ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Perceptions of Supporting Students Placed at Risk Socially and Emotionally through a Virtual Writing Camp
Author: Kreamer, H. Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,At Risk Students,Well Being,Social Development,Emotional Development,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Electronic Learning,Writing Instruction,Summer Programs,Camps,High School Students,Low Income Students,Communities of Practice,Reflection,Self Esteem,Program Effectiveness

Students' social and emotional well-being can impact academic performance, the college planning process, transition to college life, and college retention. Many students have had their mental health and well-being negatively affected by the ongoing COVID-19 pandemic, especially within the educational setting. When instruction was shifted from in-person to virtual settings during the pandemic's onset in March 2020, students across the world found themselves disconnected from school, teachers, and friends. Leaders of schools and extracurricular programs sought online alternatives for connecting with others while physically separated. More than a year after the onset of the emergence COVID-19, educational leaders are still working to provide quality academic experiences while implementing safe approaches to instruction. The Improving the Blank Page (IBP) writing program was one such organization that shifted to a remote setting with facilitators hosting the first-ever virtual writing camp in Summer 2020. The researchers examined perspectives of teachers involved in the virtual writing camp about their beliefs regarding social and emotional impacts for participating students, all of whom attended high-needs high schools (Title 1 schools with all students receiving free or reduced lunch). Findings, including establishing a virtual writing community and opportunities for self-reflection and confidence building, are detailed within this article, along with recommendations for supporting social and emotional needs of students placed at risk. Professionals, it is critical that these professionals understand and incorporate the unique perspective of youth in foster care.
A Study of Vocabulary in Oral Expressions of Indonesian Students Learning Turkish as a Foreign Language in Terms of Diverse Variables
Author: Eroglu, Suleyman
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Second Language Learning,Turkish,Second Language Instruction,Foreign Students,Oral Language,Newspapers,Reading Habits,College Students,Language Skills

One of the essential characteristics of the human being as social existence is his ability to communicate with his environment. There are many ways for people to communicate. However, the most preferred form of communication in interpersonal relations was primarily speaking. Effective use of speaking skills can be said to be possible if individuals have sufficient vocabulary. This research aims to examine the vocabulary of Indonesian students learning Turkish in their oral expressions in terms of various variables. The research study group consists of 25 Indonesian students who have completed Turkish language education at the C1 level and are studying in different faculties and departments of Bursa Uludag University. The primary data of the research consists of interviews with Indonesian students who learn Turkish as a foreign language. A semi-structured interview form was used to collect data in the study. The vocabulary of Indonesian students in their oral expressions was obtained by calculating the number of words they used once, the number of different words they used, and the total number of words they used. SCP 4.07 and SPSS 25.0 package programs were used in the numerical analysis of the data. Data were analyzed with Mann-Whitney U and Kruskal-Wallis tests. In line with the findings, it was concluded that the vocabulary in the oral expressions of Indonesian students who learn Turkish shows a significant difference in the number of languages they know other than Turkish and the frequency of reading newspapers.
Teacher Perspectives on Information Sharing and Parent Knowledge of Special Education
Author: Farley, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Information Dissemination,Parents,Knowledge Level,Special Education,Special Education Teachers,Parent Attitudes,Access to Information,School Role,Board of Education Role,Educational Legislation,Students with Disabilities,Equal Education,Federal Legislation,Satisfaction,Educational Practices,Individualized Education Programs

Policy and professional standards shape the way that special education teachers partner with parents. Such partnership is key to engaging parents in the process of special education and can serve as the foundation for collaboration and information sharing. Although the literature describes recommendations for how teachers can provide information to parents, few studies examine what information teachers provide. The purpose of this exploratory study was to investigate how teachers perceive school information sharing and parents' knowledge relative to special education. To understand these perspectives, we developed and piloted the Parent Knowledge and Resources in Special Education--Teacher Version survey, with a group of 142 special education teachers. Results indicated that 67.6% of teachers perceived parents to be satisfied or very satisfied with the special education information received from schools. However, teachers had varied perspectives on how well parents understand special education, and the majority (56%) did not feel resources and supports to help parents better understand special education exist. Teachers perceived that schools most frequently encouraged parents to access information through conversations with teachers (75.9%), conversations with school administrators (44.4%), and paper handouts provided by the school (41.9%). Teachers also reported that how well school districts provided information varied by special education topic. We also identify implications of the study results and areas for future research.
Cartoons as the Incidental Vocabulary Acquisition Tool for English Language Learners
Author: Singer, Nermeen
Date: 2022-03-00
Type: Journal Articles
Subjects: English (Second Language),Vocabulary Development,Cartoons,Teaching Methods,Incidental Learning,Second Language Learning

Incidental learning is a well-known process of acquiring new knowledge, vocabulary, or information without intention. Traditional or intentional learning is widely practiced in classroom environments, while incidental one receives less attention from educators, schools, and scholars. English Language Learners encounter various problems when they start learning the second language, including culture shock, lack of understanding of foreign culture, different contexts, and ineffective teaching strategies implemented by teachers. Many English Language Learners cannot communicate in a second language outside the classroom, yet, they are exposed to a variety of media, including cartoons and animated films, when they are at home. By using cartoons as the means of incidental learning among English Language Learners to acquire second language vocabulary, students could learn a foreign language faster. The current paper critically analyzes the benefits of incidental learning, the evidence of its effective implementation in the classroom with English Language Learners, and the results of previous studies using cartoons as the method of incidental learning among students, including English Language Learners. The paper recommends using incidental learning as one of the strategies to acquire second language vocabulary among English Language Learners. However, teachers must pair this practice with intentional learning to retain the results. Also, it is recommended to use cartoons with subtitles for students with basic or limited knowledge of a second language for effective accommodation and scaffolding of English Language Learners in general classrooms.
Using Genre-Based Approach to Teach Persuasive Netvertisement for English Learners in a Chinese Vocational College
Author: He, Yi
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Persuasive Discourse,Advertising,Computer Mediated Communication,Writing Instruction,Writing Skills,Language Skills,Program Effectiveness,Written Language,English for Special Purposes,Business Administration Education,Language Usage

This paper is part of the researcher's Ph.D. thesis to deploy and develop the potential of genre-based pedagogy of systemic functional linguistics to support business-major English language learners' development of persuasive strategies in the written discourse of online advertisement. Given the &quot;value&quot; of netvertisement in motivating consumption, it is vital for non-native English speakers preparing to participate in international e-commerce to take control of the current genre. The research question is how a genre-based writing class can promote students' persuasive netvertisement with appropriate vocabulary, text organization, and strategies of engagement, graduation, and manipulation of information packaging. This paper describes an instructional intervention in Chinese vocational college using genre-based Curriculum Cycle to involve 51 student participants--coming from two classes--in the learning and teaching of persuasive netvertisement. Results identified the significant improvement between pre-and post-tutorial with Wilcoxon Test. Meanwhile, textual analysis of the two randomly selected writings supported the effectiveness of the intervention in terms of the reduced listing of phrases, expanded vocabulary to describe a broader range of products, and improved use of persuasive strategies of engagement (e.g., questioning), graduation (e.g., the metaphorical scenario in image design), and manipulation (e.g., use of subtitling, varied thematic structures). The findings indicate the potential of a genre-based approach in promoting college students' persuasive practices in netvertisement writing.
Dictogloss in Saudi EFL Context: Potential Effects on Students&apos; Writing Skill and Attitudes towards Learning English
Author: Alsamadani, Hashem A.
Date: 2022-03-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Comparative Analysis,Writing Skills,Writing Attitudes,Attitude Measures,Undergraduate Students,Language Proficiency,Language Teachers,Faculty Development,Instructional Effectiveness,Learner Engagement,Learning Motivation

This quasi-experimental study investigates the effects of dictogloss strategy on Saudi EFL writing skills and attitudes towards learning English. It also measures students' attitudes towards learning English using dictogloss activities. The study opens doors for teachers of EFL towards new teaching methods and techniques for writing skills and the English language in general, away from traditional teaching. In order to answer the two main questions of the study, a sample of Saudi EFL college-level students was randomly selected and divided into an experimental group and a control group. The researcher used the dictogloss strategy when teaching the experimental group for five weeks, whereas the students in the control group were taught using the traditional way. Students were matched according to their writing proficiency, instructed by the same teacher (the researcher), and were similar in age. After five weeks of instruction, both groups completed another writing post-test and the attitude questionnaire. Measures of the means, standard deviations, and ANCOVA were used to determine the differences between the two groups. The results revealed a significant statistical difference in students writing skills, including their engagement and motivation in the class and their language output, favoring the experimental group. The study concludes with recommendations for training EFL teachers on using dictogloss when teaching writing and that dictogloss texts should be topic-based materials to integrate different language skills collaboratively.
A Q Methodological Study on the Professional Identities of Academic Staff of the Faculties of Education
Author: Burak, Durmus
Date: 2022-00-00
Type: Journal Articles
Subjects: Q Methodology,Professional Identity,College Faculty,Schools of Education,Foreign Countries,Preferences,Educational Experience,Teacher Attitudes

The aim of this study is to examine the professional identities of the academic staff of the faculties of education in Turkey. The study employed the Q methodology, in which both quantitative and qualitative data can be used. The qualitative data were collected and analysed by interviewing seven academics working in the faculty of education in the first stage of the study, which was conducted in two sequential stages. The analysis of the qualitative data showed that the academic staff of the faculty of education defined their professional identities as a &quot;Practitioner&quot;, &quot;Researcher&quot;, &quot;Instructor&quot;, &quot;Coach&quot;, &quot;Counsellor&quot; and a &quot;Preparer&quot;. In the second stage of the study, the Q measurement tool was developed by the researchers based on the specified definitions for professional identities. The quantitative data were collected from 21 academics working in the faculty of education and analysed with the Q measurement tool. According to the analysis of the quantitative data, the academic staff of the faculties of education were seen to adopt six professional identities defined in general. In addition, the professional identity as a &quot;Researcher&quot; was found to be the most preferred, while the professional identity as a &quot;Preparer&quot; was the least preferred of the given identities. According to the findings obtained in the study, it was concluded that the educational experience of the academic staff of education faculties significantly differentiate the preferences and attitudes towards professional identities. Based on the findings and results obtained in this study, it is highly recommended to examine the role of the educational experience of the academic staff of education faculties in the change and transformation of their professional identities.
Advisors&apos; Perceptions of the Value of Advising Students during the COVID-19 Pandemic: A Case Study at a South African University
Author: Moosa, Raazia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Advising,College Students,COVID-19,Pandemics,Faculty Advisers,Teacher Attitudes,Teacher Responsibility,School Closing,Educational Technology,Technology Uses in Education,Delivery Systems,Asynchronous Communication,Telecommunications,Information Dissemination,Social Justice,Distance Education

Traditional advising responsibilities are shifting to include a holistic, learning-based and developmental approach that favours advising of the entire university experience. A dearth of systematic empirical evidence exists on advisors' perceptions of the value of advising students during the COVID-19 pandemic in the South African context. The purpose of this study is to elucidate advisors' perceptions of the complexity and challenges inherent in their responsibilities during the pandemic. This case study draws on a qualitative research design; it is based on semi-structured in-depth interviews undertaken with nine advisors in 2020. The central research questions posed in this study are: how do advisors describe their perceptions of their responsibilities within the COVID-19 pandemic, and how might these contribute to future practices? The findings indicate that advising during the pandemic has transcended the typical transactional dissemination of information to include addressing contextual environmental and resource challenges, social justice imperatives, emergency remote learning, asynchronous advising challenges and data-informed advising. These responsibilities have encompassed a holistic approach to advising and to getting to know students as 'whole people'. Adjustments and transitions to emergency remote learning have highlighted social inequalities in access to data, to internet and electricity connectivity, which have served as impediments to students' learning, and to educational experiences. Some home environments were not conducive to studying but necessitated doing household chores and herding cattle. The findings also indicate that an institution's advising delivery model should enhance advisors' abilities to perform their responsibilities. A network of cascaded responsibilities that incorporates greater involvement of lecturers in advising could contribute to a shared responsibility between lecturers and central, faculty and peer advisors. Insights gained may lead to a more nuanced understanding of advisors' responsibilities as they relate to student learning and to the overall educational experience to promote retention and student success in a post-pandemic era.
Exploring Students&apos; Literacy of Information Technology in Higher Education: Platforms and Usage
Author: Arifin, Zainal
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Technological Literacy,Foreign Countries,College Students,Student Attitudes,Technology Uses in Education,Student Characteristics,Curriculum

At present time, information technology (IT) is widely used in society. At any level of school, students use them for a variety of reasons to find, share, and discuss specific topics. By using technology, integrating IT into the basic professional learning curriculum course has not been created into a new format of instructional design. The purpose of this study is to find out how students feel about the platform and how they use technology in a basic professional learning curriculum course. It is a quantitative descriptive research that assesses students' perceptions of information technology in relation to specific topics. According to the findings of the study, the majority of students in the age range of 20-21 years stated that the most appropriate platform to be integrated in the basic professional learning curriculum course and learning efficiency was achieved for the majority of them by the age range of the respondents from 17 to 19 years. IT has infiltrated virtually every facet of society, including education. It is envisaged that the findings of this study would be used as a foundation for the development of IT integration in basic professional learning curriculum courses in order to maximize student learning outcomes.
Laboratory Work Assessment with QR Code Lab Manual for Engineering Science Course among Polytechnic Students
Author: Normawati, Abdul Rahman
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Experiments,Technology Uses in Education,Laboratory Manuals,Engineering Education,Student Attitudes,Instructional Effectiveness,Foreign Countries,College Students,Handheld Devices

The development of a QR code as a barcode label contains information about the item to which it is attached. However, information on QR code development in engineering science laboratories is still limited. The aim of this research is to design the QR code lab manual for laboratory work in polytechnics engineering science course. In addition, the students' views in construct of easiness of use, usefulness and enjoyment using the QR code are also investigated. The QR code lab manual involved seven steps of development under the engagement theory in teaching and learning. Learning materials are embedded into the QR code within 1 sheet of an A4 size card. A total of 64 students were chosen using purposive sampling. Data from survey questionnaires revealed that the respondents have a high level for all the constructs. It has been suggested that students perceived the QR code lab manual developed as a useful tool that is easier to use in the future. This QR code lab manual allows educators to connect the traditional teaching style and provide students with a more genuine and unforgettable educational experiences. Future studies should consider a different experiment with the new design for QR codes with additional constructs and a variety of perspectives.
Exploring Wellbeing and Remote Learning Using the Delphi Method: Engaging Teacher Education Students as Co-Producers of Practice
Author: White, Wendee
Date: 2022-00-00
Type: Journal Articles
Subjects: Well Being,Distance Education,Delphi Technique,Learner Engagement,Preservice Teachers,Foreign Countries,Student Experience,Student Attitudes,COVID-19,Pandemics

In UK Higher Education (HE), there is a growing awareness that wellbeing is central to student experience. Increasingly, HE agendas are promoting a targeted holistic institutional approach to wellbeing that supports students thrive in and beyond the student journey. This study positions students as experts of the student experience. Through student voice, the study explores teacher education students' experiences as a product of the synergistic effects of wellbeing and eco-systemic factors related to remote learning. In turn, findings feed into programme and practice developments that support positive student wellbeing. A conventional Delphi Method was used for its effectiveness addressing four different conditions: (1) accessing geographically dispersed populations; (2) overcoming unequal power dynamics; (3) supporting structured communication between experts on a topic leading to consensus building and decision making; and (4) engaging students as co-producers of practice to support positive wellbeing. Our findings provide new insight into the multiplicity of factors that interact with student wellbeing to benefit, challenge, or threaten student experience and the coping resources teacher education students rely on to maintain their education trajectories. These insights provide valuable understanding informing future teacher education programming and practice.
Anti-Essentialist Culture Conception for Better Intercultural Language Teaching in EFL Contexts
Author: Ghaffour, Mohamed Toufik
Date: 2022-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Cultural Influences,Higher Education,Educational Policy,Language Teachers,Cultural Awareness,Global Approach,Communicative Competence (Languages),Citizenship Education

Culture is a crucial facet in Teaching English as a Foreign Language. (TEFL) Hence, we shall in this paper discuss the theories underpinning this concept and how we can utilize these epistemological and ontological understandings to promote the TEFL field and the higher education task. Henceforward, we have answered the following question: How to move from the essentialist view of culture to the non-essentialist view of culture, and why it is essential to do so in 21st century English as a Foreign Language context? To answer the proposed question, we have discussed the essentialist and non-essentialist dichotomy of the culture concept and how both frameworks affect TEFL and intercultural language teaching (ILT) differently. In this regard, we aim to help EFL policymakers, EFL teachers, and students alike shift their attention towards the merits of adopting a non-essentialist understanding of the culture concept in the ILT. First, this article covers the theories of culture to understand this concept from different anthropological perspectives. Second, we relied on Byram's Model (1997) critiques to demonstrate how a misunderstanding of culture as a concept can be damaging. Third, after critically discussing the relevant literature, we recommended an anti-culturalist perspective in the EFL context to improve the ILT experience. This article concludes with recommendations for EFL and ELT policymakers and EFL teachers and students alike. The proposals mainly focus on shifting the attention towards a non-culturalist approach towards culture.