ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study on Improving Reading Fluency at a University in the UAE
Author: Eppard, Jenny
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Fluency,Undergraduate Students,Reading Habits,Reading Strategies,Second Language Learning,Reading Rate,Accuracy,Reading Comprehension,Reading Improvement,Student Attitudes,Intervention,Listening,English (Second Language),Reading Instruction,Instructional Effectiveness

Students native to the Arabian Gulf region often struggle with reading skills. The purpose of this study was to explore the reading habits and reading culture of Emirati undergraduate students and to investigate the use of a particular reading strategy (Listening While Reading) on undergraduate Emirati students reading rate and comprehension. This case study was conducted through a mixed method research design. It was carried out with sixty-one SLL (second language learners) undergraduate students. By assigning them into two groups, the experimental group (28 students) was given books with an auditory component, while the control group (33 students) was given the same books but without the auditory component. both positive and negative reflections from teachers and students on different aspects of the LWR experiences are discussed. Qualitative findings revealed more contextualized results related to the lack of comprehension improvement such as, lack of reading habits. Additionally, quantitative results indicated that the performance of students in reading rate and accuracy improved over time. However, reading comprehension did not improve. Additionally, implications in terms of the use of the LWR in English language classes for practitioners are discussed as well as recommendations for future studies.
A Comparison of the English Grammatical Errors of Chinese Undergraduates from China and Malaysia
Author: Eng, Lin Siew
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Second Language Learning,English (Second Language),Grammar,Error Patterns,Error Analysis (Language),Undergraduate Students,Interlanguage,Contrastive Linguistics,Essays

Many of the students of the English Language &amp; Communication (ELC) department at UCSI University are Malaysian Chinese (MC) students and International Chinese (IC) students from China. All the courses in the university are conducted in English. Currently, there is still lack of research done on grammatical errors among these students who possess the same first language but are from different nationalities. This study aims to investigate the grammatical errors in the IELTS essays written by 16 participants and were analysed using Error Analysis. These participants were divided into two groups namely, the IC students and the MC students to identify the types of grammatical errors made by these participants. The researcher then compared and contrasted the types and frequency of these grammatical errors between the two groups based on the Contrastive Analysis Hypothesis, Creative Construction Hypothesis and Interlanguage Theory. The findings showed that the types of grammatical errors made are mainly errors of omission, misformation, misuse, repetition, vocabulary, structure, coherence/cohesion, expression and misordering. Overall, the results indicated that the IC participants made more grammatical errors compared to the MC participants.
A Meta-Analysis of Selected Studies on the Effectiveness of Gamification Method for Children
Author: Fadhli, Muhibuddin
Date: 2020-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Educational Games,Children,Elementary School Students,Learning Motivation,Outcomes of Education

A Meta-analysis of selected studies on the effectiveness of gamification method for children. Multiple gamification methods are used to motivate students to improve their learning outcomes. Yet, this method is still very rarely used in learning for children aged 6-10 years. This systematic review and meta-analysis aim to objectively determine the effectiveness of gamification method in increasing knowledge, skills and attitudes of children aged 6-10 years.The data were obtained from the ERIC, Emerald and Elsevier databases published between 2014-2018 using the keywords of &quot;gamification on education&quot;, &quot;gamification methods&quot;, and &quot;children&quot;. In the chosen systematical analysis, 6 studies were then reviewed using a meta-analysis. The effect summary showed a value of 1.01 with confident interval of 0.98-1.05, which indicates that gamification method is statistically effective in improving students' knowledge, skills, and children's attitudes. The Z test with a value of 0.68 and a significance level of 5% also showed a significant effect of this method calculated by random-effect models.
Development of a Unity in Diversity-Based Pancasila Education Text Book for Indonesian Universities
Author: Abdulkarim, Aim
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Preparation,Higher Education,Diversity,Cultural Pluralism,Textbook Content,Textbook Evaluation

This study aimed to develop a Pancasila education textbook model based on Indonesia's Bhinneka Tunggal Ika &quot;Unity in Diversity&quot; as teaching materials for compulsory subjects in Indonesian universities. The study used a Research and Development approach, where the data were collected through focused group discussions and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at nine universities in Indonesia. The findings reveal that 1) the conceptual model of the Unity in Diversity-based Pancasila education textbook is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian diversity. This model integrates tolerance values in the diversity of religious, physical, social, cultural, linguistic, and ideological aspects; 2) The content of book constitutes the following components: chapter titles, introductions, keyword and concept map, material presentation and elaboration of Bhinneka Tunggal Ika values, competence performances, summaries, reflections, authentic assessments, feedback, and followup activities.
Should Peer E-Comments Replace Traditional Peer Comments?
Author: Ho, Pham Vu Phi
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Feedback (Response),Computer Mediated Communication,Written Language,Writing Improvement,Writing Skills,Instructional Effectiveness,College Students,Experimental Groups,Control Groups,Social Media,Teaching Methods

Many studies in literature have compared peer e-feedback/comments to traditional peer feedback/comments to see whether one medium of providing feedback should replace the other. However, few studies investigated to see whether two modes of commentary activities positively affected the students' writing quality, instead of just comparing one to another. The literature failed to investigate the extent to which each had effects on students' writing skills. The purpose of this study was to fill this gap. The current study employed quasi-experimental research with control and experimental groups to study the issues. Seventy-two native Vietnamese students from two intact classes at Ho Chi Minh City University of Science who had ever obtained this kind of training activities participated in the study. The training procedures for both groups were similar except one conducted face-to-face peer comments on papers and the other on Facebook social network. Data collection was from pre- vs. post-tests rated by inter-raters and analyzed by the ttests of SPSS software. The findings of the study revealed that peer commentary activities of both groups had significant impacts on students' writing quality; however, the peer e-comments outperformed the traditional peer comments.
Impact of Social Media on Social Value Systems among University Students in Saudi Arabia
Author: Aljehani, Hanan A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Schools of Education,Social Media,Social Values,Citizenship,Time,Privacy,Interpersonal Communication,Computer Mediated Communication,Islam,Family Environment

The present study aims to investigate the impact of social media on the value system (especially citizenship, time respect, others' privacy respect, family communication, and communication values) among the students of the College of Education, Princess Nourah bint Abdulrahman University. It utilized the descriptive approach and applied a 40-item questionnaire covering (5) domains to a randomly selected sample of (142) students. Results revealed a positive impact of social media on citizenship and communication values, a moderately negative impact on time respect, and a poor impact on others' privacy respect and on family communication. There were no statistically significant differences in the impact of social media on the value system due to (specialization, family's economic status, time spent on social media, and preferred social media). The study results call for benefiting from the positive impacts of social media and sensitizing students to the negative ones, especially time respect and its optimal use, as well as conducting qualitative studies on the reasons for spending too much time on social media.
Dissonances between Teachers&apos; Beliefs and Practices of Formative Assessment in EFL Classes
Author: Widiastuti, Ida Ayu Made Sri
Date: 2020-01-00
Type: Journal Articles
Subjects: Formative Evaluation,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Junior High School Teachers,Teacher Attitudes,Educational Practices,Diaries,Lesson Plans,Comparative Analysis,Faculty Development,Student Evaluation

This qualitative study investigates multi-cases of junior high school English teachers to reveal the dissonances between teachers' beliefs and practices of formative assessment in EFL classes viewed from different Continuing Professional Development (CPD). The Data were collected by conducting semistructured interviews to all respondents, classroom observations and document studies such as journals and lesson plans. The result of this study showed that teachers with high CPD participation level have stronger beliefs in formative assessment compared to those with lower CPD involvement. Their beliefs, however, were not always practiced appropriately in the classroom. Teachers' CPD participation has no real impact on the success of formative assessment practices, although it may influence teachers' beliefs. This is due to some factors influenced the implementation of formative assessment in the classroom. Futhermore, it is expected that teachers carefully consider the influecing factors and carry out formative assessment in accordance with their beliefs.
New Tendencies in Studies within Vocational Education in Russia
Author: Berestova, Anna V.
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,College Students,College Faculty,Student Attitudes,Teacher Attitudes,College Curriculum,Curriculum Development,Educational Change

The vocational education, as the entire system, is undergone constant changes that shape new tendencies. This undoubtedly indicates that it is necessary to know about them and to apply them in a timely manner in the educational process. The purpose of this study was to identify attitudes towards new tendencies and possible issues associated with them. For research purposes the surveys were conducted among university lecturers and students. Fifty five teachers from three Russian universities were surveyed. They teach various specialties, from the humanities to the technical ones. Also, 700 students aged from 18 to 21 have participated in the survey. The survey was conducted among representatives of various specialties. The study has shown that students and teachers are aware of the variability of the educational system and noticed new tendencies in it. They also said that these tendencies are used in their universities. In order to assess the possibilities of expanding the new tendencies in the vocational education, several solutions were proposed: study of curricula and conducting surveys among university employees, explaining their importance, changes in curriculum and organizing optional training meetings with students.
Bahrain&apos;s Secondary EFL Teachers&apos; Beliefs of English Language National Examination: &apos;How It Made Teaching Different?&apos;
Author: Al-Wadi, Hasan
Date: 2020-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language Tests,National Competency Tests,Learning Processes,Instructional Innovation,Foreign Countries,Standardized Tests,Educational Change,Secondary School Teachers,Secondary School Students,Schemata (Cognition)

Due to the spread of applying standardized national examinations in addition to the normal centralized formal exams in English language teaching, EFL teachers have been urged to reshape their teaching pedagogies to respond to the demands and competencies which EFL students are required to fulfil in these exams. This study sheds light on this phenomenon by investigating the influence of applying the standardized English national exam policy in a non-native English-speaking context on the teaching practices and beliefs of EFL teachers in secondary schools. A mixed research method was employed to identify the aspects of the teaching learning process of English as an EFL that were affected by the application of the standardized testing as well as exploring the teachers' beliefs of these effects on their teaching as EFL teachers in a non-native speaking context. The quantitative data was gathered using questionnaires and the results revealed a high effect of the application of the standardized national English exam on students' learning and welfare with a mean of (4.164) but with an average effect on the aspects of language competence and implementation of innovative teaching pedagogies.
Self-Perception Self-Esteem Physical Activity and Sedentary Behavior of Primary Greek- School Students: A Pilot Study
Author: Batsiou, Sophia
Date: 2020-01-00
Type: Journal Articles
Subjects: Self Concept,Self Esteem,Elementary School Students,Physical Activity Level,Foreign Countries,Physical Activities,Age Differences,Gender Differences,Self Concept Measures

The aim of the present study was to assess the level of self-perception, self-esteem, physical activity and sedentary behavior of primary school children between 10 and 12 years old in the city of Komotini (Rodopi East Greece, North), to investigate the correlation between the above parameters and to detect possible differentiation on each factor with regard to the age and gender of the children. The sample of the survey consisted of 153 students from five public primary schools. The students were divided according to their gender (boy-girl) and class grade. Data were obtained from the Self-Perception Profile for Children and the &quot;Self-administered physical activity interview checklist&quot;. The analysis showed that self-perception, self-esteem and physical activity was on a satisfactory-high level. In addition, the sedentary behavior of participants was high. Physical activity had a positive effect on the self-concept/self-esteem. Girls were found to have a higher level of self-perception than boys in the behavior conduct scale, while boys generally showed higher global self -- worth compared to girls. Older students showed higher self-perception in scholastic and social competence, while they had a lower global self-worth. Moreover, it was noted that students whose parents had a high level of education had higher self-concept in scholastic competence.
Reconceptualizing Black Students Going Abroad: Heritage Experiences in Theory and Practice
Author: Yeboah, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Disproportionate Representation,Cultural Differences,Fellowships,Educational Experience,Student Attitudes,Barriers,Educational Finance,Racial Bias,Fear,Black Colleges,Heritage Education,Program Development,Blacks,African American Students,College Students,Travel,Foreign Countries,Program Descriptions,African Culture

The lack of participation in study abroad programs by Black students is a topic of persistent concern yet increasing opportunities has not yielded significant results. A closer look at study abroad programs identifies a gap in program offerings and experiences that Black students might actually desire. Reconceptualizing what Black people value from travel experiences and addressing students' primary obstacles going abroad--the financial burden, fear of anticipated racism, and finding programs of interest (Gasman, 2013)--led Howard University to offer a heritage program approach. This article looks at how the Young AfricanA Leadership Initiative (YAALI) fellowship closes the cultural gap that exists for Black students in traditional study abroad programs.
Adults&apos; Ability to Interpret Covariation Data Presented in Bar Graphs Depends on the Context of the Problem
Author: Knöchelmanna, Nina
Date: 2019-00-00
Type: Journal Articles
Subjects: Adults,Data Interpretation,Interpretive Skills,Graphs,Context Effect,Undergraduate Students,Problem Solving,Accuracy,Foreign Countries

The ability to correctly interpret data is an important skill in modern knowledge societies. The present study investigates adults' ability to interpret covariation data presented in bar graphs. Drawing on previous findings that show that the problem context influences the interpretation of contingency tables (grounded and concrete problems are easier than abstract ones) and based on findings from the literature on motivated reasoning (confirming problems are easier than disconfirming ones), we present N = 111 undergraduates with bar graphs in either grounded (confirming or disconfirming) or abstract contexts. Our results show that only grounded problems in confirming contexts are easier than abstract ones; grounded problems in disconfirming contexts are more challenging than abstract ones. Overall, the interpretation of bar graphs is difficult: Even in our sample of educated college students, correct performance did not exceed 50%. Our results support earlier findings regarding the context dependency of data-interpretation skills, and they suggest that relatively minor task variations have an impact on reasoners' interpretations of bar graphs.
Workshopping in Online Courses: Insights for Learning and Assessment in Higher Education
Author: Dahal, Niroj
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Foreign Countries,Peer Evaluation,Self Evaluation (Individuals),Integrated Learning Systems,Reflection,Affordances,Interaction,Graduate Students,Instructional Effectiveness,Teacher Education,Mathematics Education,Feedback (Response)

Designed to explore effective pedagogical uses of the Workshop activity tool, which is native to Moodle learning management system, the study reported in this article was an action research. Using the standard steps of planning, intervening, assessing effectiveness, and information sharing, the study sought to identify the best ways to engage students in the process of learning and peer assessment by using Workshop as a learning and assessment tool. After identifying some challenges against students learning during the submission and peer review process, this article highlights some key strengths of the Workshop activity application, based on our study. Then it discusses the application's key affordances for conducting peer and self-assessment, for enhanced engagement in learning, and for the development of higher-order skills such as analysis and evaluation. We conclude by noting that effective use of the tool demands teachers' careful attention to issues such as time provided, peer allocation, and students' skills for effective tool use.
Out-of-Field Social Studies Teaching through Sustainable Culture-Based Pedagogy: A Filipino Perspective
Author: Pacana, Nina Mea S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Specialization,Teacher Competencies,Coping,Teaching Conditions,Teacher Qualifications,Junior High School Teachers,Self Esteem,Interests,Faculty Development,Seminars,Peer Relationship,Teacher Collaboration,Educational Technology,Technology Uses in Education

Quality of the instructional process is at stake when taught by out-of-field teachers. The current study identified the problems met by such teachers who teach across their specialization in the teaching of social studies. These Out-of-field social studies teachers encounter several issues in the preparation and administration of their lessons. This study first identified this specialization-workload mismatch and investigated what coping mechanisms can be introduced for the survival of these teachers in and out-of-field-teaching environment. The study employed a qualitative phenomenological research methodology and conducted an in-depth interview using open-ended questions, in order to generate the eidetic insights of the issues. Ethical considerations were administered to protect the confidentiality of the research participants. The data collected were translated and analyzed, resulting in the unveiling of themes and concepts from the narratives of the research participants. In the light of these findings, a Heideggerian interpretive analysis catapulted the creation of a Culture-based BAYLE Teaching Model (BTM) for that could be a solution to the out-of-field teaching individuals. The study recommends the introduction of BTM in all schools facing out-of-field issues.
Who Is My Professor? A Content Analysis of Online Faculty Profiles to Inform Graduate Student Choice
Author: Zaragoza, Danielle
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Profiles,Teacher Characteristics,Biographies,Web Sites,Graduate Students,College Choice,Institutional Characteristics,Academic Rank (Professional),Intellectual Disciplines,Private Colleges,Public Colleges

As technology has advanced, faculty members have many ways to connect with current and prospective students. Yet, no extant research has examined online faculty profiles on institutional (.edu) websites. To inform graduate student choice literature, we examined a random sample of 1,500 online faculty profiles across 500 U.S. graduate programs. Findings suggest assistant and associate professors publish the most informative online profiles, whereas private for-profit professors and lecturers publish the least informative profiles. In addition, zero faculty members self-identified their pronouns, race and ethnicity, or their first-generation college student status in their biographical statement. Implications for research and practice in U.S. and international contexts are addressed.