ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Expectation and Satisfaction Levels of Tourism Undergraduate Students in ESP: A Longitudinal Study
Author: Özer, Selda
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Vocational English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,English for Special Purposes,Tourism,Teaching Methods,Learning Processes,Expectation,Comparative Analysis,Longitudinal Studies,Likert Scales,State Universities,Foreign Countries,Management Development,Hospitality Occupations

The study aimed at determining and comparing expectation and satisfaction levels of tourism undergraduate students in vocational English course. The research was designed as a longitudinal study, quantitative research design and survey methodology were used to collect data in the study. The data on expectation were collected in September 2017 while the data on satisfaction were collected in May 2019, and paired-samples t test was used to analyze the data. The findings revealed that there was not a significant difference between expectation and satisfaction levels in terms of &quot;objectives&quot;. Nevertheless, the level of satisfaction was higher than that of expectation. There were significant differences between expectation and satisfaction levels in terms of &quot;content&quot;, &quot;teaching-learning process&quot;, &quot;lecturer&quot; and &quot;assessment&quot; in favor of satisfaction. There was not a significant difference between the levels of expectation and satisfaction in terms of &quot;classmates&quot;. However, the level of expectation was higher than that of satisfaction. While &quot;overall&quot; expectation level was medium, &quot;overall&quot; satisfaction level was high and there was a significant difference between the levels of expectation and satisfaction in favor of satisfaction. The results of the research were discussed in the light of the literature and suggestions were made for curriculum developers, lecturers teaching English in general, and English for Specific Purposes in particular, and researchers studying on expectation and satisfaction in language teaching.
Suggestions to Increase Oral Participation in an At-Risk Chilean Public Primary EFL Classroom
Author: Barrios Bulling, Tulio
Date: 2020-03-00
Type: Journal Articles
Subjects: Oral Language,Student Participation,Classroom Communication,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Public Schools,Learning Processes,Disadvantaged Schools,Language Attitudes,Difficulty Level,Elementary School Students,Learning Motivation

The current study inquires about the students' perception regarding their English classes at Escuela Dra Eloísa Díaz, an at-risk public school in Santiago de Chile. How do students value their English classes? What are the difficulties they have to face, and how can teachers increase students' participation are the research question that lead this investigation. Accordingly, the main objectives are to determine the students' perception regarding their English classes, to comprehend the main difficulties they have to face and to provide recommendations to enhance the weaker areas. To achieve the intended aims, the researchers use a mixed-method data collection procedure to gain meaningful information. A quantitative survey to obtain a broad vision regarding several aspects of the English classes at the targeted school, complemented by a focus group and a series of interviews aiming to get more in-depth knowledge qualitatively. After the analysis process, the authors conclude that oral participation is one of the main obstacles students have to overcome in their English language learning processes. Students are conscious of the importance of learning English and the difficulties they have to face. Among them, they recognize a low level in oral participation and the lack of personal effort. Reading is for them the easiest skill to develop, while speaking appears to be the most difficult one. Their perception of the English language learning process seems to be limited, and students clearly associate learning with having fun.
The Effect of Local Arabic Dialects on Learning English Language Pronunciation
Author: Abd Elwahab, Waleed
Date: 2020-03-00
Type: Journal Articles
Subjects: Language Fluency,Second Language Learning,Second Language Instruction,English (Second Language),Semitic Languages,Dialects,Phonemes,Pronunciation,Native Language,Interference (Language),Contrastive Linguistics,Alphabets,Difficulty Level,Error Patterns,Phonetics,Phonology,Pronunciation Instruction,Vowels

Due to the variety of their local dialects and accents, Arab learners occasionally face some problems when pronouncing English letters and phonemes. These pronunciation errors are caused by the influence of native language interference. Each language in any part of the world has its linguistic characteristics and rules that control their pronunciation and even word-formation process, which distinguishes them from those of other nations. Modern linguists described this phenomenon as verbal behaviors because, by the end of a special stage of a child's growth, it becomes as constant customs. As a consequence, generations inherit these verbal qualities from their ancient without having any choices to make a linguistic formation in particular. As they work to develop their English language fluency, Arabic ESL students, for instance, face several pronunciation difficulties such as adding or replacing new phonemes that do not exist in the target language. The linguistic differences between Arabic and English usually have a crucial impact on how simply a learner can study to form the English letter sounds.
Cognition in 21st Century Skills: A Mixed Methods Study
Author: Seitz, Paolina
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Processes,21st Century Skills,Mathematics Education,Alignment (Education),Grade 9,High School Teachers,Curriculum Evaluation,Curriculum Implementation

The teaching of 21st century skills are essential for student learning in our knowledge driven society. Competencies such as critical and creative thinking and their connection with higher order cognitive processes have received attention within the educational community. Teachers are mandated to teach the content and skills reflected in provincial curriculum documents. These curriculum documents should embody the competencies that educators have identified as been important to student learning. In this mixed method convergent design study, we examine the alignment among the intended curriculum, the enacted curriculum and the assessed curriculum in a Patterns and Relations strand from the Grade 9 Mathematics Program of Studies in order to determine the extent to which teachers are teaching and assessing the competencies reflected in the curriculum documents. Results indicate that learner expectations do not clearly identify the cognitive levels and curriculum alignment of the cognitive levels is low (0.073). Recommendations include a clear connection between curriculum documents and cognitive level processes.
Complying with the English Language Curriculum in Turkey: Speaking Activities in Local and International Coursebooks
Author: Tas, Tunay
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Textbook Content,Global Approach,Communicative Competence (Languages),Speech Skills,National Curriculum,Secondary School Curriculum,Grade 9,Learning Activities,Alignment (Education),Foreign Countries

This study aims to investigate whether there is a discrepancy between local coursebooks and international coursebooks in terms of the extent to which they comply with the model of communicative competence depicted in the Turkish foreign language curriculum. Speaking activities in two selected 9th grade English language coursebooks were classified according to the taxonomy developed by Khan and Tas (2019), in which speaking activities are categorised as either pre-communicative or communicative in consonance with which subcomponents of communicative competence they tend to address. Results indicate that the international coursebook is relatively more communicative than the local one, gravitating closer towards the communicative goals stated in the official curriculum. The local coursebook, on the other hand, seems to be dependent more upon pre-communicative activities, hence deviating from a balanced progression of leaners' communicative competence but focusing on their linguistic competence. The difference suggests an arguable advantage in favour of the international coursebook with respect to developing learners' communicative language ability. It is, therefore, discussed that a truly communicative mindset is not only required in preparing the foreign language curriculum but also in writing local coursebooks that are assumed to reflect the goals set out in the same curriculum.
Culture and Language Instruction: Does Turkey&apos;s EFL Curriculum Do Enough to Support Intercultural Awareness?
Author: Çelik, Servet
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Multicultural Education,Cultural Awareness,Elementary School Curriculum,Secondary School Curriculum,Public Education,National Curriculum,Communicative Competence (Languages),Intercultural Communication,Educational Objectives,Foreign Countries

The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the context of English as a foreign language (EFL) education. Thus, attempts have been made to enhance the cultural aspect of EFL learning in Turkey with the current English language curricula for elementary and high schools. To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.
Can You DIG It? Designing to Support a Robust Maker Culture in a University Makerspace
Author: Krummeck, Katie
Date: 2017-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Universities,Educational Facilities Design,Student Centered Learning,Ownership,Learning Experience

As makerspaces are increasingly incorporated into mainstream schooling, it has become important to provide educators and administrators with detailed examples of how to support a robust maker culture within those makerspaces so that student participation and learning are maximized. In this design case, we describe our efforts to design for and support a robust maker culture in a university makerspace, the Deason Innovation Gymnasium at Southern Methodist University. Our focus is on designing the space and the learning experiences that happen within the space to promote a maker culture. To do this, we consider three critical elements: (a) encouraging student ownership, (b) fostering a maker mindset, and (c) showcasing student achievements. To illustrate our design decisions and their impact, we present examples of two types of maker-based learning experiences: (a) real-world design challenges and (b) community design and build challenges. We analyze how each type of challenge supported students participating in a maker culture. We conclude with a discussion of the implications of this design case for individuals interested in supporting a robust maker culture in their own makerspaces.
Challenges and Tradeoffs When Engaging Young Makers with Constructing for Others
Author: Holbert, Nathan
Date: 2017-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Laboratories,STEM Education,Young Children,Toys,Design,Program Implementation,Construction (Process),Active Learning,Student Projects

As makerspaces and fabrication labs enter schools as a means of motivating children to explore STEM fields, the lack of diversity in engineering and computing must be addressed. The Bots for Tots project explores the potential of leveraging deeper values and perspectives in making practices by engaging young children in designing and creating objects for others rather than for themselves. In this design case, we present outcomes from the first Bots for Tots implementation highlighting key design challenges and tradeoffs for (a) encouraging a personal relationship between builders and clients while retaining design complexity, and (b) ensuring productive prototyping while providing materials and tools with which designers are familiar. We also discuss revisions for a second iteration where we leverage an existing mentorship program to ensure close designer-client relationships, and constrain material choices throughout the construction process to encourage participants to focus on function and process during prototyping.
DigiFab Kits: Mini Mobile Makerspace Design in the Arts Curriculum
Author: Knochel, Aaron D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Art Education,Computer Peripherals,Computer Uses in Education,Creative Activities,Shared Resources and Services,STEM Education,Design

Artist educators work in a great diversity of locations from informal community spaces to formal learning spaces in schools and museums. Art educators are exploring modes of transdisciplinary curriculum connecting art to science, technology, engineering, and math (STEAM) to meet the diverse challenges of making and learning. One of the roadblocks to maker forms of education is access to digital fabrication technologies such as 3D printers. To bring digital fabrication to a wider range of arts learning contexts, I designed a mini mobile makerspace that focused on 3D printing that I am calling a DigiFab Kit. As an extension of the concept of the FabLab Classroom model, I share my design decisions and experience of 3D printing in a mobile framework. My development of DigiFab Kits is an exploration of curated object collections that deploy as mobile makerspaces with adaptable curricular concepts appropriate to technology that can be used anywhere there is electricity.
The Intersection between Instructor Expectations and Student Interpretations of Academic Skills
Author: Parlette-Stewart, Melanie S.
Date: 2021-09-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Student Attitudes,Undergraduate Students,Expectation,Self Efficacy,Congruence (Psychology),Learning Strategies,Study Skills,Writing Skills,Information Literacy,Skill Development,Time Management,Course Descriptions,Foreign Countries

Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and information literacy skills in their courses (Cilliers, 2012; Crosthwaite et al., 2006; Mager &amp; Spronken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. This study sought to explore the skills expectations of instructors and whether students are capable of identifying or articulating the academic skills they are required to develop in to succeed in third-year undergraduate university courses. We discovered a discrepancy rate of approximately 63% between instructor and student responses when exploring differences in instructor expectations and student interpretations of academic skills indicated on course outlines. Data from this study suggests that instructors and students do not always share the same understanding of the skills required to complete course work and to be successful in assessments. With the support of learning, writing, and research specialists, instructors can embed academic skill development in the curriculum.
Designing a Makerspace for Pre- and In-Service Teachers
Author: Koole, Marguerite
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Shared Resources and Services,Educational Facilities Design,Workshops,Educational Technology,Stakeholders,Pilot Projects,Computer Peripherals,Printing,Program Evaluation

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and discuss technologies that they could eventually use in their teaching practice. Our endeavor eventually morphed into a space for current teachers, student teachers, technical support staff, faculty members, and interested community members. Having piloted workshops for six months, we are now evaluating our decisions and shaping new approaches for the current academic year. Our main challenges include ensuring inclusivity across age, gender, and culture; adopting suitable facilitation styles; and ensuring the workshops lead to useful discussions of technology and teaching practice.
Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case
Author: Oliver, Kevin M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Study,Online Courses,Shared Resources and Services,Informal Education,Distance Education,Design,Communities of Practice,Course Descriptions,Student Projects

This design case discusses key steps taken to establish a virtual makerspace for students enrolled in an online graduate course on informal learning. Two key design decisions are elaborated around (a) the selection of appropriate projects and packaged materials that distance education students can receive by mail to participate in making, and (b) the choice of an online platform for distance education students to document their design processes for assessment purposes and peer interaction and learning. This design case is relevant to a variety of online communities who may wish to engage in maker activities as well as isolated face-to-face communities or individuals who may not have local mentors to support informal making and could, therefore, benefit from online connectivity to an expert or peer support. To promote replication of the design, materials and community tools to support making among geographically dispersed makers are detailed.
The Perceived Efficacy of Cooperative Group Learning in a Graduate Program
Author: Janzen, Katharine
Date: 2021-09-00
Type: Journal Articles
Subjects: Cooperative Learning,Group Activities,Group Dynamics,Graduate Students,Student Attitudes,Leadership Training,Program Effectiveness,Transformative Learning,Constructivism (Learning),Learning Processes,Gender Differences,Foreign Countries

This paper addresses a gap in the literature about the study of the implementation of cooperative/collaborative group learning, and the assessment of its efficacy in facilitating transformative learning in the context of graduate studies. These topics have been widely discussed in the scholarly literature at the K-12 and post-secondary (college and undergraduate) level for many years, and cooperative group learning has generally been found to facilitate student learning. What has not been addressed is the use of this form of group learning in graduate studies. This paper reports on an intentional model of cooperative group-learning used in a Master of Education in Higher Education program at the Ontario Institute for Studies in Higher Education (OISE) at the University of Toronto. A brief review of the literature that grounds this praxis, the elements of the model used, and a post-hoc analysis of the perceptions of 77 graduate students (90% response rate) surveyed in a case study regarding its efficacy in facilitating their learning are presented. The findings suggest that this model of group-based learning has the potential to enhance the process for transformative learning at the graduate level of education.
MakerSpace to Capstone: Plans and Progress Towards a Integrated K-12 Design Thinking and STEAM Curriculum
Author: Henderson, Tamarah Gal
Date: 2017-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,STEM Education,Elementary Secondary Education,Design,Thinking Skills,Art Education,Integrated Curriculum,College Preparation,Private Schools,Skill Development,Outcomes of Education

Berkeley Preparatory School is dedicated to preparing students for an ever-changing future. From the MakerSpace in Lower Division, to the Elder Digital Lab and the Smith Fabrication Studio in Middle Division, to the Best Design Studio and Lasher Design Studio in the Upper Division, we are focused on providing opportunities for students to imagine, design and create. Our school's vision statement of &quot;Berkeley puts people in the world who make a positive difference&quot; is being weaved into all elements of learning. Technology, making, and design thinking are all valuable skills in creating a mindset to achieve this goal.
Dealing with Turkish EFL Learners&apos; Speaking Anxiety
Author: Tekir, Serpil
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Anxiety,Stress Variables,Classroom Environment,Speech Communication,Performance Factors,College Second Language Programs,Adults,Barriers,Public Colleges,Student Characteristics,Foreign Countries

The study examined the speaking anxiety of Turkish English as Foreign Language (EFL) learners to find out the reasons for their anxiety and to suggest ways to cope with it. For that purpose, qualitative data were collected from 20 Turkish students attending an English Preparatory Program at a state university in central Turkey. Data gathered through semi-structured interviews and were analyzed via inductive coding data analysis techniques and procedures. The results show that some of the potential causes of Turkish EFL learners' language anxiety are inexperience and cultural inhibitions in dealing with the teaching methods used in ELT classes, negative prior experience, differences between the first and target languages, the perfectionist nature of learners, fear of being evaluated, poor command of lexis, limited speaking opportunity, social pressure and social status. The study also offers several suggestions for teachers working with Turkish EFL learners to reduce the anxiety level of their learners.