ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between EFL Learners' Self-Efficacy Beliefs and Their Language Learning Strategy Use
Author: Bonyadi, Alireza
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Student Attitudes,Self Efficacy,Learning Strategies,Predictor Variables,Gender Differences,College Freshmen,Statistical Analysis,Correlation,Metacognition,Questionnaires,Rating Scales

The focus of education has changed from teacher-directed to learner-oriented instruction in previous years. Majority of studies in the field of EFL/ESL learning involves issues relevant to learners and their individual differences. Therefore, the present study focused on some of these individual variables; namely self-efficacy and language learning strategies. This study aimed at exploring the relationship between EFL learner's self-efficacy and language learning strategy use. Also, frequently language learning strategies by EFL learners and the existence of a significant difference in their self-efficacy beliefs and strategy use due to gender and years of English study are investigated. A group of 130 first year university students consented to participate in the present study. The results of statistical analyses indicated that there was no relationship between self-efficacy and language learning strategy use. Moreover, metacognitive strategies are frequently used language learning strategies by EFL learners. In addition, there were no significant differences in both self-efficacy and strategy use due to gender. But, there were significant differences in self-efficacy beliefs and only in metacognitive strategies due to years of English study.
Using Authentic Materials for Extensive Reading to Promote English Proficiency
Author: Guo, Siao-cing
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Materials,English (Second Language),Second Language Learning,Second Language Instruction,Linguistic Input,Reading Comprehension,Correlation,Pretests Posttests,Statistical Analysis,Language Proficiency,Language Tests,Simulation,Oral Language,Literature,Surveys,Student Participation,Validity,Reading Habits,Vocabulary Development,Majors (Students),Undergraduate Students,Foreign Countries,Experimental Groups,Control Groups,Student Attitudes

Current literature points to the importance and benefits of extensive reading. Extensive reading provides contextualized clues for better reading comprehension (Krashen, 1982), and substantial linguistic input (Bell, 1998) needed for language development. Several studies have found a correlation between extensive reading and specific linguistic skills including breadth of reading choices, improved writing skills, ease in oral communication, and improvement in other aspects of language. Literature already incorporates much simplified reading material that would encourage even beginners to engage in extensive reading; however, there has been insufficient research to explore the effects of extensive reading that utilizes authentic materials. Krashen (2011) specifies a crucial need for continuous research in this area in support of the inclusion of extensive reading in the EFL curriculum. Thus, this researcher attempted to add to the literature by investigating the impact of authentic materials as the main source of extensive reading. This quantitative study employed a pre- and post-test design using a simulated English proficiency test and an attitudinal survey. Other data such as course exams and students' class participation records were also included to increase validity. This study intended to discover the effects of extensive reading using online materials on students' language proficiency, and students' attitudes toward the extensive reading activity. The study results indicated a strong relationship between extensive reading and vocabulary development. Students thought that extensive reading also enhanced their overall English ability and knowledge.
Promoting CLT within a Computer Assisted Learning Environment: A Survey of the Communicative English Course of FLTC
Author: Haider, Md. Zulfeqar
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Foreign Countries,Student Surveys,Student Attitudes,Guidelines,Instructional Materials,Teacher Role,Personal Autonomy,Course Content,Course Evaluation,Independent Study,Institutes (Training Programs)

This study is based on a survey of the Communicative English Language Certificate (CELC) course run by the Foreign Language Training Center (FLTC), a Project under the Ministry of Education, Bangladesh. FLTC is working to promote the teaching and learning of English through its eleven computer-based and state of the art language laboratories. As Computer Assisted Language Learning (CALL) is becoming increasingly popular in many EFL/ESL contexts, the fully computer based language teaching facilities offered by FLTC can be seen as a significant step towards implementing CALL in the soil of Bangladesh. However, any language course using technology alone may not always ensure the best practices of language teaching and learning; the advantages of technological advancements are to be adapted according to the pedagogic needs of the concerned language course. This paper, therefore, seeks to explore how aspects of CALL are being integrated within a framework of Communicative Language Teaching (CLT). The survey was conducted on 425 learners who had completed the CELC course at the selected four centers of FLTC. This study provides a brief overview of how computers are being used for teaching communicative English. It is found that the trainees gave a positive response about the contents, facilities, and organization of the course but not completely satisfied with the teaching techniques and participants' role as independent learners. It is recommended that there is a need for making the computer based learning materials more accessible to the learners so that they can use them more independently in and outside the language lab.
Laugh and Smile upon the Holy Quran: The Study of Analytical Objectivities
Author: al-Domi, Mohammad Mahmoud
Date: 2015-00-00
Type: Journal Articles
Subjects: Islamic Culture,Muslims,Religious Cultural Groups,Humor,Psychological Patterns,Well Being,Religious Factors,Religion

This study aims to examine the positive impact of The Holy Quran based on the laugh and smile. This kind of derivatives in which context of praise, expression the feeling of happiness and joyful in the positive senses. Everyone needs to relieve his heart so that happiness and joy on their faces can be seen. Laughter also are some of attribute towards the Almighty Allah which was inherent of the prophet muhammed pbuh. He was always smiling at anyone whom he met. The smile is the best medicine of having the quality of work in life as well as success in overcome the challenge in life.
Collaborative Instructional Design for College Readiness
Author: Boyer, Brenda L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Design,College Readiness,High School Seniors,Research Projects,College Preparation,Partnerships in Education,Student Research,Research Skills,Benchmarking,Librarian Teacher Cooperation,Developmental Studies Programs,Transitional Programs,Program Effectiveness,Program Descriptions

High school seniors' success in making the transition to college hinges greatly on their ability to perform college-level research. Studies pointing out failure to provide this critical preparation abound (Head 2013; Head and Eisenberg 2010). Helping students make this leap is the topic of much research and discussion between members of the Association of College and Research Libraries and the American Association of School Librarians. The Kutztown (PA) Area Senior High School received AASL's 2014 Collaborative School Library Award for their project &quot;College Ready: Collaborative Instructional Redesign of the Senior Research Project.&quot; Factors comprising this award included the learning outcomes achieved through the collaborative effort, the collaborative process undertaken, the use of library resources within the project, and the degree to which the project meets the principles of AASL's Empowering Learners: Guidelines for School Library Programs (ALA 2009). Kutztown's project serves as an example of embedded library practice emerging from a shared need to improve senior students' readiness for college-level research. This article presents a description of this collaborative process, discusses what was learned, curricular implications, and what lies ahead.
Challenges to Effective Implementation of Christian Religious Studies Curriculum: A Study of Secondary School Pupils in Ebonyi State of Nigeria
Author: Njoku, N. C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,Religious Education,Christianity,Curriculum Implementation,Secondary School Students,Secondary School Teachers,Teacher Surveys

The study is designed to investigate challenges to effective implementation of Christian Religious Studies among secondary school pupils in Ebonyi state. Two research questions were raised to guide the study. The study adopted a descriptive survey design. Ebonyi state is the area of study and the population comprised all the 232 CRS teachers in the area. 200 teachers from the government owned schools were selected out of 232 CRS teachers using purposive sampling technique. Fixed response questionnaire was used to collect data from the respondents. Mean was used to analyze data. The results show-cased many factors that challenges effective implementation of CRS curriculum among secondary schools pupil. Various ways of curbing the challenges were also discovered. Based on the findings recommendations were made on effective implementations of CRS curriculum so that the subject will achieve its desired goals in the lives of learner. This forms the major contribution of the study.
Influence of College Clubs in Increasing Students' Interest and Achievement in Nigerian Post-Primary Schools as Perceived by Science Students
Author: Nwankwo, Madeleine C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Clubs,Student Organizations,Student Interests,Influences,Science Interests,Career Choice,Questionnaires,Statistical Analysis,High School Seniors,Science Achievement,Science Careers,Educational Benefits,Hypothesis Testing,Gender Differences

The perceived influence of college club in increasing students' interest and achievement in Nigerian post-primary schools in Anambra State was studied using a survey research design. The population of the study comprised all senior secondary school science students in Anambra State totaling 9322 as at 2007. From this population, a sample of 140 senior secondary two (SS 11) science students was purposively drawn from those that participated at the Anambra State branch of Science Teachers Association of Nigeria (STAN) 2007 science quiz and exhibition competition. A 31-item validated researcher-developed questionnaire arranged in 3 clusters of 14, 10 &amp; 7 was used to collect data. A reliability coefficient of 0.81 was established for the instrument using Cronbach-alpha. The result of the study revealed that senior secondary students in Anambra State testified that science clubs exist and is functional in most secondary schools in the state and has positive influence in increasing students' interest and achievement in science subjects as well as science and technology related careers. It was therefore recommended among others that every effort on the part of government, school head and students should be made to establish and sustain a functional science club in secondary schools in Anambra state.
An Investigation of the Relationship of ICT Training of Principals in ICT Integration in Management Public Secondary Schools: A Case of Nairobi County, Kenya
Author: Chepkonga, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Public Schools,Principals,Information Technology,Technology Integration,Training,Statistical Analysis,Computer Software,Questionnaires,Educational Attainment,Administrator Surveys,Interviews

The purpose of this study was to find out whether there exists a relationship between ICT training of principals and ICT integration in management of public secondary schools in Kenya. Cross-sectional survey design was used in Nairobi County where quantitative research strategy was applied for the collection of data using questionnaires. The target population comprised of 75 secondary schools in Nairobi County at the time of data collection. Simple Random sampling was used to select the public secondary schools with 7 (10%) participating in the pilot study. Data collected by questionnaires from 68 principals were analyzed using Pearson's chi square with the help of Statistical Package for Social Sciences (SPSS). The findings of the analysis of data revealed that there was a significant relationship between the principals' educational level and ICT integration in management of public secondary schools in Kenya. Out of this study recommendations were made to the county government and secondary schools in Nairobi County and Kenya in general.
Effects of Mathematical Vocabulary Instruction on Students' Achievement in Mathematics in Secondary Schools of Murang'a County, Kenya
Author: Wanjiru, Benson
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Vocabulary Development,Mathematics Achievement,Secondary School Students,Secondary School Mathematics,Control Groups,Experimental Groups,Comparative Analysis,Quasiexperimental Design,Pretests Posttests,Instructional Materials,Statistical Analysis,Statistical Significance,Concept Formation,Learning Processes,Predictor Variables,Correlation,Qualitative Research

This article is based on a study whose main objective was to determine the effects of mathematical vocabulary instruction on students' achievement in Mathematics in Secondary schools in Murang'a County, Kenya. The study was a non-equivalent control group pretest-posttest quasi-experimental design and was conducted in the two purposively selected secondary schools in Kahuro District in Murang'a County, Kenya. Both the experimental and the control groups consisted of fifty four (54) students from each school. The experimental groups were exposed to mathematical vocabulary instruction using the Graphical Organizer based on the Frayer Model with ICT integration instructional approach for ten (10) weeks. The control group was taught mathematical vocabulary by the definition-only method for the same period. Data were analysed using one-way ANOVA, independent t-test and paired t-test. The findings indicated that there is a statistically significant mean difference in the students' performance in Mathematics between those taught Mathematics vocabulary using the Frayer Model with Technology and those taught Mathematics using the definition-only method.
Teacher Preparation Practices in Kenya and the 21st Century Learning: A Moral Obligation
Author: Kafwa, Nabwire Opata
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Educational Innovation,Critical Thinking,Problem Solving,Skill Development,Holistic Approach,Teacher Role,Leadership,Professionalism,Communication Skills,Creativity,Technology Integration

Teacher preparation practices are indices used to measure quality teacher besides other variables. Whereas the current teacher preparation is test scores based inclining to cognitive knowledge, a good teacher preparation practices is a holistic development in nature oriented towards character, skills and knowledge. To embed teacher preparation in the trio domains, defines the moral duties a teacher has towards the learner akin to biblical teachings that reflect the requirements for the 21st century teacher. The required skills correspond with workplace realities marked by creativity and innovativeness rather than transmission and consumption of knowledge. To change the current practice there is need to re-focus and align to both interactive teaching and the requisite skills of 21st century addressed in the following critical questions; are approaches used for teacher preparation relevant to modern teaching? What role do teachers play in instructional delivery for 21st century learners? Which modern innovations can be adopted? The article hopes to highlight the current practices versus best practices of 21st century Skills.
Effects of the Use of Lecture Method and Wordle on the Performance of Students Taught Curriculum Studies 1: EDU222
Author: Afurobi, Ada
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lecture Method,Word Frequency,Internet,Visual Aids,Scores,Gender Differences,Hypothesis Testing,Quasiexperimental Design,Pretests Posttests,Undergraduate Students,Education Courses,Curriculum,Academic Achievement,Cluster Grouping,Sampling,Experimental Groups,Control Groups,Teacher Made Tests

The study sought to determine the effects of the use of Wordle and lecture method in teaching Curriculum Studies 1 EDU: 222 on students' performance. 100 students were purposively selected and to ensure homogeneity and consistency, the WRub was given to the 100 students and they were then grouped based on their performance--above average, average and below average. Cluster random sampling technique was used in assigning the three groups into the two experimental groups A and B using numbered papers. Each group had equal number of above average, average and below average. The WRub used was a teacher and student made test. It comprises 20-item objective test in EDU: 222 requiring students to provide answers and was constructed by the teacher in collaboration with the students from the topics selected through differentiation. Each correctly answered item attracted 5, 4, 3, 2, 1 based on the criteria set and a maximum of 100%. The WRub was administered before (pretest) and after (posttest) treatment for data collection. Pretest has the same feature as the posttest items. The only difference is that posttest items were reshuffled and the colour of paper changed to avoid test wiseness. The findings of the study revealed a significant difference in the mean scores of the students and a significant difference was noted between male and female students taught using Wordle. Based on these some recommendations were made among which are the need to include the use of social media as tools in teaching and the need to build the capacity of teachers in the use of technologies in teaching and learning.
The Implementation of Collaborative Learning Model &quot;Find Someone Who and Flashcard Game&quot; to Enhance Social Studies Learning Motivation for the Fifth Grade Students
Author: Nurhaniyah, Binti
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Grade 5,Elementary School Students,Academic Persistence,Action Research,Teaching Methods,Student Motivation,Foreign Countries,Interviews,Questionnaires,Qualitative Research,Social Studies,Observation,Expectation,Educational Games,Instructional Materials

The aims of this classroom action research are to describe: (1) the implementation of cooperative learning model &quot;find someone who and flashcard game&quot; to boost students' motivation to learn social studies for the fifth grade students; (2) the response of the fifth grade students at SDN Klanderan, Kediri, East Java on the implementation of &quot;find someone who and flashcard game&quot;. The subjects of this study were 32 students. The study was conducted in one cycle. Then the data collecting in this study was done by using observations, questionnaires, and interviews. Research data analysis technique was done by using qualitative descriptive. The conclusion of this study are: (1) students' motivation to learn social studies for the fifth grader at SDN Klanderan improved that can be seen through the achievement aspect of the successful expectation, persistence of effort in learning, as well as the ability to face and overcome the failures of learning and (2) the fifth grade students at SDN Klanderan responds &quot;find someone who and flashcard game&quot; of learning with fun, the spirit of thinking, and agree.
Cooperative Learning Model toward a Reading Comprehensions on the Elementary School
Author: Murtono
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Elementary School Students,Reading Comprehension,Foreign Countries,Reading Skills,Teaching Methods,Grade 5,Tables (Data),Graphs,Sampling,Models,Outcomes of Education

The purposes of this research are: (1) description of reading skill the students who join in CIRC learning model, Jigsaw learning model, and STAD learning model; (2) finding out the effective of learning model cooperative toward a reading comprehensions between the students who have high language logic and low language logic; and (3) finding out the interaction between the use of the learning model and the language logic in influencing the reading comprehensions. The try out group was given a special treatment of respectively cooperative learning model: CIRC, Jigsaw, and STAD. The try out group was divided into two categories, students who had high language logic and those who had low language logic. The population of the study was the fifth grade elementary school student in Central Java. Students taken by stratified random sampling technique. After the data was collected, they were presented in form of tables and graphs, which were then analyzed with variant analysis. There are three primary in the study. &quot;First,&quot; the reading skill of the students who joined in CIRC learning model is better than those who joined in Jigsaw or STAD model. &quot;Second,&quot; the reading skill of the students who have high language logic is better than low language logic. &quot;Third,&quot; there are interactions between the use of learning model and the language logic in influencing reading comprehensions.
Expression of Epistemic Stance in EFL Chinese University Students' Writing
Author: Chen, Zhenzhen
Date: 2012-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Second Language Learning,Language Proficiency,Essays,Native Speakers,Persuasive Discourse,Asians,Chinese,Epistemology,College Students,English (Second Language),Second Language Instruction,Majors (Students),Language Tests,Grammar,Foreign Countries,Comparative Analysis

This paper reported findings on a contrastive analysis of epistemic expressions in argumentative essays between NS and NNS Chinese L2 writers. Based on an examination of a NS corpus and a NNS learner corpus across four proficiency levels, the study shows there is great similarity in the total number of epistemic devices used per thousand words between the NS and NNS university students' written texts. However, the NNS were found to use a restricted range of epistemic items to express epistemic modality and their written texts were marked by strong, unwarranted assertions compared with those of NS students. The study suggested there seems to be an improvement in selecting an appropriate level of commitment to the propositions being expressed with the increase in the students' proficiency.