ethanporcaro/eric-fulltext-meta huggingface dataset:
Proposing an Affective Literacy Framework for Young Learners of English in Malaysian Rural Areas: Its Key Dimensions and Challenges
Author: Abdul Rahim, Fauziah
Date: 2017-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Rural Areas,Teacher Attitudes,Learning Experience,Interviews,Foreign Countries,Language Teachers,Literacy,Guidelines,Audio Equipment,Content Analysis,Learning Activities,Teaching Methods,Language Usage,Qualitative Research,Communicative Competence (Languages),Elementary School Students,Observation

Purpose: This study investigated rural English teachers' perceptions of factors which influence the literacy development of young learners in rural school settings. This investigation led to a further enquiry on the dimensions of an affective literacy framework to support the English learning of rural young learners. Methodology: The study employed a qualitative approach to provide a holistic view of the phenomena being studied. Two English optionist teachers and two non-optionist teachers volunteered to participate in the study. The first investigation was based on audio-taped interview sessions with the teachers, and the second enquiry was grounded in video-taped class observations. The raw data from these instruments were used for qualitative content analysis, which resulted in the proposed Affective Literacy Framework for Rural Young Learners (ALFRYL). Findings: The analysis of interviews indicated that the teachers acknowledged the critical need for creating effective and interesting activities that can engage young learners cognitively and affectively, while arguing that their training background and learning experiences primarily influenced their pedagogical approaches. Classroom observations noted that the optionist teachers were confident in their pedagogical delivery whereas the non-optionist teachers were more challenged in engaging their pupils through learning activities, and hence in need of more support. Based on the analysis of the affective teaching foci illustrated by the teachers in the classroom, six components of an affective literacy framework were identified as a tool to support affective literacy development among rural young learners: learner diversity, engaging pedagogy, meta-cognitive assessment, emotional management, pedagogical resources and positive interaction. Significance: Providing pedagogical examples of how teachers frame the task of teaching English in rural areas, this study illustrates the realities of their struggle, which teachers in similar situations may face in helping pupils learn English effectively. Positive affective literacy environments would provide opportunities for young learners not only to make meaning but also to reach new language materials and express themselves in new ways. The dimensions that constitute the affective literacy framework makes available an initial reference for teachers to stimulate pupils' learning in challenging contexts where English is used minimally.
An Evaluation of Read Naturally® on Increasing Reading Fluency for Three Primary Students with Learning Disabilities
Author: Erickson, Janna
Date: 2015-09-00
Type: Journal Articles
Subjects: Reading Programs,Reading Fluency,Reading Instruction,Learning Disabilities,Program Effectiveness,Elementary School Students,Grade 3,Grade 4,Intervention

The purpose of this research was to examine the effectiveness of the reading fluency program Read Naturally®. This program employs passage reading and comprehension questions. These are graded at various instructional levels (kg. to adult). The program employs several practice procedures such as passage reading along with a pre-recorded audiotape, reading the passage independently, and finally reading the same passage again to an adult. The participants were two, third graders (one boy and one girl), and a fourth grade boy. Data were collected on the correct words read orally per minute across various lessons. These data were gathered in the elementary school's resource room and taken daily. The effectiveness of the Read Naturally® program was evaluated with a multiple-baseline design. Our overall outcomes indicated that there was little change in correct words read per minute without practicing the passage (a cold read) and a large increase in correct words read after practice (a hot read). The results suggest that the procedure of repeated practice with an audiotape and practicing independently are effective procedures for increasing words read per minute. While the present outcomes were positive, further research is warranted regarding the efficacy of the Read Naturally® in the schools.
Increasing Social Interactions Using Prompts and Rewards for Adolescents with ASD in an Ice Hockey Practice Context
Author: Beiers, Kevin
Date: 2016-03-00
Type: Journal Articles
Subjects: Adolescents,Autism,Pervasive Developmental Disorders,Interpersonal Relationship,Cues,Rewards,Team Sports,Reinforcement,Program Effectiveness

We evaluated the effects of using prompts and reinforcement procedures to increase the social interaction of two children with autism (ASD). This study took place during the context of a hockey practice. Two adolescent participants were evaluated using an ABAB single subject reversal design. Baseline data were collected prior to and after the implementation of a treatment phase. During baseline, the social interactive behavior of participants was measured. The participants engaged in vey low levels of social interaction. During treatment, the instructor applied prompting and reinforcement with the participants and social interaction was measured. The results indicate that social interaction of our participants can be increased during the hockey practice through the use of prompting and reinforcement.
The Use of Metalanguage among Second Language Learners to Mediate L2 Grammar Learning
Author: Harun, Haliza
Date: 2017-12-00
Type: Journal Articles
Subjects: Grammar,Second Language Learning,Second Language Instruction,Teaching Methods,Sociocultural Patterns,Undergraduate Students,Learning Processes,Protocol Analysis,Statistical Analysis,Concept Formation,Metalinguistics,Language Proficiency,Foreign Countries,English (Second Language)

Purpose: This study investigated the use of metalanguage as a mediational tool in understanding targeted grammatical concepts from the perspective of the Sociocultural approach (SCT) in learning a second language (L2). Methodology: The participants involved in this study were Malay undergraduates with low to intermediate proficiency in L2 English. The protocols of learners' verbalisation during a Concept-Based Instruction (CBI) language task were analysed to explore how learners used metalanguage to mediate, facilitate and regulate their L2 learning. A microgenetic analysis was conducted to examine how metalanguage was used as a mediating tool by the learners in the actual L2 learning process. It involved an investigation of the language learning instances that occurred in their natural context. Analysis of the protocols was performed using &quot;Languaging Units&quot; that were based on the &quot;Languaging Types Framework&quot; proposed by Swain et al. (2009). Additionally, descriptive statistics were employed to measure the frequency of the languaging units produced by learners in facilitating their L2 development. Findings: Results revealed that through the Languaging Units identified, learners used the linguistic tool as a problem-solving tool to explore form-meaning relationships of the target concepts learnt. Findings corroborated the significant role of language, viewed from Vygotskian thought, in relation to mediating learners' cognitive processes. The function of language in this context was twofold, first as a communicative tool, and second as a psychological tool to support learners' cognitive and linguistic development in their L2 learning. Significance: This study is significant to L2 researchers and practitioners as it provides insights into how learners make use of their L2 knowledge to optimally support their cognitive processes in gaining understanding of the target language. This, in fact, has long been a neglected issue in the field of L2 learning, as discussion on metalanguage or a learner's metalinguistic knowledge is more often associated with presenting a learner with the explicit input of grammar rules in promoting his/her L2 proficiency.
The Effects of Argumentation Based Science Learning Approach on Creative Thinking Skills of Students
Author: Küçük Demir, Betül
Date: 2015-09-00
Type: Journal Articles
Subjects: Persuasive Discourse,Science Instruction,Creative Thinking,Thinking Skills,Secondary School Students,Secondary School Science,Instructional Effectiveness,Grade 9,Statistical Analysis,Pretests Posttests,Creativity Tests,Foreign Countries

The aim of this study is to explore the effects of argumentation-based science learning (ABSL) approach on 9th Grade of Secondary Education students' creative thinking skills. The sample of the study included 22 9th grade of Secondary Education students in Bayburt in 2012-2013 academic year. In this study quantitative research method and pretest-posttest experimental design was adopted. As a data collection tool Torrance Test of Creativity Thinking Verbal-Figural Form A was used and the collected data were evaluated by using SPSS program (Statistical Package for the Social Sciences). While evaluating data, t-test was used for the sub-dimensions with normal distribution, whereas Wilcoxon test was used for the sub-dimensions not with normal distribution. The results of analysis showed that argumentation based science learning approach has a positive effect on creative thinking skills of students. At the beginning and end of semester, Torrance test analysis showed that there is a significant difference in favor of the posttest. Furthermore, according to the sub-dimensions of Torrance Test of Creativity Thinking Verbal/Figural Form A, significant differences were found for Verbal Form A in all sub-dimensions. While significant differences were not found between pretest and posttest results for the sub-dimensions of elaboration, synthesis of incomplete figures and emotional expressiveness, significant differences were found for the rest of sub-dimensions in favor of the posttest. In addition, it was observed that critical discussion skills of students were developed in the process.
Antecedents of Intrinsic Motivation, Metacognition and Their Effects on Students&apos; Academic Performance in Fundamental Knowledge for Matriculation Courses
Author: Ibrahim, Mikail
Date: 2017-12-00
Type: Journal Articles
Subjects: Motivation,Metacognition,Academic Achievement,College Students,Student Surveys,Structural Equation Models,Goal Orientation,Values,Religious Factors,Foreign Countries,Sampling,Statistical Inference,Remedial Instruction,Multivariate Analysis,Multiple Regression Analysis

Purpose: This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy on one hand, and students' academic performance on the other. Methodology: A total of 471 second-year students (233 males and 238 females) were randomly selected to participate in a survey, following a stratified random sampling. Hypothesized relationships of academic intrinsic motivation, metacognitive strategy and their predictors were then tested by using Structural Equation Modeling. Findings: Using bootstrapping (data-based resampling), the findings confirmed the proposed model which suggests that goal orientation and perceived values contributed to students' academic performance directly and indirectly via intrinsic motivation and metacognition. Additionally, the findings also indicate that goal orientation was the main determinant of intrinsic motivation and metacognition, followed by perceived value. It was also found that religious motives within a perceived value construct contributed significantly to students' academic performance in a direct and indirect manner via intrinsic motivation and metacognitive strategy. Significance: The study suggests the importance of goal orientation especially mastery and performance as well as perceived value and most significantly, religious motive in students' intrinsic motivation and their use of metacognitive strategies. The study also highlights the significance of intrinsic motivation and metacognitive strategies in students' academic performance. Hence, it is recommended that learners should be helped to adopt appropriate academic goals, and be encouraged to use metacognitive strategies to enhance their learning attainments.
Increasing Reading Fluency Using &quot;Read Naturally&quot;® with Two Third Grade Students with Specific Learning Disabilities: A Replication of Erickson et al., 2015
Author: Morgan, Sarah V.
Date: 2016-09-00
Type: Journal Articles
Subjects: Reading Programs,Reading Fluency,Reading Instruction,Learning Disabilities,Program Effectiveness,Elementary School Students,Grade 3,Intervention

The purpose of this research was to determine the effectiveness of the &quot;Read Naturally&quot;® program. The program was used in hopes to improve each student's ability in reading fluency. The study used &quot;Read Naturally&quot;® as an intervention for two struggling readers identified as two third grade students. The program included passage reading and comprehension. The participants were placed in the correct instructional level within the program by determining their age, grade level, reading abilities, and instructional level. The &quot;Read Naturally&quot;® program followed a multi-step procedure that required the students to read for a minute for a cold read and hot read, read passages aloud, follow along as the passages are read through an audiotape, and answer comprehension questions pertaining to the passages. Data were collected throughout the study to determine if there was an increase in words per minute for each participant from a cold read to a hot read.. The effectiveness of the &quot;Read Naturally&quot;® program was examined through an ABAB single-subject reversal design. The overall outcomes indicated improved fluency for each student. This improvement from hot to cold reads during the intervention was not found for either participant. Therefore, caution is urged regarding the use of &quot;Read Naturally&quot;®.
Balanced Scorecard: A Strategy for the Quality Improvement of Islamic Higher Education
Author: Ilyasin, Mukhamd
Date: 2017-00-00
Type: Journal Articles
Subjects: Islam,Higher Education,Educational Quality,Educational Improvement,Strategic Planning,College Administration,Governance,Foreign Countries

The main issue in improving the quality of Islamic Higher Education is to increase the competence and professionalism of teachers and education personnel to achieve its vision and mission in the middle of the complexity of the demands of society and the changing times. so that the quality of education and governance of Islamic Religion clean and transparent with the principles of good governance is achieved as a matter of strategic policy development, the concept of the balanced scorecard as a strategic management system that is implemented by a world-class organization and even as a means of guiding and driving the change management process and the culture of the organization, in this case integrated in educational organization in order to create Islamic institutions of higher education quality. Through the balanced scorecard, which focuses on four perspectives, namely financial perspective, customer perspective, internal business perspective and learning and growth perspective is expected to create a system of organizing the Islamic Higher Education that upholds the values of trust, &quot;tafaqquh fi 'l-Din&quot;, professional, transparent, accountable and quality. Through balanced scorecard Similarly, Islamic higher education will be more qualified, marketable and globally competitive.
Establishing Groups in the College or University Classroom: Using VIEW to Form Better Cooperative Groups and Improve Learning Outcomes
Author: Schroth, Stephen T.
Date: 2015-12-00
Type: Journal Articles
Subjects: Classroom Techniques,Grouping (Instructional Purposes),Cooperative Learning,Control Groups,Experimental Groups,Student Surveys,Student Satisfaction,Problem Solving,Chemistry,Spanish,Likert Scales,Student Attitudes,Regression (Statistics),Predictor Variables,College Students,Statistical Analysis,Statistical Significance

Six classes at a selective liberal arts college in the Midwest, two each in chemistry, educational studies, and Spanish, used cooperative groups as part of the students' learning experiences. One class from each discipline used VIEW to formulate these cooperative groups, while those that constituted the control groups used more traditional ways of creating groups. At the end of each class, all students were given a survey asking them to evaluate various aspects of their experiences with group activities. Those students whose groups had been formed using data from VIEW reported statistically significant differences in their satisfaction with their group experiences, especially with regard to attention the group gave to new ideas, preferences for the level of structured authority, how information was handled by the group, and the balance between task concerns and personal or interpersonal needs when making decisions.
Diagnosing Primary Pupils&apos; Learning of the Concept of &quot;After&quot; in the Topic &quot;Time&quot; through Knowledge States by Using Cognitive Diagnostic Assessment
Author: Tan, Phei Ling
Date: 2017-12-00
Type: Journal Articles
Subjects: Concept Teaching,Cognitive Measurement,Diagnostic Tests,Knowledge Level,Statistical Analysis,Elementary School Students,Mastery Tests,Mathematics Achievement,Mathematical Concepts,Foreign Countries

Purpose: Knowledge state specifies pupils' mastery level and informs about their strength and weaknesses in the tested domain. This study attempted to diagnose primary pupils' learning the concept of &quot;after&quot; through their knowledge states by using Cognitive Diagnostic Assessment (CDA). Methodology: This study employed a survey research design to gauge pupils' knowledge states for the concept of &quot;finding the date after a specific number of days from a given date&quot; [abbreviated as the concept of &quot;after&quot;]. Quantitative data from the pupils' pattern of response to the items in Cognitive Diagnostic Assessment (CDA) were collected and analyzed. Items in the CDA were designed by three experienced Mathematics Education researchers and content validated by a panel of seven expert primary mathematics teachers. It was then administered to 238 Grade Six pupils from 11 primary schools in Penang, Malaysia. The pupils' item responses were interpreted into knowledge states and mastery levels. Findings: The overall analysis showed that there were 18 knowledge states diagnosed in the concept of &quot;after.&quot; This large number of knowledge states indicated the specificity of pupils' mastery level and thus provided detailed information about their strengths and weaknesses in the concept of &quot;after.&quot; The findings of this study imply that primary pupils face different levels of difficulty when they are learning the topic of &quot;Time.&quot; Significance: This method of diagnosing pupils' knowledge in terms of mastery level of each attribute tested is different from a conventional diagnostic test which provides only the final score for each pupil. By knowing the pupils' knowledge states, teachers can make use of this fine-grained information to enable them to carry out differentiated instructional planning and other remedial work more effectively. Pupils can also use this information to monitor their own learning by maintaining their strengths and overcoming their weaknesses to cope with their own studies.
Perspectives of EFL Doctoral Students on Challenges of Citations in Academic Writing
Author: Jomaa, Nayef Jomaa
Date: 2017-12-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,English (Second Language),Academic Discourse,Writing (Composition),Citations (References),Foreign Countries,Interviews,Males,Arabs,Writing Skills,Knowledge Level,Credibility,Language Skills,Qualitative Research

Purpose: Citation is vital in academic writing but particularly challenging for novice writers who use English as a second or foreign language. While much is known about citations types and functions, scarce knowledge is available about what makes citing a complicated procedure. Hence, this study explores the difficulties in citing and integrating information from academic sources into the literature review chapter of PhD proposals. Methodology: The study, which falls under New Rhetoric studies, involved conducting individual discourse-based interviews with six male Arab doctoral students who were selected purposefully from the Information Technology department of a Malaysian public university. The participants' literature review chapters were employed in a stimulated recall to retrieve their inner perceptions when writing their PhD proposals. Hand analysis, mind mapping, and visual mapping were used in the analysis of the data. Multiple codes were initially obtained and further reduced to form four major themes and several sub-themes. Findings: The findings revealed that challenges in citation included addressing the credibility of information in published sources, adopting a stance toward the citations, insufficient knowledge about using citations, and second language difficulties. Significance: The findings highlight that EFL Arab students lacked both awareness of using citations and advanced skills in academic writing. Consequently, the study has pedagogical implications in that it points to a need to enhance EFL Arab students' skills in citing, evaluating, and writing academically. This could be probably achieved through developing discipline-specific teaching materials that take into consideration the different practices of citation in various academic disciplines.
Survey of Developmental Students&apos; Print and Online Metacognitive Reading
Author: Boudreaux, Mary Keller
Date: 2016-03-00
Type: Journal Articles
Subjects: Developmental Programs,Reading Strategies,Interest Inventories,Printed Materials,Electronic Learning,Statistical Analysis,Comparative Analysis,Metacognition,Use Studies,Familiarity,Reading Comprehension,Undergraduate Students,English Curriculum,Questionnaires,Online Surveys

This quantitative study is a comparative analysis of developmental students' print and online support metacognitive strategy use. More specifically, a study was conducted utilizing the Metacognitive Awareness of Reading Strategies Inventory (MARSI) to measure developmental college students' awareness and perceived use of support reading strategies while comprehending print and online academic texts. The findings show significance in four of nine support metacognitive reading strategy uses.