ethanporcaro/eric-fulltext-meta huggingface dataset:
Devices and Platforms Used in Emergency Remote Learning and Teaching during COVID-19: A Case of English Major Students in Saudi Arabia
Author: Al Shammari, Mishal H.
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Majors (Students),College Students,Student Attitudes,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Gender Differences,Preferences,Laptop Computers,Videoconferencing,Telecommunications,Handheld Devices,Computers,Integrated Learning Systems,Second Language Instruction

This study investigates the experiences of English major students at the College of Language and Translation (COLT) in King Saud University, Saudi Arabia, with Emergency Remote Learning and Teaching (ERLT) during the COVID-19 crisis. It focuses on the students' preferences for devices and platforms, and gender differences influencing their choices. The study is of significance because it considers the student-centered learning approaches. The paper also seeks to answer the question as to the factors that lead students to make their preferences for the online teaching tools and devices. A total of 150 students, both men, and women, participated in the study. An online survey was carried out in the form of questionnaires to elicit their responses. The results showed that laptop computers were the dominant devices students used and preferred. They also revealed that the Zoom platform came first in students' preferences, followed by Blackboard. Also, the findings showed that although participants used smartphones in their ERL, they did not recommend it, and it came last compared to laptops, tablets, and desktop computers in their order of preference. Gender differences existed in preferences to desktops and tablets in ERL. Another gender difference existed in preferences to platforms. Women students preferred Blackboard to Zoom while men students expressed the opposite.
An Analysis of the Use of English with Political Correctness: A Case Study of Graduate Students in Thailand
Author: Phumsiri, Napat
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Usage,Graduate Students,Student Attitudes,Political Attitudes,Interpersonal Competence,Cultural Influences,Disabilities,Race,Sex,Socioeconomic Status,International Relations,Communication (Thought Transfer)

This study aims to examine the use of English with political correctness of master's degree students in a university in Bangkok, Thailand and to identify their attitudes and opinions towards the use of English with political correctness. The subjects of this study were 100 students from different backgrounds who had been exposed to the English language for a significant period of time. They were asked to complete a questionnaire consisting of a test on the use of politically correct English vocabularies and terms, and a survey of their opinions and attitudes towards the use of English with political correctness. Five of the respondents were interviewed about their attitudes. The findings reveal that students are able to identify certain politically correct words and terms regardless of the categories. Respondents also have positive attitudes and they consider this type of language as a formal and respectful language. They also suggest that this type of language is important and it should be implemented in workplaces and certain fields. However, there are few limitations of English with political correctness as it is considered unclear and sometimes it is overused. Moreover, there is no institution or academic initiative to standardize the use of English with political correctness. The findings could be useful to develop the use of English with political correctness in society, to objectify politically correct language, and to promote the importance of politically correct language, which is viewed as formal and respectful language that can reduce conflicts in international communications.
Difficulties in Teaching English Modal Auxiliaries to Turkish Students: A Cognitive Pragmatic Approach
Author: Erton, Ismail
Date: 2018-12-00
Type: Journal Articles
Subjects: Difficulty Level,Verbs,Grammar,Semiotics,Second Language Learning,Second Language Instruction,English (Second Language),Linguistic Theory,Pragmatics,Teaching Methods,Communicative Competence (Languages),Role Playing,Cloze Procedure,Linguistic Input,Foreign Countries,Turkish,Psycholinguistics,Sociolinguistics,Contrastive Linguistics

Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and sociopragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, cloze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage.
A Conceptual Framework in Developing an Alternative Listening Comprehension Test to Profile Learners&apos; Performance
Author: Ahmad, Irma
Date: 2018-00-00
Type: Journal Articles
Subjects: Listening Comprehension Tests,Test Construction,Benchmarking,Standards,English (Second Language),Second Language Learning,Models,Undergraduate Students,Performance,Foreign Countries

This conceptual paper addresses the information in developing a comprehensive listening comprehension test to profile learners' listening performance based on international standards. Listening is a fundamental skill in which students need to gain adequate proficiency for their successful in communication and academic achievement. Underpinned by tenets derived from three flagship models and approach--Socio-cognitive Framework for Developing Test of Listening by Weir, the Cognitive Processing Model by Geranpayeh and Taylor, and General Language Ability and Listening Ability Model by Rost--a framework is conceptualised. The conceptual framework clarifies the interplay of the four notions and their connections which will inform the main purpose of the study that is to develop a listening comprehension test to benchmark and profile the undergraduate students in Malaysia.
Adequacy of the Integrated and Permeation Approaches to Values Education
Author: Musungu, Johnstone B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Values Education,Teaching Methods,Foreign Countries,Daily Living Skills,Secondary School Curriculum,Educational Philosophy,Outcomes of Education,Ethics,Moral Values,Social Values,Criticism,Program Evaluation,Educational Change

Since independence in 1963, the government of Kenya through the education ministry and its agencies has been advocating for the integrated and permeation approaches to values education (VE). This is premised on the assumption that these approaches are effectual. With reference to the secondary school Life Skills Education (LSE) programme, the paper interrogates this presupposition. This, the paper does through the lens of Socrates' insights on the concept of akrasia and knowledge, and Dewey's concept of appreciation. This way, the inquiry reckons that infusion and permeation are piecemeal approaches to VE, as such, they are inadequate. The approaches can often result in the acquisition of simulacra rather than knowledge of values. Hence, the inquiry makes a case for a separate values education subject in the formal school curriculum that should principally focus on helping learners to become virtuous people who appreciate values in lived experience. Such individuals can seldom perform akratic actions.
Developing Elementary EFL Learners&apos; Procedural Knowledge and Strategic Awareness in Reading Classes during the COVID-19 Pandemic: Algerian Teachers&apos; Challenges
Author: Ammour, Kamila
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Language Teachers,Reading Instruction,Middle School Teachers,Reading Strategies,Teaching Methods,Barriers,School Closing,Teacher Attitudes,Student Motivation,Distance Education,Time Factors (Learning)

The COVID-19 pandemic has affected educational systems worldwide, leading some scholars to scrutinise the consequences of lockdown and school closure on learners' learning habits and teachers' teaching practices. In this regard, this paper aims to explore the teachers' challenges while implementing a reading strategy-based instruction for beginners during the COVID-19 pandemic, taking the Algerian middle schools as a case in point. It highlights the difficulties to achieving quality in developing learners' procedural knowledge and strategic awareness in EFL reading classes. The leading approach to the issue is the interactive approach. To attain the objective of the research, the qualitative method was adopted. Classroom observation and structured interviews were used to collect data. The population targeted was composed of 20 teachers from 16 middle schools in Tizi-Ouzou. The collected data were subjected to qualitative content analysis. The results of the study reveal that most teachers are aware of the importance of reading strategy-based instruction. However, they do not teach them systematically or consistently. Indeed, lack of targeted teacher training, time constraints, and disregard of metacognitive instruction are likely to be obstacles to the efficient implementation of reading strategy-instruction. Furthermore, the COVID-19 pandemic has thrown up several psychological and cognitive learners' difficulties, including decreased motivation and lack of cognitive focus, making the teaching process more challenging. The results imply a need for a revision of teachers' professional development programs and a re-consideration of the elementary EFL courses.
E-Assessment at Jordan&apos;s Universities in the Time of the COVID-19 Lockdown: Challenges and Solutions
Author: Sa'di, Rami A.
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Faculty,Student Evaluation,Computer Assisted Testing,Educational Technology,Online Courses,Technology Uses in Education,Teacher Attitudes,School Closing,Program Effectiveness,Barriers,Educational Needs,Formative Evaluation,Summative Evaluation,Teacher Competencies

This study aims to delineate the observations of instructors at Princess Sumaya University for Technology (PSUT) in Jordan with regards to online assessment of their students in the time of the Coronavirus lockdown. Specifically, the study attempts to find out whether universities are prepared for online assessment during the lockdown and to probe feasible solutions to the challenges that hinder proper assessment in a virtual learning environment (VLE). As the challenges are determined, the study suggests a number of practical solutions. Data on faculty's observations were obtained by means of an online survey. Eighty-three faculty members participated in this study. The findings showed that universities swiftly shifted to e-classes during the lockdown but that they were not adequately primed for an appropriate assessment in an online environment. The findings further showed that instructors were skeptical about the efficiency of remote assessment of their students. In addition, faculty members believed there was still a long way to go with regards to (1) the unavailability of reliable software to preclude academic dishonesty; (2) some faculty being unable to assess their students in VLE as it was their first experience; and (3) formative assessment not having been given enough attention. It is concluded that universities should have an exigency strategy for any sudden future lockdowns. This strategy includes, among other things, intensive e-teaching and e-testing training for faculty, high-tech invigilation and plagiarism software, reliable e-learning platforms with sufficient Internet bandwidth, setting up an e-assessment council at the university level.
The Impact of High School Entrance Examination Competition on Students&apos; Participation in Extracurricular Tutoring in the Compulsory Education Period: An Empirical Analysis Based on the Data of China Family Panel Studies
Author: Xue, Haiping
Date: 2021-00-00
Type: Journal Articles
Subjects: Tests,Competition,High School Students,Student Participation,Extracurricular Activities,Tutoring,Foreign Countries,Enrollment,Predictor Variables,High Schools,Elementary School Students,Middle School Students,Vocational High Schools

We used the Hierarchical Linear Bernoulli Model based on China Family Panel Studies (CFPS) 2016 data and provincial high school acceptance rate data. We explored the relationship between provincial high school entrance examination competition and students' extracurricular tutoring participation during compulsory education. The study found that the high school acceptance rate and occupational high school acceptance rate have no significant effect on the participation rate of students' extracurricular tutoring in the compulsory education stage. However, the high school acceptance rate has a significant positive impact on the participation rate of students' extracurricular tutoring, and there is a heterogeneous effect on the participation rate of students' extracurricular tutoring from families of different social classes. The higher the high school acceptance rate, the greater the probability of students from families with higher social strata participating in extracurricular tutoring. The demonstration high school acceptance rate has a significant negative impact on students' extracurricular tutoring participation rate. It has a heterogeneous influence on students' extracurricular tutoring participation in different school stages and social class families. The education administration department should actively expand high-quality, high school educational resources and increase the demonstration high school acceptance rate. And to increase the number of admissions for the demonstration high school to disadvantaged families with lower social strata to alleviate the pressure of families and students from the high school entrance examination competition. This can not only reduce the participation rate of students' extracurricular tutoring during the compulsory education stage, but also promote the equalization of high-quality high school entrance opportunities for children of different classes of families.
Apparel Tailoring Skill Improvement through Cooperative Learning and Action Research Methods
Author: Suliyanthini, Dewi
Date: 2018-00-00
Type: Journal Articles
Subjects: Needle Trades,Clothing,Patternmaking,Skill Development,Community Programs,Socialization,Cooperative Learning,Action Research,Adolescents,Dropouts,Training,Foreign Countries,Handicrafts

Currently, an integrated train station is under construction in Manggarai, thus resulting several teenagers had to drop out of school due to land acquisition. This community service activity provides skill training and socialization for the drop-out teenager in the age of 16-21 years old in South Manggarai to make apparels. This service, as a part of Tri Dharma activity from Universitas Negeri Jakarta, is the right activity to provide them with some skills and expertise. The strategy to socialize and equip them with skills was cooperative learning, in group work and assignment on how to make simple shirts in Shibori tie-dye pattern. The learning process was conducted with action research of John Elliot's model by going through 3 (three) learning stages on 20 participants. On the first stage implementation result, a number of 4 participants from Shibori tie-dye competent group got 88 or excellent, a number of 3 participants from making apparel pattern group got 8a or satisfactory, a number of 4 participants from basic tailoring group got 85 or good. On the second stage implementation, there were only 2 participants who received a good assessment for tailoring simple woman apparel. Then, on the third stage, a number of 2 participants from tailoring woman apparel group got 85 or good.
Assessing the Performance of Corporate Social Responsibility in Nigerian Universities and Contribution to Development of Host Communities
Author: Iguodala, W. A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Colleges,School Community Relationship,Community Development,Community Needs,College Role,Social Responsibility,Foreign Countries

The objective of Nigerian universities among others, and very important too, is to relate their activities to the social, cultural and economic needs of the people of Nigeria. This presupposes that the Nigerian society expects the universities to continuously adjust curriculum, teaching, and research to meet the needs of society. More than five (5) decades of experiment with university education in Nigeria, many stakeholders, particularly community members where universities are located have expressed disappointment over the seeming poor capacity of universities to perform their corporate social responsibility that raised two research questions and one (1) hypothesis. The population of study comprised all the 64 public universities spread across the six (6) geopolitical zones of the country. A total of six (6) universities representing ten (10) percent of the population constituted the study sample. The universities were stratified according to the six (6) geopolitical zones from which one (1) university each was randomly selected. The North-East geopolitical zone was excluded because of the persisting problem of insurgency perpetuated by the notorious Boko Haram terrorist group. All the officers of the Community Development Associations (CDAs) in the communities where the sampled universities are located serve as respondents for the study. A questionnaire titled: Universities' Performance of Corporate Social Responsibilities Questionnaire (UPERCOSEREQUE) was validated, pilot-tested (r=0.91) and administered on the respondents. The administration of the questionnaire with research assistants nationwide lasted for 8 weeks. Section &quot;A&quot; of the questionnaire collected demographic data while &quot;B&quot; and &quot;C&quot; contained CSR core areas performance and community development indices respectively. Respondents assessed on a 4-point rating scale. Data collected to answer the research questions were descriptively analysed using, means and standard deviation. The result of the analysis revealed among others that the performance of CSR is low. Based on the findings, the study recommended that Nigerian universities should adjust their curriculum, pedagogy, and research to respond to the needs of their host communities
Challenges and Benefits of Web 2.0-Based Learning among International Students of English during the COVID-19 Pandemic in Cyprus
Author: Hassan, Isyaku
Date: 2021-04-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Web Based Instruction,Technology Integration,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Foreign Students,Student Attitudes,Knowledge Level,Technological Literacy,Internet,Cooperative Learning,Independent Study,Affordances,Barriers,COVID-19,Pandemics,Foreign Countries

There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of COVID-19. However, learners require knowledge and skills on how to use Web 2.0- based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the COVID-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the COVID-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.
Challenges of Digital and Teacher Training
Author: Barbosa, Gabriela
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Elementary School Teachers,Graduate Students,Professional Continuing Education,Preservice Teacher Education,Foreign Countries

The broad development of digital technologies (TD) and their ubiquity in actual students are factors that cannot be ignored by the school and teacher. The present students were born in the digital era and wish to find in school rich environments in technology, meeting motivations. It is a school's commitment to ensure and to promote quality and expectations in teaching. It is hoped that teachers organize this pedagogical practice in a coherent and balanced process, using digital as a resource to improve the learning environment. The research shows that a factor influencing teachers' adoption of TD results from the technological experiences included in training programs. Therefore, this study examines how teachers integrate TD in pedagogical practice and how initial or continuing training programs influence this use. The study involved primary school teachers and finalist students of master's degrees in education, and was restricted to TD in the Portuguese class. For data collection, we used online questionnaire survey and interviews. The conclusions highlight how teachers' learning influences the effective integration of TD in class. There is a need for a profound didactic-pedagogical intervention in the initial and continuing teacher training programs, including the knowledge in using TD in school learning.