ethanporcaro/eric-fulltext-meta huggingface dataset:
Landing Error Scoring System for Screening Risk Scores among Elite-Youth Soccer Players
Author: Salci, Yasar
Date: 2021-00-00
Type: Journal Articles
Subjects: Screening Tests,At Risk Persons,Injuries,Adolescents,Athletes,Team Sports,Psychomotor Skills,Maturity (Individuals),Scores

Identifying the risk of anterior cruciate ligament injury is very important for the careers of elite players. When identifying risk factors, effective, easy, valid, reliable methods applicable to a large number of participants should be used. The purpose of this study was to compare the landing pattern of elite-youth soccer players using the landing error scoring system (LESS) which is a valid and reliable qualitative screening method. 95 volunteer elite-youth soccer players (U19, U17, U16 &amp; U15) between the ages of 14 and 18 participated in this study. Jump-landings were recorded by two camcorders from sagittal and frontal planes. These records were replayed and scored by a trained rater on LESS score sheets. There were statistically significant differences in LESS scores among the soccer age groups (p = 0.00). Post-hoc analysis demonstrated significant differences between U19 and U17 (p = 0.00), U17 and U15 (p = 0.00) and U16 and U15 (p = 0.01) soccer players. The best LESS score was found in U17 players and U15 players had the weakest score. The higher LESS score of the U15 players may be related to the neuromuscular control ability however, more evidence is needed to confirm the potential influence of age categories on LESS scores.
Reflections of the Distance Education Process on Higher Education: A Probability Course Example
Author: Kuzu, Çigdem Inci
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Higher Education,Electronic Learning,Probability,Mathematics Education,Preservice Teachers,Undergraduate Students,Knowledge Level,Concept Formation,Student Satisfaction,Barriers,Internet,Public Colleges,Test Reliability,Foreign Countries

Evaluating the effects of the Coronavirus (COVID-19) pandemic on distance education applications in higher education is important for future practice. In this context, the aim of the study is to determine preservice mathematics teachers' conceptual-procedural knowledge level competencies and general thoughts about distance education in the distance education probability course in the department of mathematics teaching. In the study, a questionnaire consisting of 18 questions was prepared in the light of the literature as a data collection tool for 52 preservice mathematics teachers who took the probability course with distance education in the 2020-2021 academic year. After the implementations, one-to-one interviews were made with the lecturer conducting the course. The data of the study were analysed with the descriptive analysis method. As a result, it was determined that the conceptual-operative knowledge of the preservice mathematics teachers in the probability course in the distance education process was at a medium level. Although it was determined that the participation in online lessons was quite low compared to the lessons taught face-to-face, the preservice teachers mostly followed the lessons from asynchronous recordings, but there was no low performance or unwillingness in the preservice teachers who attended the lessons online. It has been determined that the biggest problem with distance education is the internet access and the low reliability of evaluation process. To increase the reliability, it has been determined that the transition to camera-controlled exams and the use of the safe exam browser (SEB) have been introduced.
What Kind of a Physical Education Teacher: A Pedagogue or a Coach?
Author: Inan, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teacher Role,Athletics,Teacher Competencies,Movement Education,Teacher Education

This compilation is made to discuss physical education concepts, applications and teachers and their places in education systems in the world and Turkey. In the developing and changing world, movement education, sports and physical activity have become a part of human life. The effort to act in a more qualified way has always found its place in both daily life and education. Movement, physical education, and gymnastics activities within the education system that started in 17th century Europe and spread to the world will continue to search for direction. Today, when digitalization is constantly revising human life, it emerges as a result of revising the quality problem of physical education teachers. It may be suggested to train physical education and sports teachers who have gained competence by integrating mechanical muscular skills with metacognitive skills.
STEAM Education Using Design Thinking Process through Virtual Communities of Practice (STEAM-DT-VCoPs)
Author: Jantakun, Thiti
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Design,Communities of Practice,Computer Mediated Communication,Creativity,Professional Personnel,Internet,Cooperation,Knowledge Management,Innovation

The objectives of the study are 1) to design STEAM education using Design Thinking Process through Virtual Communities of Practice (STEAM-DT-VCoPs), and 2) to evaluate the designed STEAM-DT-VCoPs. It divides the research procedures into two phases. The first phase is to design STEAM-DT-VCoPs, and the second phase is to evaluate the STEAM-DT-VCoPs. The sample group of this study comprises fourteen experts selected by purposive sampling. The arithmetic mean and standard deviation analyzed data. The research findings are: 1) The STEAM-DT-VCoPs comprise three steps are 1.1) the role of virtual communities of STEAM practice 1.2) Design Thinking Process through Virtual Communities of Practice, and 1.3) the various disciplines in STEAM education. 2) The experts agree that STEAM-DT-VCoPs is the highest level of appropriateness.
Rediscovering Feedback and Experiential Learning in the English-Medium Instruction Classroom
Author: Kim, Jeongyeon
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Formative Evaluation,Experiential Learning,Language of Instruction,Content and Language Integrated Learning,Second Language Learning,English (Second Language),Instructional Effectiveness,Student Satisfaction,Undergraduate Students,Entrepreneurship,Engineering Education,Business Administration Education,Comprehension,Foreign Countries

The worldwide proliferation of English-medium instruction (EMI) in the higher education sector has compelled researchers to investigate the implementation challenges faced by teachers and students in such contexts. However, very few studies have focused on changes in pedagogical approaches to enhance EMI teaching and learning. This explanatory mixed-methods study aimed to examine the value of two pedagogical practices, i.e., formative feedback (FF) and experiential learning (EL), used in an entrepreneurship course in a science-and-technology EMI university in South Korea. The findings of a survey of the 352 business and engineering students enrolled in the course revealed that learners who engaged in extensive FF and EL activities (treatment group) had significantly better self-perceived subject comprehension, motivation, and overall satisfaction with the course than their counterparts who were taught in a lecture-type environment (control group). The analysis of the focus group interview data confirmed that learners perceived these pedagogical practices as effective in promoting the simultaneous acquisition of knowledge of the subject and English language skills, which is the most desirable outcome in an EMI class. This study paves the way for more rigorous research on EMI pedagogy.
Analyzing Workplace English Communication Use and Needs: Insights from Korean Corporate Employees
Author: Kim, Sun-Hee
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Employees,Business Communication,Needs,Business English,Foreign Countries,Workplace Learning,Intercultural Communication,Writing (Composition),Speech,Speech Communication

Despite the ever-increasing use of English in international business encounters, there seems to be comparatively little attention given to the interface between actual workplace communication and language programs in terms of identifying and meeting learners' needs. To fill that void, the present study reports on the routine communicative practices in English of fifty-one Korean corporate employees. Insightful data from the so-called 'domain experts' who use English on a regular basis were obtained through an online survey with eight participants invited to a follow-up telephone interview. Based on the types of needs operationalized in the study, the findings imply that there indeed exist different dimensions of needs. The study indicates that transactional and non-transactional communicative genres were both important but to a different extent with each genre being assessed differently according to their profession. Lastly, implications regarding the importance of incorporating needs analysis as a key process that requires constant reexamination of language programs concerning workplace communication is discussed.
Watch Your Partner&apos;s Behaviors: Motivation Contagion in L2 Pair Work
Author: Hiromori, Tomohito
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Second Language Learning,Student Behavior,Group Activities,Foreign Countries,College Students,Task Analysis,Priming,Expectation,English (Second Language),Group Dynamics

Amid the increasing popularity of task-based language teaching, task motivation is considered one of the keys to success, but motivational influence among learners has not been sufficiently addressed in the literature. The purpose of this study is to investigate the process of motivation contagion in language learning pair work. Specifically, it tests the hypothesis that motivation contagion in pairs occurs either by observing the motivational orientation of the partner (i.e., priming), or as a result of the perceived expectations of the learning task (i.e., expectancy formation). A total of 140 Japanese university students worked in pairs on a picture description task. The analysis of the post-task questionnaires indicated that motivation contagion occurred both by priming and expectancy formation, but the impact of the latter was more significant. It was also found that highly motivated learners were strongly affected by expectancies about the quality of task involvement and interpersonal relations, while less motivated learners were influenced more by their partners' motivation levels. Through the learners' retrospective accounts, we also found that mutually supportive attitudes and behaviors play an essential role in boosting motivation contagion. The findings provide pedagogical implications for designing dyadic activities that can help learners motivate each other.
Promoting Expanding Circle Englishes: Student Perceptions of the Korean Variety of English and an English as an Intercultural Language Classroom Strategy
Author: Green, Randy
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Foreign Countries,Student Attitudes,Language Usage,Class Activities,Undergraduate Students

The purpose of this study is to identify the perceptions of 30 Korean university students majoring in English on the use of the Korean Variety of English (KVE) as well as on a class activity that promotes its use. Designed within the framework of the English as an Intercultural Language (EIcL) paradigm (Green &amp; Lee, 2018), which is supportive of the use of localized versions of English, the activity involved having participants re-write a story that uses &quot;inner circle&quot; English to a story that uses KVE. This activity was aimed at increasing students' awareness of KVE and raising issues related to its use in the context of World Englishes. The findings revealed that the participants demonstrated a substantial awareness of many lexical forms of KVE but had less awareness of grammatical features of KVE. Regarding the legitimacy and use of KVE, a variety of opinions were expressed by the participants but the majority had negative perceptions overall; however, most participants felt the use of KVE was appropriate in certain circumstances. The majority of participants had positive perceptions of the activity used for this study. The implications of the study for both EFL learners and educators are discussed.
The Actual Learning State and Perceptions of General English Learners in an Online Class at a Korean University
Author: Kim, Gyeong-Hye
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Lecture Method,Second Language Instruction,Second Language Learning,English (Second Language),Outcomes of Education,Student Satisfaction,Time Factors (Learning),Assignments,Barriers,Interpersonal Communication,Learner Engagement,Teacher Student Relationship,Communication Problems,Educational Environment

This paper aims to lay the groundwork for better online lectures based on a survey given to students in general university English classes on their learning states and perceptions of online classes. The online classes were conducted as non-face-to-face recorded lectures at a university in Gyeonggi, Korea, during two consecutive semesters in 2020. Ninety learners were surveyed and the questionnaire consisted of 32 questions in three parts. The results showed that the places where learners took online classes and the methods they used were similar, but the time, frequency, duration and strategies used for classes varied. When asked about their perceptions of online learning, learners were generally satisfied with the learning hours set by the school, but pointed out the long hours required for assignments, the inability to communicate with classmates, the laziness of classmates, confusion due to various platforms being used, and other technical problems. The survey also showed that communication problems between instructors and learners have been solved to some extent, but communication problems between learners are still unresolved. The results imply that it is necessary to manage learners having a difficult time with self-directed learning due to a lack of concentration, since self-directed learning skills eventually lead to educational gaps between learners. Some implications for online classes are suggested.
Sharing the Construction of Assessment Rubrics with Students: A Model for Collaborative Rubric Construction
Author: Morton, Jason K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Grading,Student Evaluation,Feedback (Response),Models,Evaluation Methods,Higher Education,Design,College Students,College Faculty,Teacher Student Relationship,Cooperation

Traditionally, rubrics were used simply as grading tools to provide marking frameworks that were transparent to students. More recently, rubrics have been promoted as educational tools to inform students of good practice with the assumption that they engage with these rubrics to guide their learning. However, some tensions arise from this approach, including the assumption that students actually engage with assessment rubrics and, most notably, whether students understand the purpose of rubrics and the language used within. In response, this paper promotes the practice of teachers involving their students in the co-construction of rubrics by presenting a &quot;Model of Collaborative Rubric Construction.&quot; This Model was informed by an extensive literature review, advice from international assessment experts, and both qualitative and quantitative data from students and teachers who worked in partnership to co-construct and use assessment rubrics across three higher education institutions. The Model, structured as three-tiers, offers background information about rubrics and their co-construction, strategies to guide collaboration in the rubric co-construction process, and shared scholarship associated with the project (i.e., research methods, recommendations for practice, and relevant references and publications) in which the Model was developed.
Relative Contribution of Self-Efficacy and Motivation to Chinese Learners&apos; Autonomous English Learning
Author: Li, Nanyun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Student Motivation,English (Second Language),Second Language Learning,College Students,Independent Study

The present study aims to explore the relationships among self-efficacy, motivation, and autonomous English learning for Chinese learners. Questionnaires were administered to collect data on self-efficacy, motivation, autonomous English learning, and the English proficiency of 1,605 university students from eight universities in southern and northern China. The participants were divided into groups according to their scores of autonomous English learning: low scores group (LSG), medium scores group (MSG), and high scores group (HSG). Descriptive statistics, one-way ANOVA, MANOVA, correlation analysis, and regression analysis were used to analyze the data. The results of the analyses showed that autonomous English learning was strongly correlated with both self-efficacy and motivation. Among the motivational components, L2 learning experience and ideal L2 self were more closely correlated to autonomous English learning. In addition, the results of regression analysis confirmed that self-efficacy, L2 learning experience, ideal L2 self, and integrativeness had positively predictive effects on autonomous English learning, and that autonomous English learning had a significant predictive power on the English proficiency of Chinese learners. Finally, some implications to effectively enhance autonomous English learning and the English proficiency of Chinese learners are provided and some suggestions for future research are given.
Supporting Students&apos; Academic Literacies in Post-COVID-19 Times: Developing Digital Videos to Develop Students&apos; Critical Academic Reading Practices
Author: Baker, Sally
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Video Technology,Undergraduate Students,Student Satisfaction,Teacher Attitudes,Learning Analytics,Learner Engagement,Instructional Effectiveness,Critical Reading,Academic Language,Multiple Literacies,Required Courses,Intellectual Disciplines,Social Science Research,Research Methodology,Research Training,Urban Universities,Foreign Countries

While embedding Academic Language and Literacies (ALL) instruction in discipline-specific courses is known to be effective, it is difficult to enact across the siloed university. Moreover, the move to online/ remote delivery during COVID-19 has necessitated greater focus on the development of online supports. This article reports on an effort to embed digital ALL support in a mandatory social research methods course, which we argue is particularly suited to academic literacies instruction. A series of digital videos were created to complement a literature review assignment, and were evaluated using video analytics, end-of-course student surveys, and individual interviews with tutors. Quantitative analysis of viewing patterns demonstrated that the majority of students accessed the videos multiple times, while qualitative data suggest that students generally had positive responses to the videos. However, thematic analysis of interviews with tutors showed that while they considered the content helpful, they also had reservations about the length and use of the videos. These findings clearly demonstrate the extent of the unmet need to integrate these types of approaches into undergraduate courses. We also argue that if universities wish to maintain currency in a shifting, globalised world, they must do more to foster the types of collaborative partnerships that facilitate effective ALL instruction in undergraduate coursework. These findings carry particular relevance for teaching and learning literacies in the wake of COVID-19, because digital video has become even more integral to higher education.
Prosodic Information in the Resolution of Relative Clause Attachment Ambiguity in L2 Sentence Processing
Author: Kim, Hyun-Jin
Date: 2021-00-00
Type: Journal Articles
Subjects: Suprasegmentals,Second Language Learning,Sentences,Language Processing,Native Speakers,English (Second Language),English,Preferences,Korean,Ambiguity (Semantics),College Students

This study investigates the nature of L2 sentence processing mechanisms by examining whether or to what extent the sensitivity to prosody would affect the resolution of relative clause attachment ambiguity. The study examines how native speakers of a high attachment language would resolve the attachment ambiguity of their second language which has the opposite preference. Twelve Korean-speaking L2 learners of English and twelve native English speakers participated in a listening task to examine the effect of different types of prosodic information, such as prosodic boundary and focal prominence, along with a silent-reading task. The results showed that L2 learners' high attachment preferences in English were consistent in both tasks, but the focal prominence factor reinforced this preference in the listening task. The findings suggest that L2 learners' parsing routines generally followed their L1-specific high attachment, and this default preference was reinforced by convergent prosodic prominence and intonation contour. Emphasizing that L2 sensitivity to prosody reflects a specific modular organization, the study argues that an L1-induced default projection in processing of relative clause attachment can be enhanced or reduced by specific accentual patterns in L2 sentence processing, without the need to claim shallow processing of L2 learners.
Struggles with Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study
Author: Teunissen, Theodora
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Medical Students,Medical Education,Student Attitudes,Gender Differences,Sex Stereotypes,Career Choice,Goal Orientation,Sex,Gender Issues,Career Planning

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students' subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes. Three major themes were identified. (1) Students' self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students' goal orientedness in learning about sex/gender. (3) Students' struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.