ethanporcaro/eric-fulltext-meta huggingface dataset:
(Re)Considering Motivational Scaffolding: A Mixed-Method Study on Turkish Students&apos; Perspectives on Online Learning before and during the Pandemic
Author: Meri-Yilan, Serpil
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Online Courses,COVID-19,Pandemics,Educational Technology,College Students,Teacher Role,Program Effectiveness,Foreign Countries,Teacher Student Relationship,Interaction,College Faculty,Caring,School Closing,English (Second Language),Second Language Instruction

Motivational scaffolding is of key importance in online learning since online learners are isolated alone. Recently, this need has doubled with the educational disruption because of the COVID-19 pandemic, which moved classroom learning to entirely online. However, little research has been particularly conducted to explore the perceptions of online learning before and during the pandemic. Therefore, this study empirically investigated 26 university-level Turkish students' experiences in learning online before the pandemic and teacher support in the time of crisis. Data were collected through a mixed-method research design conducting a questionnaire and interviewing via dialogue journals and essay writing. The data were analysed through descriptive statistics and coding themes based on deductive and inductive approaches. The findings from quantitative data analysis revealed that students believed the advantages of online learning resources (OLRs) for their own learning but still needed teacher support. Furthermore, the results from the qualitative data analysis demonstrated that students needed teacher-student interaction most and favoured motivational scaffolding in this regard. The study shed light on the role of caring for learning as motivational scaffolding and calls for an institutional development for the integration of pedagogy of care into online education.
English Speaking Anxiety among Northeastern Thai University Students
Author: Bhattarachaiyakorn, Songwut
Date: 2023-00-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),English Language Learners,Foreign Countries,College Students,Language Proficiency,Public Colleges,Communication (Thought Transfer),Likert Scales,Second Language Learning,Measures (Individuals)

This research aimed at investigating the anxiety levels affecting the English speaking ability of university students at a public university in the northeast region of Thailand as well as exploring the factors influencing such anxiety levels. The researchers employed a purposive sampling technique for the data collection by distributing 102 questionnaires to Thai first-year students who are studying in the English and Communication major at a public university in the northeast region of Thailand. The questionnaires were based on the anxiety evaluation models of Aida (1994), Horwitz et al. (1986), and Liu and Jackson (2008). Likert's scale was used to measure the levels of anxiety and the results revealed high levels of anxiety among the students with a mean of 3.50. Furthermore, the main component of anxiety was related to the students' beliefs about language learning followed by test anxiety. Moreover, the most significant factor affecting their speaking anxiety was grammar (72.55%), followed by vocabulary (53.94%) and English oral proficiency (53.92%), respectively.
Exploring Financial Risk Management Practices in Selected Tshwane Schools
Author: Tsharane, Jane
Date: 2022-12-00
Type: Journal Articles
Subjects: Educational Finance,Risk Management,Public Schools,Poverty Areas,School Districts,Principals,Administrator Attitudes,Accountability,Recordkeeping,School Administration,Money Management,Barriers,Financial Literacy,Foreign Countries,Governing Boards,Administrator Responsibility

With this study we explored financial risk management practices in public schools in selected quintile (1, 2 &amp; 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals' roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.
The Use of ICT Resources to Transform Teaching at Secondary Schools in the Bojanala District, Northwest Province
Author: Molotsi, Abueng Rachael
Date: 2022-12-00
Type: Journal Articles
Subjects: Educational Change,Secondary School Teachers,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Teacher Attitudes,Technology Uses in Education,Teaching Methods,Educational Resources,Faculty Development,Teacher Characteristics,Check Lists,Foreign Countries,Information Technology,Laptop Computers,Computer Centers,Internet,Social Networks,Social Media,Computer Mediated Communication,Computer Software,Electronic Publishing,Collaborative Writing

In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled -- 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell's 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, inservice training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.
Effect of an Integrated Active-Lessons Programme on Vocabulary and Narrative Comprehension in Pre-School Children
Author: Cámara-Martínez, Alba
Date: 2022-12-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Active Learning,Reading Comprehension,Vocabulary Development,Play,Games,Reading Improvement,Physical Activities,Intelligence Tests,Verbal Ability,Vocabulary,Foreign Countries

The acquisition of vocabulary and narrative comprehension are key abilities for children's literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension. Ninety-two preschool children (45.7% girls) aged 35.83 ± 2.57 months were split into experimental and control groups. Results from the pre- and post-intervention assessments show improvements of 56.1% in vocabulary (p &lt; 0.001, Cohen's d = 0.759) and 24.7% in narrative comprehension (p &lt; 0.001, Cohen's d = 0.710) in the treatment group. The results do not vary based on gender or age (31-36 and 37-42 months). Active lessons based on playful games within the classroom are suggested as support for the acquisition of vocabulary and narrative comprehension in childhood education.
Thai EFL Teachers&apos; Beliefs on Teaching Reading through Text-Based and Competency-Based Reading Approaches in an International University
Author: Euanorasetr, Nutcha
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Reading Instruction,Teaching Methods,Beliefs,Business English,Foreign Countries,Competency Based Education,Written Language,College Faculty,Teacher Characteristics,Reading Skills

This study explored Thai EFL teachers' beliefs about teaching EFL reading regarding text-based and competency-based reading approaches and examined whether the teachers' demographic factors had an impact on their beliefs. The participants were 24 Thai EFL teachers from the Business English department in an international university in Thailand. The adapted teachers' orientation to reading instruction (TORI) questionnaire was employed to explore teachers' beliefs about the text-based and competency-based methods of teaching reading. A series of Independent Samples T-Tests and a One-Way ANOVA were conducted for analyzing whether the teachers' demographic factors had an impact on their beliefs. The results showed that these teachers strongly believe in the concepts of competency-based and text-based teaching, instead of applying &quot;teacher-directed instruction.&quot; Furthermore, differences existed among teachers' demographic factors which indicated that the teachers' gender, educational background, and years of teaching experience impacted their beliefs. These findings reinforced the importance of exploring beyond teachers' beliefs. Teachers should not only be selfreflective and self-aware of their beliefs, but also of the impacts of their demographic factors. This awareness could lead to improvement in their teaching practices in EFL reading, and subsequently students' learning. The findings suggest that further research is necessary regarding the text-based reading approach as well as comparing teaching practices to teachers' beliefs.
Is It &apos;Increase&apos; or &apos;Rise?&apos; A Corpus-Based Behavioural Profile Study of English Near-Synonym Verbs
Author: Uba, Sani Yantandu
Date: 2023-00-00
Type: Journal Articles
Subjects: Verbs,Computational Linguistics,English,Language Variation,Nouns,Phrase Structure,Profiles,Reference Materials,Word Frequency,Syntax,Economics,Money Management,Word Lists,Foreign Countries,Undergraduate Students,Discourse Analysis,College Second Language Programs,English (Second Language),Second Language Instruction,Second Language Learning,Course Descriptions

This study emerged as a result of insufficient knowledge and descriptions of the behavioural profiles of the near-synonym English verbs, &quot;increase&quot; and &quot;rise,&quot; by non-corpus-based traditional reference sources used by students. We explored the behavioural characteristics of this group of near-synonym verbs using the British National Corpus (BNC) of 100 million words as our corpus. Using the &quot;Sketch Engine&quot; Tool, we examined their frequency, subject and object noun collocations, adverb collocations, and syntactic behavioural profiles. The results demonstrate that both words collocate with subject and object nouns. However, on their top ten subject collocation lists, &quot;increase&quot; only collocates with abstract nouns related to finance and economy, whereas &quot;rise&quot; collocates with three different kinds of abstract nouns related to finance/economy, the human entity, and the natural environment, and one concrete noun related to natural environment. In addition, they only have two collocates in common on their top subject noun collocates list. In terms of object noun collocations, &quot;increase&quot; only collocates with abstract nouns connected to finance/economy and the natural environment, but &quot;rise&quot; collocates with abstract and concrete nouns on their top list. They also only have three adverb collocations in common on the top list. &quot;Rise&quot; has 17 distinct syntactic patterns, whereas &quot;increase&quot; has 15 different syntactic patterns. In teaching near-synonyms, we propose using corpus-based reference resources.
Students&apos; Perceptions of Speaking English in Front of the Class versus Speaking English via Self-Recorded Videos Posted on a Private Facebook Group
Author: Sukrutrit, Praweerata
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Public Speaking,Social Media,Video Technology,Language Usage,Undergraduate Students,Student Attitudes,Preferences,Self Esteem,Second Language Instruction,Anxiety

This study investigated students' perceptions of speaking English in front of the class versus speaking English via self-recorded videos posted on a private Facebook group. In Thailand, most Thai students are shy and have less confidence in speaking English. Providing them with a new type of practicing English might encourage them to have more confidence when speaking English. The research methods for this study included distributing questionnaires, conducting semi-structured interviews, and making observations. The data were collected from an English classroom at a government university in Northeastern Thailand and via the course's private Facebook group. Second-year undergraduate students who enrolled in the 'Communicative English for Tourism Industry 2' course participated in this study. The results revealed that most students preferred speaking English via self-recorded videos posted on the private Facebook group as opposed to speaking English in front of the class. They gave various reasons such as gaining more confidence, feeling more relaxed, having more fun, and experiencing learner autonomy. Thus, using self-recorded videos posted on the private Facebook group can be an alternative English teaching and learning tool for English classes in order to enhance students' confidence in speaking English.
Students&apos; Lived Experiences in English Program in a Thai Primary School: A Phenomenological Study
Author: Sailabada, Apapan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Elementary School Students,Language Proficiency,Elementary Secondary Education,English for Academic Purposes,Student Experience,Language of Instruction,Program Effectiveness,Bilingual Education,Social Influences,Cultural Influences,Secondary School Students,Student Attitudes,Teacher Competencies,Teaching Methods,Instructional Materials,Interpersonal Relationship,Barriers,Expectation

The purpose of this study was to explore the lived experiences of Thai primary school students who have studied in an English Program (EP) in a university demonstration school in Thailand. EP is regarded as one of Thailand's educational reform goals that will enhance Thai students' English competency through using English as a tool of instruction for teaching and learning in two core subjects, Science and Maths. The program started in primary level and continued to secondary level. A phenomenological methodology was employed to explore the students' lived experiences (n = 10). Semi-structured interviews, classroom observations and document analysis were used for data collection. The data was analyzed using Moustakas (1994)'s phenomenological analysis steps. The findings revealed the essence of the phenomenon. That is, studying in English Program (EP) entailed nine themes under four dimensions as follows: Academic Dimension; Social Dimension; Emotional Dimension, and Personal Dimension. Some implications are discussed concerning the appropriate EP program policy and the inclusion of the voices of teachers and school administrators. Some limitations are also mentioned.
EFL Thai Students&apos; Rating Performances in Self- and Peer-Assessments of Writing: A Many-Facets Rasch Analysis
Author: Khamboonruang, Apichat
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Self Evaluation (Individuals),Peer Evaluation,Writing (Composition),Undergraduate Students,Student Behavior,Student Evaluation,Evaluation Methods

Despite the value of self- and peer-assessments in supporting learning, research reports mixed findings about self- and peer-assessments of writing, raising intriguing queries about the validity and utility of student-led assessment in a writing classroom. Applying a many-facets Rasch measurement approach, this quantitative study investigated 53 EFL Thai undergraduates' rating performances in self- and peer-assessments of writing during an ongoing classroom in a university setting. Main findings revealed that self-assessors tended to rate more leniently and heterogeneously than peer-assessors whose severity levels were far more homogeneous and closer to the level of teacher severity. Across self- and peer-ratings, students could observably distinguish writing performance quality, thereby assigning varying scores across rubric criteria, and lower-ability students were more variable in their levels of severity than those of high ability. The findings highlight the main and interaction effects of student-led assessment type and writing ability level on students' rating performances. That is, students' rating performances vary according to different types of student-led assessment and different levels of ability. More specifically, assessment type exercises a greater bearing on lower-ability raters' rating variability, while ability level exerts a stronger influence on self-raters' rating variability. The findings provide implications for student-led assessment design and research in the classroom context.
Effects of Integrated Performance Assessment Modules on English Speaking Ability of Thai EFL Undergraduate Students
Author: Plengkham, Benjawan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Undergraduate Students,Performance Based Assessment,Speech Communication,Speech Skills,Student Evaluation,Program Effectiveness,Student Attitudes,Communication Skills

Integrating assessment into speaking instruction has been a challenge for English language instructors. The Integrated Performance Assessment (IPA), proposed by the American Council on the Teaching of Foreign Languages (ACTFL) (Adair-Hauck et al., 2015), is an assessment protocol featuring three modes of communication: interpretive, interpersonal, and presentational, to reinforce second and foreign language learning. This present mixed-method research aimed to investigate the effects of the IPA modules on Thai EFL undergraduate students' speaking ability. Three IPA modules were taught over the course of nine weeks to 33 Thai EFL undergraduate students enrolled in an English speaking course, and the students' performance was assessed using an adapted IPA rubric. The research instruments included a pretest, a posttest, unit tests, an IPA opinion questionnaire, and a semi-structured interview protocol. The findings indicated that the implementation of three IPA modules had a positive effect on students' speaking ability as evidenced by the posttest results. In addition, the findings obtained from the IPA opinion questionnaire and the semi-structured interview protocol yielded further evidence of positive effects of the IPA, particularly on students' perceived speaking improvement. Based on the study findings, it is suggested that the three IPA modules can be used as an instructional and assessment model to promote students' speaking ability as well as to elicit insights into how English language teaching and assessment can be seamlessly integrated.
Vietnamese Students&apos; Use of Smartphone Apps in English Learning
Author: Bui, Hung Phu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Telecommunications,English (Second Language),English Language Learners,Student Attitudes,Computer Software,College Students

Despite an improving interest in mobile-assisted language learning in recent years, little is known about second language (L2) learners' use of and attitudes to smartphone apps in learning English. This study explores L2 learners' purposes for and attitudes toward using Smartphone English Language Learning Apps (SELLA) in the Vietnamese context. A sample of 123 Vietnamese EFL students from different universities in Southern Vietnam was invited to fill out a 5-point Likert-scale questionnaire. Data were projected into SPSS 25 for analysis. Results indicated that the participants generally used SELLA to practice and improve all language systems and skills. Also, the students generally showed their positive attitudes toward SELLA. The findings suggest implications for using smartphone apps in English language learning in Vietnam.
The Positive and Negative Effects of Teacher Attitudes and Behaviors on Student Progress
Author: Kahveci, Hakki
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Behavior,Academic Achievement,Cognitive Development,Social Development,Undergraduate Students,Foreign Countries,Student Behavior

The attitudes and behaviors of teachers directly influence the cognitive, affective, and social development of students. These effects may be positive or negative and may last a long time. The aim of this study is to examine teacher behaviors and attitudes that can negatively or positively affect student progress. Using a qualitative research approach, the study adopted a basic interpretative research design. The study involved 229 undergraduate students studying at two state universities in Türkiye. Under the headings of positive and negative themes, participants explained the most influential teacher behaviors and attitudes they encountered in primary, secondary, or high school. A total of 183 positive and 187 negative narratives were analyzed. Positive teacher behaviors and attitudes were grouped under three categories: effective communication and ethical attitude, professional competence and dedication, and individual support and trust. Students have been found to be more confident, motivated, and satisfied with their learning, and are more likely to trust their teachers when they exhibit these behaviors. Negative behavior and attitudes were classified into discrimination and injustice, classroom management and communication problems, and occupational incompetence and irresponsibility. In addition to reducing students' motivation to learn, self-confidence, and respect for teachers, these negative behaviors impede their social development.