ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Voices of the Use of Facebook and Instagram in Teaching English in the University Context
Author: Mahmud, Murni
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Student Attitudes,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Learning Processes,Teaching Methods,Computer Software,Foreign Countries

Today the world of social media has immersed in the world of education and influencing the world of the students' activities. It is inevitable that students in many levels of education have been using social media in their life either as students or as interactants in the certain community. Therefore, it is interesting to see the existence of social media among the students. In this study, the researchers highlight the use of social media among the students in the university. This research applied a qualitative research design taking 60 students of English in the universities in Makassar. The data of this research were collected by employing a survey of Google Form and analyzed descriptively and qualitatively. The result of the research shows that the English students in the universities in Makassar gave their positive perceptions about the use of social media. The informants have been using social media in their daily life and also nowadays has applied the social media as a tool of learning English. Some advantages and strategies in using social media in learning English were displayed in this study. Findings from this study will become important input for students themselves in the university context and also as beneficial information among the university practitioners in order to make use the social media in the university not only as communication tool but also as learning and teaching tools.
Leveraging Bamboozles and Quizziz to Engage EFL Students in Online Classes
Author: Saud, Syukur
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Teaching Methods,Language Teachers,Comparative Analysis,Computer Games,Writing Instruction,Learner Engagement,Language Proficiency,Online Courses,Learning Processes,Foreign Countries,Undergraduate Students

In creating a comfortable English learning atmosphere, the impressions of students and lecturers are crucial. Leading the students to be happy in learning is one of the big challenges for the lecturer. The aim of this study is to find out how students and lecturers feel about online learning by using gamification. It investigated how the students engage in the classroom. The method of this study is quantitative research and used pre-experimental design to investigate the impact of inserting the gamification (bamboozle and quizziz) in teaching academic writing for English Education study program students. 42 students from the fourth semester of the English Education study program academic year 2020/2021 at Universitas Negeri Makassar participated in this study. Pretest posttest, and questionnaires were employed in the data collection process. The study's findings suggested an impact of gamification (bamboozles and quizziz), which is highly effective in boosting students' engagement, motivation and English proficiency. The students were enthusiastic and engaged in learning Academic writing by using gamification. The findings of this study are expected to aid teachers and lecturers in gaining insights and prior knowledge when designing ELT models for online class. It is also intended to provide feedback on how to enhance the online learning process.
English Children Literature for Exploring Immigrant Identity in a Language Classroom
Author: Sairattanain, Jariya
Date: 2022-00-00
Type: Journal Articles
Subjects: Immigrants,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Childrens Literature,Case Studies,English Language Learners,Self Concept,Cultural Awareness,Refugees,Acculturation,Learning Motivation,Immigration

The purpose of this article is to propose a possible way to integrate cultural knowledge into English teaching by using children literature. It also presents an alternative method for researchers to investigate personal identity by using a character from literature as a case study. The article also offers an example of an exploration of the main characters' identity in Jasmin Warga's Other Words for Home. The story represented a life of a twelve-year-old girl from Syria who left behind the war torn city order to live in United States. Her identity formation process was analyzed through the theory of Symbolic Interactionism. Themes found from her journey of moving into new culture included &quot;self as an English language learner&quot; prior to moving to the United States and &quot;self as an immigrant&quot; was presented when she entered American society. her This teaching method might be useful in promoting English learners to become integratively motivated which can be achieved by understanding the cultural and ideological aspects and by developing a cross-cultural awareness of the how to become part of community that speak the target language.
EFL Slow Learners&apos; Perception in Speaking with Authentic Multimedia Assisted Language Learning
Author: Yulian, Ryani
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Speech Communication,Student Attitudes,Scoring Rubrics,Oral Language,Vocabulary Skills,Inclusion,Higher Education,Authentic Learning,Multimedia Instruction,Grammar,Language Fluency,Usability,Teaching Methods,Instructional Effectiveness,Foreign Countries,Assistive Technology,Students with Disabilities,Undergraduate Students,Public Health

The proliferation of assisted technology has been widely used in language learning, but this should be able to accommodate inclusive language learning which has become an important issue in today's English language teaching and the higher education landscape in Indonesia. This study examined the perception of EFL slow learners in terms of the integration of an inclusive technology with authentic multimedia-assisted language learning (AMALL). It discovered the impact of authentic multimedia-assisted language learning on their speaking performance. This study also examined the perceived benefits of this technology for language learning. A mixed-method sequential exploratory was employed to examine students' perception of EFL slow learners in speaking performance. A sample of 30 EFL learners was selected purposively to participate in this study. The study also probed the impact of the technology by comparing the results of the pre-test and post-test of the students' speaking performance based on the analytic oral language-speaking rubric namely speaking, fluency, structure, and vocabulary. The findings of the study reveal that students perceived authentic multimedia-assisted language learning provide some advantages in terms of usefulness, easiness, and effectiveness for speaking skill. The results also provide entailment for research foci in the future.
A Meta-Analysis of Language Policy on Bilingual Education in Indonesian Universities: Implication for Multicultural Education and Internationalization
Author: Abduh, Amirullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Meta Analysis,Longitudinal Studies,Bilingualism,Language Planning,Higher Education,International Education,Policy Analysis,Educational Policy,Self Concept,Cultural Pluralism,Universities,Language of Instruction,Indonesian,Foreign Countries,English (Second Language)

The study aims to portray the implementation of bilingual language policy and its implications for multiculturalism and internationalization of higher education. The meta-analysis research design enables the researchers in this study to search the available published public documents that are relevant for this study. The result of the study indicates that the implementation of language policy on bilingual education in higher education contexts facilitates the preservation of local and national identities, fosters multicultural pedagogical interaction, and supports the internationalization of universities. This study recommends further in-depth investigation in a multicultural setting with longitudinal approach.
Gendered Entrepreneurship Education and the Fear of Failure
Author: Guelich, Ulrike
Date: 2022-07-00
Type: Journal Articles
Subjects: Gender Differences,Entrepreneurship,Fear,Failure,Foreign Countries,Innovation,Adults

Studies on the impact of innovation for entrepreneurship indicate that innovation is important to foster businesses through new or improved services, products or processes. However, from a gender perspective, lack of competitiveness and innovativeness has proven to destructively affect entrepreneurs, which in many cases led to failure. There is a gap in literature on the necessity for entrepreneurship educators for a gendered educational approach, targeting the perceived fear of failure and its impact on entrepreneurial innovation. Using Global Entrepreneurship Monitor data from 1,668 entrepreneurs in Thailand, this study explores if entrepreneurs innovate in new or improved services, products or processes despite fearing to fail in their businesses: Does this differ by gender, change over time from a start-up to an established business and to which extent can this be influenced by knowing other entrepreneurs? The findings indicate that the moderating effect of knowing an entrepreneur considerably increases innovativeness by impacting fear of failure for both genders in early-stage ventures and for women in established businesses, thus reducing the fear's negative relationship to uncertainty, risk-taking and in series constraining entrepreneurial activity. Entrepreneurship education can help overcome fear of failure and in series lead to more innovative products, services and processes.
Analyzing Reading Errors among Dyslexic Students According to the Dual-Route Model
Author: Al-Natour, Mayada
Date: 2022-07-00
Type: Journal Articles
Subjects: Dyslexia,Error Patterns,Reading Ability,Orthographic Symbols,Phonology,Semantics,Recognition (Psychology),Arabic,Elementary School Students,Grade 4

This study aimed at analyzing reading errors in the Arabic language among the dyslexic students based on the dual-route model for reading as well as determining the subtypes of dyslexia according to the reading errors manifested by the dyslexic students. The study sample consisted of eighty students divided equally between dyslexic and non-dyslexic students from the same age category. The dyslexic group were distributed into six students with surface dyslexia, four with phonological dyslexia, five with deep dyslexia and twenty five dyslexic students weren't identified in any of the above-mentioned types, accounting for (62.5%) of the total dyslexic sample. A battery of three domains was developed (reading errors, orthographic and phonological abilities and semantic abilities) with ten subdomains comprising of 200 items. A simple regression method and MANOVA were used for analysis. Results showed that students with surface dyslexia demonstrated visual errors in recognizing words, whereas the students with phonological dyslexia demonstrated phonological errors. However, the students with deep dyslexia mainly displayed semantic and phonological errors. Further implications were discussed.
An Investigation into English-Majored Students&apos; Self-Assessment of Their Speaking Performance
Author: Anh, Khau Hoang
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Majors (Students),College Students,Self Evaluation (Individuals),Speech Skills

Self-assessment with corrective training has been long seen crucial in helping learners improve their own work. This study investigates a group of 28 English-majored students' self-assessment of their Speaking performance at the end of a Speaking course at a university. First, the study explores their knowledge of the speaking test and then it provides them with 11 meetings of training on and practising using a speaking rubric which centres on the four grading criteria: Fluency and coherence, Pronunciation, Grammatical range, and Lexical resources. The participants' perception about their speaking performance after they took the speaking test is also explored. Finally, two examiners are employed to rate these students' speaking performance. The results revealed that the participants were found to be knowledgeable about the requirements in doing the test. Then, for their self-assessment on their test performance, they used the trained rubric to help them rate their work quite well, which highly correlated with the result of the teachers' rating which was also correlated with the average score of the two raters. The students' perceptions about their ability to perform these four Speaking grading criteria after taking the test also unveiled a strong connection to their overall self-assessment result.
In-Depth Examination of Attitudes towards Distance Education in Students Attending a Special Education Preparation Program
Author: Koustriava, Eleni
Date: 2022-07-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Online Courses,Special Education,Preservice Teachers,Age Differences,Gender Differences,Adults,Foreign Countries,Teacher Education,COVID-19,Pandemics,School Closing

Students' attitudes towards Distance Education (DE) could easily affect a relative program's success, as well as participants' satisfaction. This is why a DE provider should examine future or current participants' attitudes. The aim of the present study was to examine the attitudes towards DE in the context of an online program on the field of special education. Six hundred and ninety-one participants answered a questionnaire of 22 items and 3 subscales concerning attitudes. The results revealed slightly positive attitudes (as a whole) towards DE, slightly positive attitudes as far as the affective component was concerned, definitely positive attitudes regarding their beliefs about DE and their intention to participate in a DE program, and negative attitudes towards DE when it was compared to the traditional model. Moreover, the analysis revealed no possible impact of age and gender on participants' attitudes. Findings of the present study could be very useful in planning DE programs for special education teachers/trainees.
Examining the Relationship between Mobbing and Organizational Cynicism
Author: Ayik, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Bullying,Teacher Attitudes,Secondary School Teachers,Negative Attitudes,Interpersonal Relationship,Foreign Countries,Behavior,Work Environment,Affective Behavior,Correlation

In this study, the relations between the experience level of bullying behaviors and organizational cynicism are explored, using the views of teachers. The study group comprised 235 teachers working in state secondary schools in the Meram municipality of Konya during the 2017-2018 academic year. The Negative Act Questionnaire-Revised and Organizational Cynicism Scale were used to collect the data. In this descriptive study,standard deviation, mean, Pearson product-moment correlation coefficient, and multiple linear regression analyses were used in the analysis of the data. It was observed that the levels of exposure to mobbing behavior and organizational cynicism of the participants in the study were low. It was furthermore shown that the dimensions (personal bullying, work-related bullying, and physical intimidation) of negative act questionnaire-revised have a positive and significant relation with all dimensions of organizational cynicism scale. According to the results of regression analysis, it was determined that the cognitive and affective dimensions of organizational cynicism scale are significantly and positively predicted by the personal bullying and work-related bullying dimensions of negative act questionnaire-revised, and all dimensions of negative act questionnaire-revised predict the behavioral dimension of organizational cynicism at a significant level. According to the results obtained from the research, as the levels of teachers' exposure to mobbing behaviors decrease, their organizational cynicism levels also decrease. Exposure to mobbing behaviors has a strong predictive effect on organizational cynicism.
Impact of Parental Migration on Education and Behavioural Outcomes of Children Left behind in Southern Wollo
Author: Tesfaw, Getnet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Parents,Migrants,Parent Child Relationship,Outcomes of Education,Child Behavior,Behavior Problems,Screening Tests,Questionnaires,Teachers,Social Isolation,Psychological Patterns,Student Motivation

The migration of parents is believed to be for the sake of children and families left behind. However, its impact on children left behind has been overlooked in Southern Wollo, Ethioipia. The impact of parental migration on the education and behavioral outcomes of children left behind has to be investigated in the migration-prone area. The objective of this study was to examine the impact of the migration of parent(s) on the education and behavioral outcomes of children left behind. A total of 622 children of migrating parents and children living with both parents were selected for this study. Data were gathered by using a strength and difficulty questionnaire (SDQ) from children of non-migrating parents and children whose either one or both parents migrated abroad in two weredas of southern Wollo, Ethiopia through the use of a stratified sampling method. Morover18 teachers were selected for an interview and focus group discussion to explore their perception of the influence of migration on the education and literacy of children. The results found that the mean score of LBC with parental migration was 15.86 (SD= 3.18) as compared to children living with intact families with a mean score of 12.06 (SD=3.20). The results of the study demonstrated that a significant mean difference was found between children of migrating parents and children living with both parents (F(1,620)= 219.25, p&lt;0.01). Interview and FGD results also demonstrated that children experienced isolation, longing, sadness, and lack of motivation in schooling following their parents' migration. To mitigate the problem families, government, and non-government organizations that have a stake in children well-being and education that can be affected by migration should discharge their responsibilities accordingly. It is necessary to look at the hidden costs of parental migration on children left behind.
Empirical Validation of a Model for Predicting Students&apos; Sense of Belonging and School Engagement as a Function of Classroom Management Practices
Author: St-Amand, Jérôme
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 9,Group Membership,Interpersonal Relationship,Learner Engagement,Classroom Techniques,Group Unity,Middle School Students

Over the last two decades, several studies have overlooked at-school belonging and engagement, two dimensions that are associated with several positive outcomes. However, the relative influence that contexts and interventions may have on these components has received much less attention. In this study, school belonging and engagement were examined as a function of the implementation and application of classroom rules. The study took place in two Moroccan schools, and participants were 238 students from 9th grade (101 boys, 137 girls; M[subscript age] = 15.1) living in the cities of Casablanca and Témara. They all completed a questionnaire that allowed to measure their belonging and engagement in conjunction with the manner in which rules are implemented and applied. Correlational and structural equation modeling methods were used to analyze the aforementioned relationships. Results showed that implementation of classroom rules had a positive effect on school belonging, which, in turn, had a positive effect on school engagement. These results indicated the need to conduct further empirical research to measure the contribution of classroom management practices on school belonging.
Adaptability, Personality, and Social Support: Examining Links with Psychological Wellbeing among Chinese High School Students
Author: Holliman, Andrew
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Adjustment,Personality Traits,Boarding Schools,High School Students,Mental Health,Well Being,Social Support Groups,Student Attitudes,Life Satisfaction,Neurosis,Extraversion Introversion,Correlation,Emotional Disturbances,Foreign Countries

The first year of boarding senior high school marks a period of great change for students. The extent to which students are able to adjust to successfully navigate this change (adaptability) likely has an impact on their psychological wellbeing. It has also been theorized that students' personality traits and perceived social support may impact upon their adaptability and, directly and/or indirectly through adaptability, influence their psychological wellbeing. However, the literature examining independent and mediating effects of adaptability on psychological wellbeing is sparse particularly among students from non-Western cultures. In the present study, 102 grade-one high school students in China, were surveyed for their personality, perceived social support, adaptability, and psychological wellbeing (life satisfaction, mental well-being, and psychological distress). Findings showed that adaptability (along with neuroticism, extraversion, and social support) made a significant independent contribution to students' psychological wellbeing. Further, adaptability was found to fully mediate the relationships between personality (conscientiousness and neuroticism) and psychological wellbeing, and to partially mediate the relationships between extraversion and psychological wellbeing, and social support and psychological wellbeing. These findings have important theoretical and practical implications for researchers and educators who are seeking to support students' adjustment to boarding senior high school.
Process Skill and Student&apos;s Interest for Mathematics Learning: Playing a Traditional Games
Author: Kamid, Kamid
Date: 2022-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Student Interests,Student Attitudes,Geometry,Game Based Learning,Folk Culture,Culturally Relevant Education,Grade 4,Elementary School Mathematics,Foreign Countries,Problem Based Learning

The urgency of doing this research is as an innovation for educators to be able to make efforts to preserve local wisdom in the form of a traditional kite game by implication it in mathematics lessons that can make learning activities fun. The purpose of this research is to introduce and preserve traditional games which are the heritage of the Indonesian nation by implementing and integrating the traditional kite game into mathematics learning in geometry material in the fourth grade of Primary school. The sample used is students with a total of 80 active students. This study uses a mix method research with explanatory design with SPSS 25 which examines the descriptive, differences, and relationships of students' interests and attitudes towards learning mathematics on geometry material that is integrated with the traditional kite game. The results of the statistical T-test of product and service solutions show that each school has different interests and process skills for each student. by doing a correlation test it was found that there was a relevant relationship between students' interest in learning in process skills. So, the implications of this research are to foster better interest and skills in students with educators being able to make learning fun through the traditional game of kites.