ethanporcaro/eric-fulltext-meta huggingface dataset:
Scaffolding Genre-Based Writing in the Subjects: Lecturers&apos; Learning Processes in a Design-Based Research Project
Author: Kuiper, Cindy
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Scaffolding (Teaching Technique),Literary Genres,Higher Education,Foreign Countries,Design,Writing (Composition),Metalinguistics,Writing Teachers,Teacher Education,College Faculty

To promote student writing development, integrated approaches such as genre-based writing instruction (GBWI) are advocated in tertiary education. However, most subject lecturers are not used to centralise writing in their subjects as they focus on content teaching. Capitalising on teacher learning within GBWI is therefore necessary. Design-based research can offer a fruitful learning environment for such innovative type of content and language integrated instruction. In a multiple case study (n=2) in Dutch higher professional education, we aimed to explore what subject lecturers can learn in a design-based research project in terms of scaffolding students' writing. Qualitative data on teacher learning were collected through logs and interviews before, during and after three GBWI interventions. These data were transcribed verbatim and analyzed using transcription software. Results showed the subject lecturers reported multifaceted learning outcomes, particularly concerning changed knowledge and beliefs. Some of these were directly related to GBWI (e.g., metalanguage, deconstruction, text features) whereas others were related to scaffolding language in subject learning more generally, and to the lecturers' teaching roles. Both lecturers also reported learning outcomes in terms of changed practices, but to a lesser extent. This may be related to the challenging character of enacting GBWI in the subjects. On a more general level, this study has yielded valuable insights into what factors are at stake when subject lecturers learn to enact GBWI. Further, it has shown the potential of a design-based research learning environment which we view as part of a causal field instigating subject lecturers' professional development.
Back to the Classroom: Teachers&apos; Views on Classroom Management after COVID-19
Author: Gülmez, Deniz
Date: 2022-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Classroom Techniques,COVID-19,Pandemics,Foreign Countries,Student Behavior,Behavior Problems,Behavior Change,In Person Learning,Elementary School Teachers,Middle School Teachers,High School Teachers,Social Change,Cognitive Processes,Student Motivation,Attention Control,Discipline,Psychomotor Skills

The purpose of this study was to reveal the effects of the disruption to face-to-face education during the pandemic on the classroom environment upon return to the classroom. The participants of this case study were 16 teachers working in Turkey. The data were collected through semi-structured interviews and their contents were analysed. The study revealed that there were cognitive changes, motivation and concentration problems, social changes, discipline problems, and psychomotor changes observed in students' behaviours after the transition to face-to-face education. The sources of the behavioural changes were the family, the Ministry of National Education, being away from school, and use of technology. The strategies used by the teachers in terms of classroom management while managing the process after the transition to face-to-face education were management of teaching, behaviour management, management of relationships, and management of the physical environment.
Student Experiences of Facilitated Asynchronous Online Discussion Boards: Lessons Learned and Implications for Teaching Practice
Author: James, Allison J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Discussion (Teaching Technique),Teaching Methods,Educational Technology,COVID-19,Pandemics,Online Courses,Student Attitudes,Undergraduate Students,Summative Evaluation,Learner Engagement,Group Discussion,Teacher Role,Barriers,Foreign Countries,Student Behavior,Student Diversity,Feedback (Response)

As an alliance of academics undertaking blended delivery, we have experienced the challenge of tailoring teaching strategies to different learning styles. Our teaching has evolved, moving from traditional didactic delivery to the utilisation of online technology to accommodate both academic and student expectations. The pressure to teach within constrained resources and issues presented from the COVID-19 pandemic has provided opportunities to optimise educational technology. We identified a gap in genuinely engaged online discussions, observing that pedagogic value was often obscure. This cross-sectional study investigated the opinions and experiences of undergraduate students in four health science online units where asynchronous discussion boards were linked to summative assessment. By assessing discussion posts, students may be motivated to participate further, with student engagement influenced through educator involvement, the discussion purpose and group interactivity. Whilst some students were critical of the value of asynchronous discussion boards, others positively viewed discussions as a platform for peer engagement and information sharing. Discussion boards can provide active learning experiences particularly for online students; however, effective educator involvement and online supportive teaching strategies and practices are crucial to pedagogical success. Based on the key findings from this study we propose implications for practice in a higher education context.
Developing Students&apos; Attitude Scale for the Online Education
Author: Demirel, Serkan
Date: 2022-12-00
Type: Journal Articles
Subjects: Test Construction,Student Attitudes,Attitude Measures,Online Courses,Distance Education,Test Validity,Test Reliability,College Students,Foreign Countries,Factor Analysis

While discussions on the efficiency and adequacy of distance education, which has passed through various stages from the 1700s to the present day, and its accessibility has become easier with the opportunities provided by technology, it has to be experienced by almost everyone after the pandemic in 2019. While there are various scale studies for distance education before 2019 in the literature, there is a need for an up-to-date scale with proven validity and reliability. Therefore, this study aimed to develop an up-to-date scale with proven validity and reliability for the use of researchers who aim to study this subject. The item pool of the scale was designed considering the attitude and its sub-components as positive and negative. The scale, which took its final form before the application with the help of an assessment and evaluation specialist and a language expert, was applied to a group of 341 students consisting of Gazi University Education Faculty, Haci Bayram Veli University Fine Arts Faculty, Haci Bayram Veli University Faculty of Literature. As a result of Exploratory Factor Analysis and Confirmatory Factor Analysis, a structure consisting of 30 items with six factors was revealed. Cronbach's alpha values of the factors were measured as 0.84, 0.71, 0.85, 0.70, 0.75, and 0.76, respectively. The total Cronbach's alpha value of the scale, which constituted the whole of the factors, was 0.92. As a result of the analyses performed at the end of this research, a valid and reliable scale was put forward to measure the attitudes toward online education. [Note: The publication month (June) shown on the PDF is incorrect. The correct month of publication is December.]
Student Perceptions of Humour in Teaching Politics and International Relations: A Focus Group Study
Author: Martin, Alexander P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Humor,Political Science,International Relations,Foreign Countries,Foreign Students,Undergraduate Students,Teacher Student Relationship,Learner Engagement,Teaching Methods,Popular Culture,Visual Aids,Satire

Politics and International Relations (Pol &amp; IR) lecturers can capitalise on the established relationship between comedy and political analysis by using humour techniques to enhance the student learning experience and to develop students' critical analysis skills. Using collected data from focus groups with 21 British and International undergraduate students from four UK universities, this small-scale empirical study advances a methodology that enables participants to engage in collective meaning-making without being restricted by a closed-ended question survey. This research highlights student perceptions that humour attempts can make concepts memorable, improve student-lecturer rapport, and increase student engagement and motivation when lecturers consistently adopt a friendly persona and use humour to supplement high-quality lecture content. Mild self-deprecation by lecturers improves the student-lecturer relationship. Lecturer &quot;banter&quot; with students is risky, but might be acceptable if the lecturer's persona is consistently humorous and sufficient student trust is developed. Participants considered that analogies and pop culture references are beneficial explanatory tools, especially for complex Pol &amp; IR concepts or theories. Memes were considered to be most effective when used as a summarising or concluding point, thus corroborating the &quot;educate before subvert&quot; principle.
Student Satisfaction with Online Academic Skills Session during the Pandemic
Author: Mansfield, Sheryl
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Satisfaction,Online Courses,Educational Technology,Program Effectiveness,Foreign Countries,Age Differences,Interpersonal Relationship,Barriers,Student Attitudes,Intellectual Disciplines,Information Literacy,College Students

During the COVID-19 pandemic, the University of Northampton changed its usual mode of delivery from face-to-face to online. This may have involved less adjustment than in other institutions as, pre-pandemic, the university already made use of active blended learning using its virtual learning environment. To capture the student voice concerning satisfaction with this change of mode, professional service teams surveyed students attending embedded academic skills and information literacy workshops. The number of students completing the survey was 385 and overall, students were satisfied with online learning. Nearly two-thirds of respondents listed specific advantages and challenges of online learning. The most frequently mentioned advantage was convenience: being at home; the greater ease of combining study with work or home life; and reduced traveling saving both time and money. Other advantages were the improved quality and functionality of the online sessions, and positive motivational/affective factors. The most common challenge was issues with technology. Other challenges were negative motivational/ affective factors, with students reporting lack of concentration and that the sessions were impersonal. A significant challenge was a perceived lack of communication between both students and lecturers, and students and their peers. Age was found to be a salient factor with students over the age of 30 markedly more positive about online learning than their younger peers. Concerns for practitioners in moving to online learning would be around ensuring students have access to the appropriate technology and finding ways to improve communication online. However, with appropriate planning, future provision may benefit from the advantages that online learning affords.
Predictive Relations between Quest for Significance and Social Media Addiction of Adults
Author: Sahin, Ekrem Sedat
Date: 2022-12-00
Type: Journal Articles
Subjects: Adults,Social Media,Addictive Behavior,Self Esteem,Psychological Needs,Attention,Peer Acceptance,Predictor Variables,Status,Recognition (Achievement)

The aim of this study was to analyze quest for significance of adults according to their demographic features and to determine predictive relations between quest for significance and social media addiction of adults. The data of the study were collected from a total of 556 participants, 188 men and 368 women aged 18 and over. Participants were recruited by utilizing convenience sampling technique, and correlational survey method of quantitative research models was adopted within this study. Quest for Significance Scale, Social Media Addiction Scale and Personal Information Form were used as data collection tools. The data from assessment tools were analyzed using the T-test, and multi-group comparisons were made using ANOVA (one-way analysis of variance). The relation between the points acquired from assessment tools was calculated using Pearson's Moments Multiplication Correlation Coefficient. Predictive relations between quest for significance and social media addiction was analyzed using simple linear regression model. Significant difference was determined in quest for significance of adults as a result of the study considering age level, marital status, time spent on social media, the reason for using social media and whether using social media has any impact on sleeping pattern. On the other hand, no significant difference was determined in quest for significance of adults in terms of gender, income and educational background. A moderate positive correlation between quest for significance and social media addiction of adults was determined.
Reexamining Feedback on L2 Digital Writing
Author: Elola, Idoia
Date: 2022-00-00
Type: Journal Articles
Subjects: Feedback (Response),Second Language Learning,Writing (Composition),Technology Uses in Education,Multimedia Materials,Writing Instruction,Story Telling,Multiple Literacies

The integration of digital multimodal composing (DMC) in the second language (L2) and heritage language (HL) classrooms has expanded our notion of writing, shifting from a focus on the written mode to include other modes of expression (e.g., visual, textual, or aural). Notwithstanding the increasing presence of L2 multimodal learning tasks, which combine different semiotic resources (e.g., language and visual components such as images or videos) as intrinsic elements used to generate meaning, instructors have not yet modified the way in which they provide feedback. That is, despite the increasing integration of different modes in a multimodal task, instructors still focus exclusively on language development -- replicating the feedback behaviors modeled by non-digital writing assignments -- rather than on all the components of multimodal texts. In digitally influenced environments and societies, however, there is a need to reconsider our approaches to feedback to pay greater attention to the linguistic and nonlinguistic elements of DMC. With the scarcity of research on feedback in DMC, this article first identifies a gap in multimodal teaching and research regarding the role and focus on feedback in DMC, and, second, provides an assessment rubric from which to base formative feedback that addresses both linguistic and nonlinguistic elements to help students develop their multimodal texts.
The Effects of Using Cognitive Discourse Functions to Instruct 4th-Year Children on Report Writing in a CLIL Science Class
Author: de Larios, Julio Roca
Date: 2022-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Second Language Learning,English (Second Language),Spanish Speaking,Science Instruction,Technical Writing,Grade 4,Elementary School Students,Cognitive Processes,Scientific Concepts,Foreign Countries,Public Schools,Language Patterns

The present study analyzed how a group of young Spanish-speaking English as a foreign language (EFL) learners in a content and language integrated learning (CLIL) science class responded to an instructional unit integrating attention to functional language and an inquiry-oriented approach to science. Working in cooperation with the researchers, a year 4 primary school teacher implemented a teaching sequence on levers with 48 9-10-year-olds over three weeks. The sequence, which was intended to raise the children's awareness of the demands involved in understanding (content goals) and expressing as written reports (rhetorical goals) how levers work, scaffolded their activity from item-based writing to the production of full texts. On completing the unit, each child independently wrote a report on levers, all of which were analyzed from the perspective of cognitive discourse functions and ideational meaning. The results of these analyses are discussed in terms of their significance for CLIL writing with young learners.
A Classroom-Based Study on the Effects of WCF on Accuracy in Pen-and-Paper versus Computer-Mediated Collaborative Writing
Author: González-Cruz, Belén
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Accuracy,Feedback (Response),Writing Instruction,Grammar,Word Processing,Printed Materials,Collaborative Writing,Comparative Analysis,English (Second Language),Error Correction,Writing Evaluation,Authentic Learning,Secondary School Students,Error Analysis (Language),Internet,Foreign Countries,Language Tests,Scores,Student Participation,Communication (Thought Transfer)

This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&amp;P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
Developing a Number Sense-Based Instructional Design to Eliminate Student Errors Based on Mathematical Misconceptions
Author: Üredi, Pelin
Date: 2022-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Error Patterns,Misconceptions,Instructional Design,Secondary School Students,Grade 7,Grade 5,Foreign Countries,Number Concepts

The purpose of this research was to develop and evaluate a number sense-based curriculum aiming to eliminate student errors due to mathematical misconceptions. A mixed method research model as one of the qualitative research approaches was adopted in this study aiming to develop a number sense-based instructional design to eliminate student errors arisen from mathematical misconceptions in secondary school students. In preparation stage of the instructional design, 27 seventh grade students studying at a state school in Mersin province were determined as the study group. At the stage of developing and evaluating the instructional design, 24 fifth grade students studying at a state school in Mersin province were determined as the study group. In the process of developing the instructional design, &quot;Needs Analysis Student Interview Form,&quot; &quot;Instructional Design Teachers' Board Interview Form,&quot; and &quot;Expert Interview Form&quot; were used. When all these results were evaluated together, it would be correct to say that number sense was an important prerequisite for the interpretation and use of mathematical knowledge, and it would be efficient on eliminating errors arisen from the mathematical misconceptions when it was integrated into an effective instructional design. It was possible to suggest that further researches should be conducted for determining the misconceptions of the students related to different mathematics sub-topics. [Note: The publication month (June) shown on the PDF is incorrect. The correct month of publication is December.]
Developments in Classroom-Based Research on L2 Writing
Author: Lee, Icy
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Second Language Learning,Literature Reviews,Writing Instruction,Teaching Methods,Evaluation Methods,Feedback (Response),Writing Teachers,Language Teachers,Trend Analysis

This paper reviews and reflects on developments in classroom-based research on second or foreign language (L2) writing from 2001 to 2020, based on scholarship drawn from the &quot;Journal of Second Language Writing,&quot; the flagship journal of the field. The review covers a total of 75 classroom-based studies and examines the major research themes and key findings under three research strands: (1) students and student learning of writing; (2) teachers and teaching of writing; and (3) classroom assessment and feedback, as well as the key theories and research methodologies adopted in extant classroom-based studies on L2 writing. The article ends with a discussion of the practical implications arising from the review, as well as potential research gaps that inform future directions for L2 writing classroom-based research. By providing a state-of-the-art review of developments in classroom-based research on L2 writing, this article contributes to a nuanced understanding of salient issues about learning, teaching and assessment of writing that take place in naturalistic classroom contexts, with relevant implications for both L2 writing practitioners and researchers.