ethanporcaro/eric-fulltext-meta huggingface dataset:
Foreign Language Teacher Students&apos; Attitudes toward Reading: Implications for Language Teacher Education
Author: Deregözü, Aysel
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Attitudes,Preservice Teachers,Preservice Teacher Education,Second Language Instruction,English (Second Language),German,Majors (Students),Educational Experience,Gender Differences,Undergraduate Students,Public Colleges,Foreign Countries

The study investigates the reading attitude of language teacher students and how reading attitude differs in terms of the variables gender, major, education experience, and level of proficiency. In the study, the Reading Attitude Scale was used which is developed to measure the reading attitudes of teacher students. The scale is implemented to language teacher students studying foreign language teaching at a public university in Turkey. The data were collected from language teacher students with two majors (English and German) during the academic year 2020-2021. The data were analysed by using the PASW Statistics 18.00 program. As the data showed normal distribution, the parametric statistical analyses independent -- samples t-Test and one-way ANOVA were used. The results revealed that language teacher students' reading attitude differs in terms of the variables gender, major and education experience. But in terms of the level of proficiency, there were significant differences just in the category personal and social development. In the other categories, there were no significant differences. Based on the study findings it is suggested to support learners with extracurricular reading activities and materials, which applies to their interests and their preferences of reading texts in a foreign language.
Student Readiness of Colleges: A Qualitative Study
Author: Caldwell, Karen Widger
Date: 2021-08-00
Type: Journal Articles
Subjects: College Readiness,Barriers,Academic Support Services,Student Personnel Services,Student Financial Aid,College Students,College Faculty,Teacher Role,School Personnel,Role,College Environment,Student School Relationship

Using the framework of belonging, this qualitative study explores how one upper Midwestern college engages in student-readiness and explores the disconnects that create barriers to student-readiness. The study investigates 'student readiness' broadly through the literature and more specifically by narrowing efforts to a detailed examination of one college by conducting interviews, observations, and collecting artifacts. The results of the study revealed that the college addressed student readiness differently depending on perspectives of staff/faculty, administration, and students. Three themes emerged after coding and examination of the data: supports, community and disconnect.
Spaced Learning: A Review on the Use of Spaced Learning in Language Teaching and Learning
Author: Noor, Noraini Mohd
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Second Language Learning,Second Language Instruction,Foreign Countries,Computer Software,Neurosciences,Retention (Psychology),Vocabulary Development

Time has contributed to most of our daily activities. In the field of understanding how the human brain reacted to specific learning processes, the neuroscientist supports the impact of having multiple learning sessions with the retention of knowledge. Spaced Learning is a product makes out of human's lack of capacity in retaining information and attempts to reduce the forgetting rate. In exploring the condition of how the human mind works and the chances of forgetting, the demonstration of spaced and massed learning in retaining information is recognized in this paper. This paper is aimed to synthesize information on the foundation of Spaced Learning with a focus on language learning, especially to students in academic institutions in Malaysia. This paper used a qualitative design in analyzing documents from articles whereby these articles are synthesized and analyzed using Microsoft Excel and the conclusion later on drawn from the analyses. Based on the reviews highlighted in this paper, the practicality of spaced learning is proven in enhancing memory retention in which can contribute to positive performance and can help maximize students' language performance particularly to those who engaged in specific fields of knowledge.
Perceived Language Barriers among Foreign Nationals in Turkey
Author: Ashifa, K. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Nationals,Foreign Students,Language Proficiency,Communicative Competence (Languages),Second Language Learning,Turkish,Barriers,Acculturation,Social Life,Foreign Countries

Turkey has been attracting an increasing number of foreigners seeking to work or create a social life in the country over the last few years. Naturally, like with any country, there are some problems that foreigners may encounter in Turkish life due to cultural differences. While these difficulties are not unique to Turkey and there may be obstacles to overcome, Turkish life continues to adhere to international norms. One of the most significant obstacles foreigners face in Turkish day to day life is the issue of communication. The language barrier is the most significant obstacle since it impairs one's capacity to communicate with others, which is necessary for survival. It might generate difficulties for newcomers, such as finding work, acquiring an education, obtaining medical treatment, acquiring housing, and generally surviving. With an increase in foreign mobility to Turkey, adaptation challenges and issues become more prevalent. Adaptation to a new culture occurs on a variety of levels, including social, psychological, academic, and environmental. Adapting properly to a new culture is critical for social and academic success. Adapting to a new culture and way of life, on the other hand, has never been easy. The present investigation came to be signify the various challenges faced by the foreign nationals with language barrier.
Linguistic Hybridization in a Television Talk Show: A Sociolinguistic Analysis
Author: Rahman, A. R. M. Mostafizar
Date: 2021-00-00
Type: Journal Articles
Subjects: Television,Programming (Broadcast),Foreign Countries,Indo European Languages,Video Technology,Language Usage,Language Variation,Sociolinguistics,Verbs,Discourse Analysis,Connected Discourse,Code Switching (Language)

This paper aims to determine the functions of hybridizing languages in the television talk show discourses in Bangladesh. Though hybridization of Bangla is harshly criticized in the media discourses for its alleged pollution of Bangla language, this linguistic practice, which seems to be rampant and pervasive in the society, is demonstrated not only as part of their habitual and natural linguistic behaviour but also to accomplish certain discourse functions. Analysing the video-recorded episodes selected from the archives of &quot;Tritiyomatra&quot;, a popular television talk show broadcasted on Channel i, a privately owned satellite television channel in Bangladesh, this study reveals that the speakers are found to use hybrid Bangla in their talk show conversation for a variety of discourse functions such as to establish cohesion in the discourse, to clarify concepts, to give emphasis and focus on the particular notions, to draw glocal attention, and to make the discussion more topic-specific and relevant. Moreover, the speakers are found to perform these discourse functions through the hybridization of languages very strategically and purposively.
A Systematic Literature Review: Apology and Request Strategies in English by Libyan University Students
Author: Elasfar, Mohammed Abulqasem Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Preferences,Semitic Languages,Native Language,Research Reports,Cultural Influences,Social Distance,Speech Acts,Language Usage,Intercultural Communication,Language Research,Contrastive Linguistics,Undergraduate Students,Foreign Countries

Much research has been done in the realization of apology and request speech act but very few have explored this in the context of Arabic language. We perform a Systematic Literature Review (SLR) process in this paper to gather and analyze studies to identify the diverse apology and request strategies preferred by Arabic learners of English and the influence of culture and social distance on them. The strategies employed and the speech acts along with the native and foreign dialects and pragmatism involved are researched. Following a predefined review procedure, we identified 15 literature papers within the years 2016-2020 presenting research on apology and request strategies preferred by Arabic learners of English. The studies are gathered from various resources and illuminate the apology and request strategies in different contexts. We analyzed the papers to understand the preferred strategy method chosen and the logic behind it. Moreover, this study presents a related discussion and conclusions.
Buginese Ethnomathematics: Barongko Cake Explorations as Mathematics Learning Resources
Author: Pathuddin, Hikmawati
Date: 2021-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematical Concepts,Daily Living Skills,Cultural Pluralism,Cooking Instruction,Ethnography,Specialists,Division,Cultural Education,Foreign Countries,Geometry,Ethnic Groups,Dialogs (Language)

Mathematics is still viewed as a culture-free subject. This forms a negative perception for students on mathematics. Most students assume that mathematics and culture are not related. This may occur because mathematics taught in school is not contextual and far from the reality of everyday life. Historically, mathematics has become a part of daily life. As a maritime nation, Indonesia has a diverse culture. But many teachers are not yet aware of the integration of the culture into mathematics learning. Barongko cake is one of the Buginese cultural heritages. Buginese people have unconsciously been practicing mathematics in making these cakes. Therefore, this research aims to explore activities in making Barongko cakes in the Buginese community that involves mathematical concepts. This research is a qualitative descriptive with an ethnographic approach. The data collection methods are carried out through observation, documentation, interview with an expert in making Barongko cake. This research found that Barongko making process involves mathematics in the concept of division, congruence and similarity, as well as a triangular prism, and half sphere. This cake has the potential to be used as a source of contextual mathematics learning in schools.
A Study of Code-Mixing and Code-Switching (Urdu and Punjabi) in Children&apos;s Early Speech
Author: Ramzan, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Urdu,Indo European Languages,Preschool Children,Language Usage,Speech Communication,Phrase Structure,Sentence Structure,Form Classes (Languages),Contrastive Linguistics,Bilingualism,Audio Equipment,Nouns,Foreign Countries

This research is analytical in nature and a comparative study of code-mixing and code-switching among the children of 2 to 5 belonging to the educated and uneducated background. The focus of the research is how the children mix and switch Punjabi and Urdu at their early age. This study of code-mixing and code-switching in Urdu and Punjabi is found in educated and uneducated children's recordings. Mostly the children mix single word insertion from Punjabi in their utterances during the conversation. They also mix and switch the clauses and sentences of both languages. The main work of this study is to quantify how many insertions of Single Word (Noun Insertion, Adjective Insertion, Adverb Insertion, and Verb Insertion), of Phrase (Noun Phrase, Verb Phrase), of Clause and Sentence (Clause Insertion and Sentence Insertion). Hybridization of Single Word and Synthesis (Modes and Terms of Address, Repetition, Tags, and Fillers) have also been identified. The reason why Punjabi is considered as the study of code-mixing and code-switching with national language is that it is spoken not only at home but also outside in the surrounding of the children in the city of Sahiwal.
Designing PISA-Like Mathematics Task Using a COVID-19 Context (PISAComat)
Author: Nusantara, Duano Sapta
Date: 2021-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Performance Based Assessment,Evaluation Criteria,Secondary School Students,Achievement Tests,International Assessment,Foreign Countries,Integrated Learning Systems,Mathematics Tests,Mathematics Achievement,Formative Evaluation,Computer Software,Computer Mediated Communication,Videoconferencing,Mathematics Skills,Teaching Methods,Student Attitudes,COVID-19,Pandemics,Cooperative Learning,Teacher Attitudes

New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change &amp; relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.
An Analysis and Insight into the Effectiveness of Scaffolding: EFL Instructors&apos;/Teachers&apos; Perceptions and Attitudes
Author: Awadelkarim, Abdelmagid Abdelrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,English (Second Language),Language Teachers,Teacher Attitudes,Second Language Instruction,College Faculty,Foreign Countries,Scaffolding (Teaching Technique)

This study examines the effectiveness of scaffolding in the context of Majmaah University EFL. It does so by exploring the attitudes and perceptions of a randomly selected group of (30) EFL instructors of various backgrounds and degrees. Theoretically, it is informed by a medley of relevant theories and approaches Vygotsky's Sociocultural Theory of Learning, Bakhtin's Dialogism and Habermas' Communicative Rationality. Methodologically, a combination of a questionnaire (23 participants) and focus group discussions (FGD) (7 participants) were employed to collect the data and then analyze it using a pertinent tool for each instrument. The three questions the paper set out to answer were: 1) what are the perceptions and attitudes of Majmaah University EFL teachers towards scaffolding? 2) To what extent are they aware of scaffolding in teaching? 3) What is their attitude for practicing scaffolding in pedagogical contexts?. Even though the analysis largely revealed that the participants practiced scaffolding in some way or the other and that their attitudes and perceptions regarding practical pedagogical scaffolding were exceedingly positive, there were, nonetheless, interesting complexities unveiled all along. Contrary to the seemingly participants' perception of a strong belief of their knowledge of the principles and approaches underlying scaffolding, profound analysis suggests that they, in fact, lack adequate relevant knowledge/competence. The participants appeared less confident of their beliefs when it comes to practical and pedagogical scaffolding. The major contribution of this paper lies in the apparent gap it fills with its narrow focus on the instructors' attitudes and perceptions alongside its innovative employment of focus group discussion (FGD) as an effective research tool.
Factors Influencing Teachers&apos; Intentions to Use Realistic Mathematics Education in Vietnam: An Extension of the Theory of Planned Behavior
Author: Do, Thi-Trinh
Date: 2021-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Instruction,Mathematics Teachers,Secondary School Teachers,Structural Equation Models,Teacher Surveys,Foreign Countries,Teaching Methods,Behavior Theories,Professional Autonomy,Likert Scales,Teacher Characteristics

Although Realistic Mathematics Education (RME) has become familiar to many mathematics teachers, we still have little understanding of the extent to which mathematics teachers are willing to employ RME rather than traditional teaching approaches. Based on the theory of planned behavior, in conjunction with some other factors, including facilitating conditions and perceived autonomy, this study investigated a model explaining the continued intention of mathematics teachers to use Realistic Mathematics Education. A structural equation model was used to access data from an online survey involving 500 secondary school mathematics teachers in Vietnam. The results revealed that while attitude, perceived behavioral control and perceived autonomy have positive significant impacts on intention to use RME, it appears that subjective norms and facilitating conditions do not. These findings are of significance to stakeholders, including policymakers, school managers, and mathematics teachers.
Baltimore and Johns Hopkins University: How Community Voices Offer New Perspectives
Author: Harms, Victoria E.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Community Relationship,History Instruction,Private Colleges,Urban Universities,Undergraduate Students,Community Involvement,Adjunct Faculty,College Faculty,Service Learning,College Instruction,Seminars,Middle School Students,College School Cooperation,Racial Discrimination,Civil Rights,United States History

This case study discusses the development of a community-engaged undergraduate history course on the 1960s at Johns Hopkins University. It speaks to the specific limitations of contingent faculty and the challenges of bridging historically deep divides between a predominantly White institution (PWI) and many surrounding communities. It focuses on structural and individual support, the partners' needs and priorities, students' potential, and the ways elevating community voices can change the narratives about U.S. cities, their past and present.
A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities
Author: Weatherby, Chester
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Mathematics Education,Mathematics Instruction,College Mathematics,Mathematics Tests,Standardized Tests,Learning Readiness,Academic Degrees,Admission Criteria,Placement Tests,Remedial Mathematics,Access to Information,Academic Support Services,Prerequisites,Required Courses

In response to international standardized testing, many countries are examining mathematics education at virtually every level of instruction. Canada is no exception. Declines in mathematics scores in some international standardized tests have raised concerns amongst some stakeholders that a crisis may be unfolding with respect to the readiness of students to study mathematics in university. These results raise questions about the ways in which students are streamed into university mathematics and the supports provided once they begin their studies. Our focus in this research was university-level mathematics education. To mimic how students, parents, counselors, and others are most likely to find information about mathematics programs and support, we engaged in a web-based examination of departments of mathematics at 62 Canadian universities. Our objectives were to examine the types of degrees offered, admission protocols (including types of streaming or placement tests), methods for remedial support, accessibility of online information, mathematics help centers, courses for non-mathematics majors, and access initiatives as a preliminary step in analyzing the broader Canadian landscape in post-secondary mathematics education. Our findings reveal remarkably consistent practices across Canadian institutions. A rethinking of practices may be necessary in order to support those students that appear to be underprepared for post-secondary mathematics.
A Study of One State&apos;s School District Physical Restraint and Seclusion Policies
Author: Van Acker, Eryn Y.
Date: 2021-11-00
Type: Journal Articles
Subjects: School Districts,Board of Education Policy,Discipline,Behavior Modification,Public Policy,Federal Government,State Policy,Educational Policy,Students with Disabilities,Student Rights,Positive Behavior Supports,Prevention,School Safety,School District Size

This descriptive analysis of policy content examined local school district policies on physical restraint and seclusion in one Midwestern state that did not have state legislation on these topics to determine whether districts had policies and, if so, whether their content included recommended principles from the U.S. Department of Education. No previous research has addressed district policies. A maximum variation sample of 90 districts was examined to determine whether policies were in place, whether recommended principles were included, and whether policies varied based on student enrollment. Although almost all districts had policies, many of the federally recommended principles were not addressed across the sample and less than 10% of the district policies indicated that these procedures should only be used in the case of imminent danger of serious injury to self or others. District enrollment size did not affect policy, but the substance of the policy was determined by the districts' policy source from advising attorneys.
Supporting Teacher Candidates&apos; Sense-Making of Field Instructors&apos; Feedback through Co-Constructed Goal Setting
Author: Soslau, Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Goal Orientation,Feedback (Response),Formative Evaluation,Self Determination,Student Teaching

The purpose of this study was to discern if teacher candidates and their university-based field instructors' engagement in co-constructed goal-setting activities would better support teacher candidates' understanding of feedback delivered during post-lesson observation conferences. Data from preliminary and retrospective surveys were compared within and across treatment and control groups. Findings showed that teacher candidates (n = 9) who participated in co-constructed goal-setting activities grew more comfortable discussing their teaching and took on a greater responsibility in guiding the post-observation conferencing discourse and higher rates than control-group participants (n = 9). However, the co-constructed goal-setting protocol did not support a greater understanding of feedback.