ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Learning Difficulties (LD) in Writings of Arab Learners: A Perspective
Author: Alanazi, Mona Saleh
Date: 2017-07-00
Type: Journal Articles
Subjects: Learning Problems,Writing Achievement,Error Analysis (Language),English (Second Language),Writing (Composition),College Second Language Programs,Incidence,Grammar,Morphology (Languages),Syntax,Semantics,Language Usage,Spelling,Writing Evaluation,Foreign Countries,College Students

The last four decades have observed a renewed research interest in the area of error analysis. It has been the focus of attention, and subject of debate, among scholars particularly those of second-language acquisition. Scholars in this area of study hold the unanimous view that errors are an integral and unavoidable feature of second-language acquisition. The purpose of the present paper is to analyze and classify the persistent errors committed by Saudi Arabian students at Northern Border University, Rafha while composing a variety of written texts in English. In the investigation, an effort has been made to uncover the causes and sources of various errors of usage at different linguistic levels, viz.-a-viz., grammar, morphology, syntax, lexico-semantics, spelling etc. The study aims at investigating the frequency of production of these errors of usage, expressing the findings as percentage, mean and standard deviation, across the different levels of learning (levels 1 to 4). The entire population of the study consisted of 106 English students from the first two levels under investigation, registered in the first and second semesters of the 2016- 2017. All of the students under investigation were male and had a homogenous pre-university and university background. Upon a cursory look at the data in terms of percentage, the subjects have been found to produce the highest number of errors in the subcategory &quot;articles,&quot; and a smaller number of errors in the subcategory &quot;present progressive instead of past.&quot; In the major linguistic category &quot;morphological errors,&quot; the learners have been found to produce the highest percentage of errors. In another major linguistic category of errors, &quot;syntactic errors,&quot; the subcategory &quot;noun + adjective instead of adjective + noun&quot; received the highest number of errors, whereas the subcategory &quot;overuse of conjunction 'and''' has been found to receive the least number of errors.
Instrumental Analysis of the English Stops Produced by Arabic Speakers of English
Author: Abdelaal, Noureldin Mohamed
Date: 2017-07-00
Type: Journal Articles
Subjects: Semitic Languages,Native Speakers,English (Second Language),Second Language Learning,Arabs,Second Language Instruction,Graduate Students,Masters Programs,Pronunciation,Contrastive Linguistics,Interference (Language),Oral Language,Applied Linguistics,Foreign Countries

This study reports the findings of a research that was conducted on ten (10) Arab students, who were enrolled in a master of English applied linguistics program at Universiti Putra Malaysia. The research aimed at instrumentally analyzing the English stops produced by Arab learners, in terms of voice onset time (VOT); identifying the effect of their mother tongue on producing the English stops; and the extent Arabic speakers of English differentiate in terms of pronunciation between minimal pairs. The findings of the study showed that some of the subjects' VOT values were similar to native speakers of English. It was also found that the subjects could differentiate in terms of aspiration or voicing between /p/ and /b/, which refutes the assumption that Arab learners have a problem in producing the /p/ sound with appropriate aspiration. However, they did not show significant difference in pronunciation between the/t/and/d/or between the /k/ and /g/. Moreover, there is a kind of limited effect of the L1 on producing some stops (e.g./t/and /g/). However, for the /b/ sound, it cannot be inferred that there is interference from the mother tongue because its VOT value is almost the same in English and Arabic. This research suggests that teachers need to enhance Arab learners' pronunciation of some minimal pairs such as /t/ and /d/or /k/ and /g/.
Assessing Iranian Student-Teachers&apos; Problem-Solving Ability: A Comparison between Conventional and Problem-Based Assessment
Author: Ashraf, Hamid
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Problem Solving,Comparative Analysis,Evaluation Methods,Student Teacher Evaluation,Problem Based Learning,Mixed Methods Research,Graduate Students,Achievement Tests,Semi Structured Interviews,Hypothesis Testing

The advent of problem-based assessment has opened the question of whether or not conventional approaches to assessment are truly a representative of students' knowledge (Lampert, 2001). In an attempt to find out about the suitability of problem-based tests in evaluating student-teachers' knowledge of teaching English, a problem-based test was designed and administered to 33 MA students who were selected through the quota approach at Payame Noor University. Comparison of the results of the problem-based test and conventional test through paired-samples t-test revealed that teacher-students gained higher scores in the conventional tests; however, the results of the semi-structured interview with the participants revealed that they considered problembased test a true measure of their knowledge and favored it over conventional assessment due to its relevance to content and context of the course, its motivating nature, and its dynamic structure. This study can have pedagogical implications for language teachers and material developers.
Culturally Responsive Pedagogy: Indigenizing Curriculum
Author: Ragoonaden, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Canada Natives,Introductory Courses,Foreign Countries,Indigenous Knowledge,World Views,Holistic Approach,College Curriculum,Well Being,Mentors,Interviews,American Indian Education,Longitudinal Studies,Mixed Methods Research,American Indian Students,College Freshmen,Skill Development,Interpersonal Relationship,Teacher Student Relationship

This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia's Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina's University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students' perspectives.
Processing Instruction: A Review of Issues
Author: Rasuki, Muhlisin
Date: 2017-07-00
Type: Journal Articles
Subjects: Second Language Instruction,Grammar,Linguistic Input,Instructional Effectiveness,Comparative Analysis,Educational Research,Research Problems,Teaching Methods

This paper provides a critical review of Processing Instruction (PI). This type of instructional option was specifically designed to help second/foreign language (L2) learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help learners develop grammatical competence in a target language in ways that foster their comprehension and production skills. The paper starts with outlining main characteristics of PI which distinguish it from other types of L2 grammar instruction. Then, a large body of research attempting to investigate the relative efficacy of PI is scrutinized. The paper concludes with a number of important issues that future studies on PI need to address.
The Effect of Authentic Problem-Based Vocabulary Tasks on Vocabulary Learning of EFL Learners
Author: Mohammadi, Fateme Shir
Date: 2017-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Retention (Psychology),Teaching Methods,Experimental Groups,Control Groups,Foreign Countries,Learner Engagement,Metacognition,Problem Based Learning,Scores,Task Analysis,Comparative Analysis,Instructional Effectiveness,Language Tests,Statistical Analysis,Quasiexperimental Design

Language learners' cognitive engagement with the content in language classes has been advocated in the last few decades (Laufer &amp; Hulstjin, 2001). To this end, the researcher designed authentic problem-based tasks which make use of learners' cognitive and metacognitive skills to solve real-life vocabulary tasks. Nelson vocabulary test was administered to 64 Iranian EFL learners studying at a language institute in Tehran. By considering 1 standard deviation above and below the mean score, two cohorts of participants were selected for this study, i.e. the experimental group (n = 24) and the control group (n = 23). Conventional vocabulary learning tasks were implemented in the control group classes for 10 sessions while authentic problem based vocabulary learning tasks were implemented in experimental group classes. The results of data analysis revealed that the experimental group participants outperformed the control group learners in both tests of vocabulary recall and vocabulary retention (administered after a two week interval). Pedagogical Implications are discussed.
Mindfulness Correlates with Stress and Coping in University Students
Author: di Pierdomenico, Emily-Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Coping,Intervention,Physiology,Outcomes of Education,Questionnaires,Student Attitudes,Correlation,Substance Abuse,Interviews,Measures (Individuals),Undergraduate Students,Statistical Analysis

Mindfulness has received significant attention in the empirical literature during the past decade, but few studies have focused on mindfulness in university students and how it may influence problematic behaviours. This study examined the relationships among mindfulness, coping, and physiological reactivity in a sample of university students. Participants completed questionnaires, and skin conductance measurements were collected during an interview where they recalled a personally stressful event. Correlation analyses tested relationships among these variables. There was a negative correlation between substance use and mindfulness. Specifically, those using substances as a coping mechanism were less likely to be mindful and displayed higher physiological reactivity. More mindful individuals were less likely to report misusing substances and were able to calm themselves more quickly than their counterparts following a stressful event. Thus, poor outcomes for distressed students may be reduced with mindfulness-based interventions.
Experiences of Students Enrolled in Integrated Collaborative College/ University Programs
Author: Landeen, Janet
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Experience,College Students,Integrated Curriculum,Student Attitudes,Focus Groups,Foreign Countries,Cooperative Programs,College Programs,Partnerships in Education,Qualitative Research,Interviews

Little is known about the student experience in collaborative college/university programs, where students are enrolled in two institutions simultaneously in integrated curriculum designs. This interpretive, descriptive, qualitative study explored these students' perspectives. Sixty-eight participants enrolled in one of four collaborative programs from three different faculties engaged in student researcher-led focus groups. Results revealed that while all participants valued their respective academic programs, their day-to-day life experiences presented a different story. Some students had perceptions of belonging and thrived in a dual world. Others had perceptions of ambiguous belonging, which contributed to them perceiving themselves through a perpetual lens of being less than university-only students. Issues of how students are invited to engage in the university and college cultures, perceptions of power and control, and daily reminders of being different all contributed to positive or ambiguous student identities. The results raise preliminary questions for universities and colleges regarding how to enhance the student experience in these collaborative programs.
Searching for Signs of Life in Ontario Universities: An Innovative Method for Evaluating Biodiversity Integration within University Curricula
Author: McCallum, Jenn
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Biodiversity,Educational Innovation,College Curriculum,Undergraduate Study,Graduate Study,Integrated Curriculum

This study investigates the degree to which biodiversity concepts are included within university curricula in Ontario and provides a baseline for tracking this. A keyword search of undergraduate and graduate academic calendars from six Ontario universities was conducted. A list of 28 relevant keywords was developed, and university program descriptors were searched for these keywords, while considering core and elective courses within each program. Almost half (49.5%) of the 386 undergraduate programs, and 29.4% of the 327 graduate programs featured biodiversity keywords. Science programs showed the highest degree of integration (74.5% for undergraduate and 37.4% for graduate programs), followed by business programs (57.6% and 38.4%, respectively). The arts and social sciences showed the least biodiversity integration (25.8% of undergraduate and 21.0% of graduate programs). This research method provides a depth of understanding of biodiversity integration within university curricula, although the analysis is limited to the content provided in academic calendars.
Postgraduate Wage Premiums and the Gender Wage Gap in Canada
Author: Waite, Sean
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Salary Wage Differentials,Gender Differences,Education Work Relationship,Educational Attainment,National Surveys,Academic Degrees,Least Squares Statistics,Demography,Student Characteristics,Regression (Statistics),Statistical Analysis,Multivariate Analysis

Since the 1990s, enrolment in postgraduate programs has increased significantly in Canada. In more recent years, this has led to concerns regarding overproduction and the labour market outcomes of those with postgraduate education. Women have played an important role in this growth, but questions remain as to whether women's progress into the highest levels of education has helped ameliorate their wage disadvantage relative to men. Using the 2011 National Household Survey, this study finds large wage premiums for completing master's and doctoral degrees for both men and women, especially in younger cohorts; however, there are important differences by field of study. The gender wage gap is smaller for women with master's degrees than for those with bachelor or doctoral degrees. Occupational differences account for more of the gender wage gap than field of study, suggesting that after degree completion, university-educated women sort into occupations that are lower paid than their male counterparts'.
Sexual Violence on Religious Campuses
Author: Vanderwoerd, James R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sexual Abuse,Rape,Violence,College Students,Church Related Colleges,Incidence,Private Colleges,Victims of Crime,Surveys,Family Violence,Measures (Individuals)

Religious colleges and universities make up a substantial segment of the higher education landscape in North America, but the incidence of sexual violence on these campuses remains understudied. This study estimates the incidence of sexual violence on independent Christian campuses using a sample of part-time and full-time undergraduate students (N = 668) from eight private Christian colleges in Ontario, Canada. Using two widely used measures of sexual violence enabled comparisons with studies of self-reported incidents at secular and public colleges and universities. The findings show that 18% of women at religious colleges reported experiencing unwanted sexual contact within the past year, compared to studies of self-reported rates on secular campuses ranging from 21.4% to 31.4%. Exploratory investigation of factors related to victimization suggests that religious colleges may provide a &quot;moral community&quot; that could reduce the risk of sexual violence.
Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course
Author: Zimmerman, Whitney Alicia
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Statistics,Online Courses,Academic Persistence,Anxiety,Rating Scales,Student Surveys,Expectation,Grades (Scholastic),Time Factors (Learning),Tests,Hypothesis Testing,Student Attitudes,Statistical Analysis,Predictor Variables,Multivariate Analysis

Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument and an abbreviated form of the Statistics Anxiety Rating Scale (STARS). Data included a survey of expected grade, expected time commitment, and the first lesson quiz. At the end of the semester, whether each student completed the course with a grade of D or higher was recorded. It was hypothesized that students who successfully completed the course would have favorable ratings on each of these variables. While there were no significant differences between students who did and did not successfully complete the course in terms of anxiety, attitudes, or expected time commitment, students who completed the course had higher scores on the GOALS, higher expected grades, and higher scores on the first quiz of the semester. Stepwise logistic regression found that students' attitudes towards statistics teachers and scores on the first quiz of the semester could be used to predict whether students would successfully complete the course. Based on these findings, suggestions for online instructors are given.
Student Perceptions of the Use of Multimedia for Online Course Communication
Author: Krause, Jaclyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Student Attitudes,Online Courses,Computer Mediated Communication,Undergraduate Students,Program Administration,Student Experience,Student Surveys,Course Evaluation,Preferences,Statistical Analysis

A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether these same students used or would be likely to use multimedia for similar communications. Finally, student perceptions of social presence, the degree to which one is perceived as a real person in computer-mediated communication (Gunawardena, 1995), are examined. The results of the study indicate that while students overwhelming enjoy the instructor's use of multimedia communication, they are unlikely to engage in using these technologies themselves. A discussion of these results and recommendations for further research complete this paper.
Improving Digital Library Experiences and Support with Online Research Guides
Author: Brewer, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Libraries,Information Literacy,Undergraduate Students,Business Administration Education,Academic Libraries,Electronic Publishing,Guides,Library Services,Student Surveys,Distance Education,Literature Reviews,Library Instruction,Hypothesis Testing,Student Attitudes,Student Satisfaction,Use Studies,Usability,Statistical Analysis

With a goal of improving the development and delivery of effective online information literacy resources, the purpose of this study was to look at how program level and the timing of the introduction of a Literature Review library guide within the program influenced online business student perceived value of the resource. A population of undergraduate business students (N = 355) and online MBA students (N = 319) were introduced to a Literature Review library guide during specific points in their programs. Students were asked to complete an online survey that included 17 closed-ended items designed to measure perceived usefulness, satisfaction and likeliness to use the guide again. The survey also included two open-ended questions asking students to discuss those elements of the guide they found most valuable and whether they wanted any additional features included in the guide. The data collection strategy required faculty post information about the Literature Review library guide and the survey in their courses at two specified times in the course. A low response rate (3.5%) may have resulted from inconsistencies in how faculty shared information about the guide and the study in their courses. Although the small sample size (n = 24) limited the planned analysis, and results indicated no statistical significance between groups, descriptive findings were reported, and trends were used to revise the resource and inform future development of library research guides. Overall, students reported being satisfied with the resource and found it usable. Graduate students were more likely to report elements of the guide that supported effective search and evaluation strategies were valuable; whereas, undergraduate students tended to value the links to writing resources. Student feedback also suggested that the earlier the guide was introduced in the program, the more likely students would use the resource. Adopting a model that embeds resource guides early in academic programs and aligns guide content with the curriculum should lead to increased use of the resource.