The study compiled a 29-year history of 36 social variables across all 39 Washington counties to determine whether crime is predictable and what is most predictive of crime. Pearson coefficients of determination were calculated to identify cross-sectional associations between social variables and crime variables. An ARIMAX predictive model was then constructed to test the predictive power of the multivariate time series. Results: The study finds that crime is predictable and social observations specific to how a child grows up are consistently predictive explanatory variables of crime. There is reason to believe that the most effective action state and local governments can take to promote criminal justice and prevent crime is to leverage their taxing power to ensure that every child (a) has access to food and basic necessities, (b) is raised in a safe and stable home, and (c) graduates from college.
The EFL Teacher Transition from Individual to Team Teaching
Author: Gaskaree, Behruz Lotfi
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Teacher Collaboration,Team Teaching,Language Teachers,Teaching Conditions,Case Studies,Teacher Attitudes,Classroom Communication,Educational Change,Communities of Practice,Preservice Teachers,Recall (Psychology),Student Attitudes,Elementary School Students,Teacher Characteristics,Native Language,Teaching Methods,Diaries,Error Correction,Discourse Analysis,Student Needs

Team-teaching creates an opportunity for teacher collaborative learning. Teachers of English as Foreign Language (EFL) working in individual teaching contexts need to make a transition to team-teaching to successfully fulfill their roles as team teachers. However, teacher transition from individual to team-teaching is underexplored and there is an incomplete understanding of what happens when teachers make a transition. Thus, this qualitative case study provides empirical evidence on what happens during a transition (i.e., the two teachers worked together in pairs to successfully involve in planning, teaching, and assessing learners). The teachers' initial involvement in team teaching poses challenges. After some sessions the challenges were replaced with positive features such as 'increased classroom interaction', 'mutual support', 'needs-responsive instruction', 'increased L2 use', and 'teacher collaboration and learning'. Shedding some light on the issue of teacher transition, the study supports the notion of situated learning in a community of practice.
Core Language Skills Significant among Engineering Graduates to Succeed in the Global Workplace
Author: Migallos, Kimberley
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Skills,Student Attitudes,Engineering Education,College Graduates,Employment,Undergraduate Students,College Faculty,Teacher Attitudes,Job Applicants,Writing Skills,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Listening Comprehension,Tagalog,Native Language,Language Variation,Language Proficiency,Oral Language,English for Special Purposes

The study aimed at identifying the core language skills regarded as most significant in the academe and eventually in the workplace among engineering graduates. The study surveyed tertiary students to identify their perception of the skills needed upon graduation, together with the kind of instruction that would improve and progress the said skills. An interview among chosen professors was also conducted, together with in-class observations to provide more insights on the prerequisites that engineering graduates need to succeed, starting from job applications to full immersion in the field. The qualitative method applied showed that the most significant skills an engineering student/practitioner must acquire according to the survey among students are a) above-average writing and writing laboratory instructions and b) above-average listening skills that lead to an active speaking dialogue. The classroom observation shows that students are not inclined to participate in discussions and the interviews with the professors reveal that engineering students are not very competent orally and thus, speaking in their native language Taglish (Tagalog + English) should be allowed at the beginning until they become proficient in English. A pedagogical implication was provided together with a recommendation in addressing the possible gaps in the curriculum and methodologies.
Evaluating the Likelihood of the Glass Cliff Phenomenon for Female CEOs in College and Universities
Author: Samuel, Michelle
Date: 2023-00-00
Type: Journal Articles
Subjects: Women Administrators,Females,Gender Differences,College Administration,Equal Opportunities (Jobs),Risk,Institutional Characteristics,Personnel Selection,Educational Finance

The glass cliff phenomenon (GCP) maintains that women are more likely to lead risky organizations than men. Quantitative measures of risk for assessing a possible GCP exist for leaders in the business sector, but no quantitative measures exist for college or university leadership. This article tests one variable of risk for college and university institutions, the financial responsibility composite score (FRCS), to see if it measures the GCP in college or university chief executive officer (CEO) hires. Using an ex post facto causal-comparative design, gender and FRCS in private American colleges and universities were analyzed using the Integrated Postsecondary Education Data System data. Purposive sampling randomly paired institutions with female CEOs with similar institutions with male CEOs. Using the U.S. Department of Education's FRCS database, the researcher reviewed patterns in FRCS before and after CEO hires over three studies. No statistically significant results were observed, demonstrating that there is no indication that female CEOs are hired into riskier colleges or universities when utilizing FRCS. Future studies should further investigate the GCP using alternative measures of risk.
Citizen Engagement and Collaboration: The Key to Promoting Learning City
Author: Kaewhanam, Phimlikid
Date: 2023-02-00
Type: Journal Articles
Subjects: Citizen Participation,Urban Education,Urban Areas,Cooperation,Civics,Politics,Inclusion,Family Involvement,Community Involvement,Workplace Learning,Educational Technology,Educational Quality,Lifelong Learning,Socioeconomic Background,Governance,Group Unity,Global Approach

The urban development of learning is a key goal of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). However, the drive to achieve urban learning requires several key points. Citizenship and cooperation are associated with developing the city of learning. This research studies the relationship between citizenship and cooperation in driving the learning city. The study uses the methodology of the structure-equation model (SEM) to study citizenship relationships. Cooperation and learning cities are based on civic data analysis of 500 samples. The result showed that the two observed variables were public participation and The four observed variables are: policy collaboration's positive effect on cooperation; citizen-subjectivity, citizen-intersubjectivity, citizen-sub politics, and citizen-globality's positive effect on citizenship; Furthermore, the six observed variables are: inclusive learning in the education system; revitalized learning in families and communities; effective learning for and in the workplace; expanded use of modern learning technologies; improved learning quality; and a vibrant culture of lifelong learning. In part of the regression between latent variables, we found that cooperation has a positive effect on learning cities (b=0.882), and citizenship has a positive effect on learning cities (b=0.056) and cooperation (b=0.217).
Create Multiple-Choice Tests Based on Experimental Activities to Assess Students&apos; 21st Century Skills in Heat and Heat Transfer Topic
Author: Illene, Sherlin
Date: 2023-02-00
Type: Journal Articles
Subjects: Multiple Choice Tests,21st Century Skills,Heat,Test Construction,Foreign Countries,High School Students,Physics

Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master the 21st century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st century skills in Indonesia is still very open by paying attention to the clarity of the instrument in describing real phenomena and complete data as material for problem solving. Based on the description above, the researchers developed a multiple-choice test based on experimental activities to measure students' 21st century skills which are creativity, critical thinking, collaboration, communication (4Cs) in heat and heat transfer using research and development (R&amp;D) methods with the analyze, design, develop, implement, and evaluate (ADDIE) stage. Development begins with conducting literature and field studies, designing and making videos of experiment activities, compiling open-ended questions, distributing them to 12th graders of science, analyzing answers based on references, developing answer options, developing multiple choice tests, conducting validation by experts, and testing limited to students. The product of this research is expected to be used by educators and students for independent learning activities or as an example to develop multiple choice tests based on experimental activities to measure 21st century skills in other physics materials and other subjects.
Effects of Technology-Integrated Formative Assessment on Students&apos; Conceptual and Procedural Knowledge in Chemical Equilibrium
Author: Hagos, Tadesse
Date: 2023-02-00
Type: Journal Articles
Subjects: Chemistry,Formative Evaluation,Comparative Analysis,Correlation,Concept Formation,Scientific Concepts,Technology Integration,Learning Motivation,Science Tests,Grade 11,Secondary School Students,Foreign Countries,Teacher Effectiveness,Science Teachers,Student Evaluation,Intervention,Multiple Choice Tests,Pilot Projects,Material Development,Group Discussion,Teaching Methods,Information Technology

The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and one comparative. A random sample strategy was utilized to select two intact classes for treatment and one intact class for comparison groups. Data was collected using the chemical equilibrium conceptual test, the procedural test, and classroom observation. The data was examined using descriptive (mean and standard deviation) and inferential statistics (one-way ANOVA, one-way MANOVA, and Pearson product moment correlation). According to the findings, technology-integrated formative assessment processes outperformed traditional techniques and formative assessment strategies alone in enhancing students' conceptual and practical understanding of chemical equilibrium. Similarly, when technology-integrated formative assessment processes are used, classroom observations show that students have a strong motivation to learn and that the instructor is more skilled than the other two teachers. Technology-integrated formative assessment processes were shown to be more effective than the other two groups in promoting students' conceptual and procedural understanding when learning chemical equilibrium.