ethanporcaro/eric-fulltext-meta huggingface dataset:
Vocabulary Glossing: A Meta-Analysis of the Relative Effectiveness of Different Gloss Types on L2 Vocabulary Acquisition
Author: Vahedi, Vahideh Sadat
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary,Second Language Learning,Meta Analysis,Hypermedia,Reading Materials,Effect Size,Educational Research,Instructional Effectiveness,Comparative Analysis

In recent years there has been a growing interest to incorporate hypertext glosses into L2 reading materials and accordingly, it has provoked researchers to uncover to what extent and under which moderator variables a specific type of gloss yields more effective outcomes than other types of glossing. The present meta-analysis attempts to examine the magnitude of the effect of different gloss types (single vs. multiple glosses) on L2 vocabulary acquisition along with identification of the contextual factors that influence between-study variation through synthetizing 34 primary articles which satisfy the inclusion criteria. The overall effect size is found to be +0.83 (p&lt;0.05), indicating that multiple glosses (text+visual) has a large, positive effect on learners' vocabulary acquisition than single mode of glossing (text-only). Moderator analyses further suggest that intensity of the program and L2 proficiency level are potential moderators influencing the heterogeneity between effect sizes, whereas the learning context, sample size and research design do not have such impact.
A Computational Method for Enabling Teaching-Learning Process in Huge Online Courses and Communities
Author: Mora, Higinio
Date: 2017-02-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Teaching Methods,Learning Processes,Case Studies,Computational Linguistics,Natural Language Processing,Distance Education,Open Universities,Foreign Countries,Course Descriptions,Programming,Computer Science Education,Outcomes of Education

Massive Open Online Courses and e-learning represent the future of the teaching-learning processes through the development of Information and Communication Technologies. They are the response to the new education needs of society. However, this future also presents many challenges such as the processing of online forums when a huge number of messages are generated. These forums provide an excellent platform for learning and connecting students of the subject, but the difficulties in following and searching the vast volume of information that they generate may produce the opposite effect. In this paper, we propose a computational method for enabling the educational process in huge online learning communities. This method analyzes the forum information through Natural Language Processing techniques and extract the main topics discussed. The results generated improves the management of the forums, increases the effectiveness of the teachers' explanations and reduces the time spent by students to follow the course. The proposal has been complemented with a real case study that shows promising results.
Exploring the Writing Approaches in the &quot;Facebook&quot; Environment
Author: Annamalai, Nagaletchimee
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Writing (Composition),Social Media,Telecommunications,Foreign Countries,English (Second Language),Second Language Learning,Writing Strategies,Interaction,Coding,Secondary School Students,Content Analysis

The following is a qualitative case study investigating the writing approaches that are evident when a group of ESL students were to complete their narrative writing task in the &quot;Facebook&quot; environment. Six students and a teacher interacted in the &quot;Facebook&quot; environment to revise and improve the quality of their essays. Data in this study were derived from the online interaction archives and scores of the narrative essays. Drawing on qualitative data of the online interactions, product and genre approaches were evident. Process approach did not appear in the findings although time and space were available for students and the teacher to communicate with their peers and teacher. The implication of this study is that the teacher should also be given a checklist when they are engaged in online writing activities. Also it is important for teachers to consider the different level of thinking skills based on Bloom's Taxonomy while guiding students to write their essays. There were also emerging themes that were related to students' confidence and duration of task.
Pecha Kucha Style Powerpoint Presentation: An Innovative Call Approach to Developing Oral Presentation Skills of Tertiary Students
Author: Murugaiah, Puvaneswary
Date: 2016-00-00
Type: Journal Articles
Subjects: Oral Language,College Students,Interviews,Focus Groups,Computer Software,Second Language Learning,Second Language Instruction,Foreign Countries,Computer Assisted Instruction,Cooperative Learning,Skill Development,Teaching Methods,English (Second Language),Qualitative Research,Distance Education,Student Attitudes

In computer-assisted language learning (CALL), technological tools are often used both as an end and as a means to an end (Levy &amp; Stockwell, 2006). Microsoft PowerPoint is an example of the latter as it is commonly used in oral presentations in classrooms. However, many student presentations are often boring as students generally read from text-heavy PowerPoint slides. Such presentations do not assist students in developing their oral presentation skills. Pecha Kucha (PK) is an innovative and creative PowerPoint presentation format that can help to overcome this. It features the use of twenty slides containing visuals with minimal text that are presented in twenty seconds. This study reports on the use of the PK presentation format to enhance the development of second language (L2) oral presentation skills among tertiary students at Universiti Sains Malaysia. It was carried out among thirty distant learners who worked in groups to complete a task-based activity using the PK format. Data were gathered from students' focus group interview responses as well as the researcher's observations to inform the impact of this format on the development of presentation skills and the challenges faced in employing it. Findings revealed that while the format is functional in supporting collaborative learning and fostering L2 oral presentation skills, it posed challenges to students with low proficiency levels. To maximise the potential benefits of PK as a CALL strategy, this study, therefore, suggests the inclusion of more pedagogical support and training.
Using &quot;Quipper&quot; as an Online Platform for Teaching and Learning English as a Foreign Language
Author: Mulyono, Herri
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Learning,Computer Assisted Instruction,Linguistic Input,Interaction,Courseware

This paper evaluates the affordability of &quot;Quipper&quot; as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in &quot;Quipper&quot; may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle (2003), including L2-input exposure, interaction and linguistic production. The evaluation results indicate that &quot;Quipper&quot; is affordable for use as an online teaching and learning EFL platform. More importantly, it corresponds to the three conditions of CALL pedagogy, thus making it a potential aid for activities used in teaching and learning foreign language.
New Spaces for Researching Postgraduate Education Research in South Africa
Author: Pillay, Daisy
Date: 2013-08-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Countries,Higher Education,Bibliographic Databases,Universities,Educational Research,Racial Segregation,Democracy

Universities in South Africa during apartheid reflected the racialised politics of the period. This gave rise to divisive descriptors such as &quot;historically white/black&quot;; &quot;English/Afrikaans-speaking&quot; institutions and &quot;Bantustan'' universities. These descriptors signal a hierarchy of social status and state funding. We start by explaining how these apartheid-era institutional arrangements formed socially unjust &quot;silos&quot; around postgraduate Education researchers and their research. Against this backdrop, we describe a project that surveyed postgraduate Education research at 23 institutions in South Africa between 1995 and 2004--the first decade of democracy. The products of the survey constitute two spaces. First, there is the physical archive of dissertations and theses from the higher education institutions. This space disrupts the historical differences and physical distances, bringing together the postgraduate Education research of that period. The second space is the electronic bibliographic database of the archive. It is an abstract space that defies traditional shelving arrangements. We argue that this national project broke down the apartheid-era silos that separated the postgraduate Education research of the different higher education institutions in South Africa. In this article we propose that a third space manifests when a researcher works with the project's archive and/or database. It is a space of lived experience. In the interactive moment and space, when the researcher connects with the archive or database, there is the possibility of the researcher generating new understandings and ideas of/about Education research. Although the project described in this article has ended, we found that in the third space of the interactive experienced moment fresh questions about the knowledge produced by postgraduate Education researchers in South Africa, at the critical historical moment of the first decade of democracy, were made possible.
Space and Place in Researching Male Early High School Leaving in Orange Farm Township
Author: Bingma, Vangile
Date: 2013-08-00
Type: Journal Articles
Subjects: Males,Dropouts,Foreign Countries,Qualitative Research,Case Studies,Young Adults,Higher Education,Interviews,Observation,Content Analysis

I reflect on the methodological processes underpinning a dissertation that investigated male learners' reasons for leaving high school early and the strategies they employed to negotiate everyday life. A qualitative case study was conducted with nine male early high school leavers between the ages of 18 and 25, as well as 12 stakeholders involved in the Orange Farm Township, south of Johannesburg. Purposive and snowball sampling techniques were used. Data were collected through in-depth interviews, document reviews, and observations. Narrative analysis revealed complications related to the notions of space and place of the potential participants and the researcher. In the first place, the difficulty was not in identifying participants, but in establishing rapport to the extent that they agreed to participate in the research. Assumptions about space and place gave rise to expectations that had to be managed, and consequently the researcher had to rethink the methodological choices. In particular, participants' perceived real social positions and their relation to different social spaces had to be negotiated. It is suggested that relatively novice researchers, researching male early high school leaving in familiar spaces, can mitigate complications of space, place and stigma during fieldwork by using multiple sources of data and strategic, flexible interviewing techniques.
Hazing in Orientation Programmes in Boys-Only Secondary Schools
Author: Huysamer, C.
Date: 2013-08-00
Type: Journal Articles
Subjects: Males,Single Sex Schools,Secondary School Students,Grade 8,Grade 12,Foreign Countries,Hazing,Violence,Questionnaires,Statistical Analysis,Student Attitudes,Student Surveys,Gender Issues,Masculinity,School Safety,Likert Scales,Student Characteristics,School Orientation

Hazing, associated with initiation, aims at taking newcomers from novice status to a status of functional and acknowledged members of a new group. However, the process is often dangerous, injurious, and usually secretive. Hazing may occur as an unauthorised component of institutionally sanctioned orientation programmes commonly held for new students at educational institutions at the beginning of the academic year. This study focuses on the occurrence of hazing elements in orientation programmes (OP) for Grade 8 boys primarily run by Grade 12 learners in boys-only secondary schools in South Africa. A cross-sectional survey was conducted by administering a researcher-designed questionnaire to a non-probabilistic sample of 296 Grade 12 learners enrolled at three boys-only secondary schools in Johannesburg. The computer assisted analysis strategy included frequency distributions, exploratory factor analysis, and analysis of variance. Findings indicated that respondents generally agreed with regard to the structure, aims, and behaviours common to orientation programmes. Respondents strongly disagreed about the occurrence of physical and sexual abuse and activities aimed at discomfort in the OP; however, respondents showed ambivalence about the occurrence of certain activities, which may deteriorate into hazing. Prior experience of an orientation programme when in Grade 8; length of enrollment in the school, and boarder status affected respondents' perceptions of certain aspects of orientation programmes.
In-Service Teacher Education: Asking Questions for Higher Order Thinking in Visual Literacy
Author: Moodley, Visvaganthie
Date: 2013-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Thinking Skills,Visual Literacy,Questioning Techniques,Faculty Development,Qualitative Research,Public School Teachers,Observation,Case Studies,Lesson Plans,Worksheets,English (Second Language),English Teachers,Foreign Countries,Semi Structured Interviews

The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP) facilitator, I demonstrate that within the framework of a carefully structured subject-specific PDP, teachers can be taught how to enhance thinking skills in the English visual literacy (VL) learning classroom. Guided by an earlier taxonomy of cognition, and using qualitative methodology, the paper analyses data obtained from: (i) observation notes and examination equivalents of 40 teachers from various public schools in Gauteng who were engaged in the Advanced Certificate in Education (ACE), English specialization programme; and (ii) a case study of three teachers by means of semi-structured interviews, and a study of their lesson plans and worksheets.The paper examines, specifically, teachers' choice of texts and questions asked, for English second-language learners for the teaching of VL. It concludes by suggesting that if teachers themselves are first engaged in the cognitive processes they wish learners to acquire, they are better positioned to promote higher order among their learners.
Professional and Organisational Socialisation during Leadership Succession of a School Principal: A Narrative Inquiry Using Visual Ethnography
Author: Steyn, Trudie
Date: 2013-00-00
Type: Journal Articles
Subjects: Socialization,Principals,Qualitative Research,Research Design,Foreign Countries,Elementary Schools,Personal Narratives,Interviews,Photography,Visual Aids,Leadership Role,Leadership Styles

Leadership studies on principal succession show that new principals are required to address numerous challenges when adapting to a new school context. This paper, on a study that used a qualitative research design, reports on the professional and organisational socialisation of a new principal in a South African primary school during the first three years of the principal's appointment. Data were collected through a number of interviews and photographs and were presented in the form of a reflexive story. The principal's story illuminated the socialisation process and illustrated how he made sense of his role as a new principal of the school and the way in which he addressed the challenges in the school. The findings emphasised that socialisation in principal succession can be complex and varied, depending on factors such as the principal's personal characteristics and the school context.
Callings, Work Role Fit, Psychological Meaningfulness and Work Engagement among Teachers in Zambia
Author: Rothmann, Sebastiaan
Date: 2013-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Foreign Countries,Case Studies,Secondary School Teachers,Structural Equation Models,Work Ethic,Work Environment,Elementary School Students,Correlation,Teacher Role

Our aim in this study was to investigate the relationships among a calling orientation, work role fit, psychological meaningfulness and work engagement of teachers in Zambia. A quantitative approach was followed and a cross-sectional survey was used. The sample (n = 150) included 75 basic and 75 secondary school teachers in the Choma district of Zambia. The Work Role Fit Scale, Work-Life Questionnaire, Psychological Meaningfulness Scale, and Work Engagement Scale were administered. Structural equation modelling confirmed a model in which a calling orientation impacted psychological meaningfulness and work engagement significantly. A calling orientation impacted work engagement directly, while such work orientation impacted psychological meaningfulness indirectly via work role fit. The results suggest that it is necessary to address the work orientation and work role fit of teachers in Zambia as pathways to psychological meaningfulness and work engagement.These results have implications for the recruitment, selection, training, and development of teachers in Zambia.
Applicability of the Organisational Climate Description Questionnaire--Rutgers Elementary: A South African Case Study
Author: Vos, D.
Date: 2013-08-00
Type: Journal Articles
Subjects: Organizational Culture,Questionnaires,Case Studies,Foreign Countries,Elementary Schools,Educational Environment,Factor Analysis,Correlation,Statistical Analysis

The Organisational Climate Description Questionnaire--Rutgers Elementary (OCDQ--RE) was used to determine the current organizational climate of primary schools in North-West Province, South Africa. This questionnaire evaluates the actions of principals and educators; the current organizational climate in primary schools can be determined from the results. A quantitative research approach, with 904 teachers from 68 schools, was used to determine the applicability of the measuring instrument. Exploratory and confirmatory factor analyses revealed that certain items measuring directive behaviour in the OCDQ-RE grouped with supportive behaviour of the principal. Hence, in this study, these items were regarded as supportive towards the educators and their work by the respondents. According to Cronbach's alpha coefficient the questionnaire can be regarded as reliable. Recommendations are made to render the questionnaire even more applicable for the South African context.
&quot;Knowing What It Is Like&quot;: Dialoguing with Multiculturalism and Equity through Collective Poetic Autoethnographic Inquiry
Author: Pithouse-Morgan, Kathleen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Equal Education,Poetry,Autobiographies,Ethnography,Inquiry,Cultural Awareness,Racial Attitudes,Racial Bias,Educational Research,Educational Researchers,Reflective Teaching,Reflection,Discourse Analysis,Dialogs (Language),Attitude Change,Transformative Learning

We offer an account of how we, a research team of three South African academics, have dialogued with multiculturalism and equity through collective poetic autoethnographic inquiry. The focus of the article is on our learning through reading and responding to published autoethnographies by three other South African academics. We share our learning about how poetry and dialogue can facilitate a generative entanglement with autoethnographies written by others. The article highlights the promise of collective poetic autoethnographic inquiry for opening up spaces for dialoguing with multiculturalism and equity.
&quot;My Story of Sal&quot;: A Critical Self-Reflective Autoethnography Revealing Whiteness in the Classroom
Author: Wood, Craig Anthony
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Teacher Effectiveness,Autobiographies,Ethnography,Personal Narratives,Critical Theory,Race,Reflective Teaching,Whites,Praxis,Teaching Methods,Racial Attitudes,Racial Bias,Reflection,Experience,Educational Policy,Attitude Change,Transformative Learning,Self Concept,Cultural Awareness

My purpose for conducting the critical self-reflective research described in this article was a desire to improve my effectiveness as a teacher in the field of First Peoples' education. The impetus for undertaking this research was a critical incident in my teaching career that I refer to as &quot;My Story of Sal.&quot; Writing autoethnographically, I use personal narrative as method, and show &quot;My Story of Sal&quot; as a representation of curriculum and pedagogy in my teaching praxis. I apply a critical lens of whiteness studies to the narrative to reveal whiteness in my classroom.
On Being an Angry Black Man
Author: Quaye, Stephen John
Date: 2017-00-00
Type: Journal Articles
Subjects: African Americans,Males,Psychological Patterns,Emotional Response,Racial Bias,Stereotypes,Social Justice,Social Change,Autobiographies,Personal Narratives,Poetry,Resistance (Psychology),Socialization

Black men are often seen as problems, threats, and thugs. The mere existence of a Black body is often met with fear. Using autoethnographic mystory, I blend personal stories, poetry, song lyrics, and analysis to subvert the angry Black man mantra and explore the productive use of anger to stimulate change.
We Are Woke: A Collaborative Critical Autoethnography of Three &quot;Womxn&quot; of Color Graduate Students in Higher Education
Author: Ashlee, Aeriel A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Females,Graduate Students,Minority Group Students,African American Students,Asian American Students,Hispanic American Students,Autobiographies,Ethnography,Student Experience,Higher Education,Racial Bias,Gender Bias,Resistance (Psychology),Feminism,Personal Narratives,Consciousness Raising,Social Justice,Empowerment,Educational Practices,Equal Education

This critical collaborative autoethnography examines how three &quot;womxn&quot; of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to &quot;wokeness&quot; and share their collective process of cultivating a community of &quot;sista&quot; scholars integral to their wellness, wokeness, and persistence in an oppressive educational system.
The Relationship between the Critical Thinking Skills and the Academic Language Proficiency of Prospective Teachers
Author: Grosser, M. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Language Proficiency,Preservice Teacher Education,Preservice Teachers,Correlation,Minimum Competency Testing,Scores,Academic Ability,Cohort Analysis,Foreign Countries

We report on the relationships that exist between the critical thinking skills and the academic language proficiency of a group of first-year prospective teachers at a South African university (n = 89). The results revealed the nature of the critical thinking skills as well as the academic language proficiency of the students. Significant correlations between academic language proficiency and making inferences, as well as between academic language proficiency and critical thinking as a general competency, were noted. The article concludes with recommendations on how to enhance critical thinking and language proficiency in the teacher-training curriculum.