ethanporcaro/eric-fulltext-meta huggingface dataset:
Discrimination of L2 British English Monophthong Contrasts: The Case of L2 Thai Learners of English
Author: Kitikanan, Patchanok
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Variation,Vowels,Second Language Learning,English (Second Language),Auditory Discrimination,Phonemes,Thai,Native Language,Second Language Instruction,Pronunciation,Task Analysis,Difficulty Level,Accuracy,Prediction,Foreign Countries,Models,Auditory Perception,Undergraduate Students,Majors (Students),Contrastive Linguistics

This article reports on the second language (L2) perception of contrasts among British English monophthongs. This study has two aims: 1) to explore the discriminability of contrasts in L2 British English monophthongs; and 2) to test the perceptual assimilation model-L2 (PAM-L2) towards the ability to discriminate British English contrasts. The contrasts considered were: /i?/-/[near-close near-front unrounded vowel]/, /ae/-[open-mid back unrounded vowel]/, /[ezh]?/-/[open-mid back unrounded vowel]/, /u?/-/[near-close back rounded vowel]/, /e/-/ae/, /[open-mid back unrounded vowel]/-/[open back rounded vowel]/, /[near-close back rounded vowel] /-/[open-mid back rounded vowel]?/, /[open back unrounded vowel]?/-/[open-mid back unrounded vowel]/, /[esh]?/-/[open-mid back rounded vowel]?/. Fifty-two native speakers of Thai who were learning English as a foreign language in Thailand participated in a forced-choice ABX discrimination task. The participants were divided between two groups -- those high-experienced and those low-experienced. The results evidence how both groups performed well on most contrasts (over 80% correct), except for /[open-mid back unrounded vowel]/-/[open back rounded vowel]/. Although the discriminability of the contrast /[open-mid back unrounded vowel]/-/[open back rounded vowel]/ was lower than with the other contrasts, the discrimination scores among both groups remained in a middle range (over 70%). No effect of L2 experience was found, thus suggesting that the abilities of both groups did not differ. The PAM-L2 was accurate in predicting that neither group of L2 Thai learners would have difficulty in discriminating the considered L2 sound contrasts. These results imply that the results gained from a perceptual assimilation task are useful in predicting the discriminability of L2 sound contrasts, as suggested by the PAM-L2.
Mixed-Method Research on EFL Graduate Students&apos; Academic Writing Practices
Author: Erturk, Gulsah Tikiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Academic Language,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Difficulty Level,Writing Processes,Questionnaires,Punctuation,Foreign Countries,Writing Difficulties

This study aims to identify (1) how EFL graduate-level students at various Turkish universities regard the level of difficulty in terms of the different sections of a scholarly work in their academic writing practices, (2) whether their perceptions concerning the difficulty of the various sections show a significant difference depending on their demographics, (3) the solutions they employ when they are challenged with difficulties in academic writing and (4) their views about the process of academic writing in general. Data from 34 graduate EFL students were reported. The study adopted a mixed-method research design, and the data were collected with &quot;Academic Literacies Questionnaire (ALQ)&quot; (Chang, 2006; Evans &amp; Green, 2007). The participants also responded to open-ended questions about the challenges they face in academic writing and their solutions. The results revealed that EFL graduate students had problems with academic conventions, and found expressing themselves succinctly problematic. However, they were familiar with the mechanics of the target language.
Using Digital Flashcards to Enhance Thai EFL Primary School Students&apos; Vocabulary Knowledge
Author: Yowaboot, Chadaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Educational Technology,Instructional Materials,Likert Scales,Comparative Analysis,Receptive Language,Expressive Language,Vocabulary Development,Positive Attitudes,Student Attitudes,Teaching Methods,Intentional Learning,Foreign Countries

There is growing evidence in L2 vocabulary research that digital flashcards facilitate learners' vocabulary learning and development. Several studies also suggest that deliberate vocabulary teaching is critical for successful language learning. Hence, the primary goal of this study was to investigate whether the use of digital flashcards could improve English vocabulary knowledge of the form-meaning link in Thai primary school children in an EFL context. The study also explored Thai primary school students' attitudes toward using digital flashcards in vocabulary learning. The participants were 120 Thai primary school students who were divided into experimental and control groups. The experimental participants were taught using digital flashcards, while the control group received no unique treatments. Four measures of vocabulary knowledge were used to assess the participants' vocabulary learning. A five-point Likert scale questionnaire was also used to explore the students' attitudes toward digital flashcards. Descriptive and inferential statistics were used to analyze the data. The results showed that although both cohorts significantly improved their receptive and productive knowledge of L2 vocabulary, the students in the experimental group performed significantly better than students in the control group. These results indicate that digital flashcards are an effective method to facilitate vocabulary learning in Thai primary school learners. The analysis of the questionnaires also showed that learners had a very positive attitude towards the use of digital flashcards. These findings reaffirm the efficacy and value of visual and sound images, such as digital flashcards, in vocabulary learning. Implications for practitioners and suggestions for further studies are also addressed.
The Effect of Teacher Collaboration as the Embodiment of Teacher Leadership on Educational Management Students&apos; Critical Thinking Skills
Author: Hamengkubuwono
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,College Students,Foreign Countries,Critical Thinking,Thinking Skills,Retention (Psychology),Skill Development,Lecture Method,Student Attitudes,Metacognition,Learning Processes

The embodiment of teacher leadership has currently shifted onto the practice of teacher collaboration due to its potential to solve students' problems such as low critical thinking skills. Accordingly, this study quantitatively aimed to examine the effect of teacher collaboration on educational management students' critical thinking skills as well as their critical thinking retention. Subsequently, it qualitatively investigated the students' perspectives on teacher collaboration. 60 students selected randomly took part in the experimentation, in which 30 students were taught with teacher collaboration, and other 30 students were taught with individual lecturing. 10 students taught with teacher collaboration were further selected purposively to be interviewed for the qualitative investigation. Descriptive statistics alongside paired and independent t-tests were deployed to analyze the experiment results, and an interactive model was adopted to analyze the qualitative findings. The experiment showed that teacher collaboration had a more positive and significant effect on students' critical thinking skills than its counterpart did. The students taught with teacher collaboration enjoyed good retention of critical thinking skills as well. The students perceived that teacher collaboration improved their collaborative skills, awareness, and metacognitive skills in learning. Implication, limitation, and recommendation are discussed.
Mediating Work and Culture through Dewey&apos;s Integrative Vision of Vocational Education
Author: Demetrion, George
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Educational Philosophy,Adult Education,Democracy,Lifelong Learning,Cognitive Development,Ethics,Aesthetics,Nursing,Experiential Learning,Transformative Learning,Progressive Education,Humanism,Psychology,Human Resources,Labor Force Development,Allied Health Occupations Education,Guides

John Dewey's educational philosophy provides a compelling resource for empowering adult vocational education through a cultural vision, ultimately rooted in a view of social democracy as the creative task of lifelong learning before us. This is supported by Dewey's interpretation of knowledge construction in its varied cognitive, ethical, and aesthetic forms, which provides the basis for transforming the perceived opposition between academic studies and vocational education in contemporary schooling, which I appropriate to the adult basic education field. To flesh this out, the essay homes in on the certified nursing assistant field through descriptive narratives, a nursing assistant training manual, and a corresponding lifelong curriculum framework. The challenges of implementing any aspirational vision are noted. Yet given its substantial grounding in experiential and transformative learning, progressive education, humanistic psychology, and a view of human resource management based on these influences, Dewey's cultural philosophy of vocational education opens up pathways that can move in this direction, and is, therefore, worthy of much deliberate consideration.
Using Algebraic Manipulations and Analogical Transformations to Problem-Solving of Contextual Chemistry Problems
Author: Vula, Eda
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Problem Solving,Transfer of Training,Chemistry,Science Instruction,Grade 8,Instructional Effectiveness,Science Achievement,Mathematics Instruction,Word Problems (Mathematics),Foreign Countries

Algebraic knowledge transfer is considered an important skill in problem-solving. Using algebraic knowledge transfer, students can connect concepts using common procedural similarities. This quasi-experimental study investigates the influence of algebraic knowledge in solving problems in a chemistry context by using analogical transformations. The impact of structured steps that students need to take during the process of solving stoichiometric problems was explicitly analyzed. A total of 108 eighth-grade students participated in the study. Of the overall number of students, half of them were included in the experimental classes, whereas the other half were part of the control classes. Before and after the intervention, contextual problems were administered twice to all the student participants. The study results indicate that the students of the experimental classes exposed to structured steps in solving algebraic problems and the procedural transformations scored better results in solving problems in mathematics for chemistry compared to their peers who did not receive such instruction. Nevertheless, the result shows that although the intervention was carried out in mathematics classes, its effect was more significant on students' achievements in chemistry. The findings and their practical implications are discussed at the end of the study.
Australian Teachers&apos; Perceptions and Experiences of Food and Nutrition Education in Primary Schools: A Qualitative Study
Author: Aydin, Gozde
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Food,Nutrition,Barriers,Nutrition Instruction,Foods Instruction

Teacher delivered food and nutrition education (FNE) can be effective in improving children's food literacy and eating habits. However, teachers are known to face some barriers to the delivery of FNE globally. To obtain a deeper understanding of Australian primary school teachers' experiences and views, 17 teachers were interviewed. The results of the thematic analysis showed that teachers acknowledged the importance of FNE and were willing to include more FNE content into their teaching. We also identified the FNE topics taught, resources used, their teaching partners, and barriers encountered. The discussion presents strategies to overcome these barriers.
The Role of Visual Representations in Geometry Learning
Author: Žakelj, Amalija
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Aids,Geometry,Mathematics Instruction,Electronic Learning,Computer Software,Geometric Concepts,Academic Achievement,Graphs,Educational Technology,Interaction,Problem Solving,Grade 7,Foreign Countries,Middle School Students

Visual representations and the process of visualisation have an important role in geometry learning. The optimal use of visual representations in complex multimedia environments has been an important research topic since the end of the last century. For the purpose of the study presented in this paper, we designed a model of learning geometry with the use of digital learning resources like dynamic geometry programmes and applets, which foster visualisation. Students explore geometric concepts through the manipulation of interactive virtual representations. This study aims to explore whether learning of geometry with digital resources is reflected in higher student achievements in solving geometric problems. This study also aims to explore the role of graphical representations (GRs) in solving geometric problems. The results of the survey show a positive impact of the model of teaching on student achievement. In the post-test, students in the experimental group (EG) performed significantly better than students in the control group (CG) in the overall number of points, in solving tasks without GR, in calculating the area and the perimeter of triangles and quadrilaterals than the CG students, in all cases with small size effect. The authors therefore argue for the use of digital technologies and resources in geometry learning, because interactive manipulatives support the transition between representations at the concrete, pictorial and symbolic (abstract) levels and are therefore important for understanding mathematical concepts, as well as for exploring relationships, making precise graphical representations (GRs), formulating and proving assumptions, and applying different problem-solving strategies.
The Influence of Cognitive and Affective Factors on the Performance of Prospective Mathematics Teachers
Author: Juniati, Dwi
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Affective Behavior,Academic Achievement,Preservice Teachers,Mathematics Teachers,Mathematics Skills,Problem Solving,Short Term Memory,Mathematics Anxiety,Cognitive Style

This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills and problem-solving ability. This research combined quantitative and qualitative research methods. In order to determine the effects of cognitive independence, working memory capacity, and math anxiety on math performance, multiple regression tests were used. To then see the effects of these three factors on problem-solving ability, a qualitative approach was used. Eighty-seven prospective math teachers participated in this study. Based on the results of the multiple regression, it was found that the level of cognitive independence affects basic math skills but has no effect on advanced math skills. Working memory capacity was seen to positively affect math performance (basic and advanced math skills, problem-solving skills), while mathematics anxiety demonstrated negative effects on advanced math skills and problem-solving skills.
Exploring the Changing Nature of Teachers&apos; Pedagogic Identities during the Delivery of Online Literacy Teaching
Author: Brosseuk, Deb
Date: 2022-02-00
Type: Journal Articles
Subjects: Professional Identity,Online Courses,Literacy Education,Correlation,Case Studies,Elementary School Teachers,Preschool Teachers,Teacher Attitudes,Teacher Characteristics,Teaching Methods,Beginning Teachers,Educational Change,Pandemics,COVID-19,Foreign Countries

This paper explores the interconnectedness between Australian teachers' literacy practices and their pedagogic identity during the global pandemic. In doing so, the paper presents pedagogic identity as a dynamic, ever-evolving construct involving teachers and their teaching environment. Findings are reported from a case study of early years and primary teachers. Semi-structured interviews were conducted to collect qualitative data. From teachers' self-reported teaching experiences, we identify three orientations to pedagogic identity: The Driver; The Collaborator; and The Apprentice. Drawing on analytic work, the paper finds that the online delivery of literacy teaching brought opportunities for teachers to shift between pedagogic identities, allowing for rich pedagogic variation, and in consequence, demonstrate the pluralistic nature of pedagogic identity. This paper is of benefit to teachers, specifically beginning teachers as well as early career teachers, to help them better understand the changing nature of, and influences on, their pedagogic identity.
Emergency Digital Teaching during the COVID-19 Lockdown: Students&apos; Perspectives
Author: Gonzalez, Rolando
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Electronic Learning,Undergraduate Students,Student Attitudes,Teacher Role,Student Experience,Program Effectiveness,Barriers,Foreign Countries

This paper presents a qualitative study of the experience of students of the shift from face-to-face learning to online learning during the COVID-19 lockdown in Norway. Detailed inputs were collected from 200 university students enrolled in a bachelor's degree in information technology in Norway through an online survey. Their responses were categorized into three main themes: the teacher's role, the life of a student, and digital learning. We found that, surprisingly, the students felt that the shift to digital learning had positive effects on their lives, such as the availability of more time for study, study flexibility through recorded lectures which could be reviewed repeatedly and anytime, and more time to pose questions. However, some students also pointed out negative effects such as more distractions, lack of structure, and a perceived invasion of privacy when required to turn on their cameras. The students valued the use of high-quality technical equipment as well as student engagement during online lectures, but also freedom of choice to participate.
Engaging First Year Students in Assessment Rubrics: Three Personal Experiences
Author: Ashman, Katherine
Date: 2022-02-00
Type: Journal Articles
Subjects: Scoring Rubrics,College Faculty,Feedback (Response),Student Evaluation,Teacher Attitudes,Outcomes of Education,College Freshmen,Foreign Countries,Evaluation Methods

In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing our journey we offer three unique, yet jointly considered perspectives on using CRA to extend and enhance learning.
Research and Policy: A Three-Way Intersection (Part 1 of 3)
Author: Kennedy, Deborah
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Literacy,Evidence Based Practice,Educational Policy,Policy Formation,Advocacy,Decision Making,Community Education,Equal Education,Access to Education,Internet,Federal Legislation,Educational Benefits,Labor Force Development,Labor Legislation

Organizations advocating for federal, state, and local level support for adult education have long relied on the power of individual story to influence both public perception and public policy. They have developed training programs, provided advocacy toolkits, and organized visits with policy makers in order to promote and sustain awareness of the benefits of adult education for the lives of individuals and the fabric of the community as a whole. At the same time, decision makers across the political spectrum have increasingly come to rely on research to inform the process known as evidence-based policymaking. How can the adult education field &quot;prioritize rigorous research findings&quot; that inform evidence-based policymaking, while also taking advantage of the persuasive power of the &quot;anecdotes&quot; that those affected by the policies can provide? This paper identifies two strategies that researchers can employ to reconcile the two and proposes three areas of current interest where those strategies might be used to good effect.
Generating Reflections through Professional Collaborative Storytelling
Author: Keary, Anne
Date: 2022-02-00
Type: Journal Articles
Subjects: Story Telling,Teacher Educators,Teacher Collaboration,Preservice Teacher Education,Reflection,Foreign Countries,Bilingualism,Translation,Picture Books,English (Second Language),Language Teachers

For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on how we could make our pedagogical decision-making visible to PSTs, illustrating the importance of teacher collaborative storytelling. We contend that by creating time and an online space for us as teacher educators to share, consider, evaluate and think collectively about pedagogical practices we not only developed a better understanding of our subject area but provided a collaborative professional learning model to our PSTs. We hope that other English teachers may read a little of their own professional journeys in our storytelling and be encouraged to engage with a professional collaborative dialogic space. This paper does not purport to suggest that this is the only way to teach English education to PSTs. Rather, it is about making visible who we are as learners and our practice as teacher educators and storytellers.