ethanporcaro/eric-fulltext-meta huggingface dataset:
English as an International Language Project-Based Learning: A Focus on Young Chinese Learners&apos; Beliefs
Author: Zheng, Xiaoli
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Student Projects,Active Learning,Rural Schools,Language Teachers,Positive Attitudes,Cooperative Learning,Authentic Learning,Reflection,Intellectual Development,Foreign Countries,Likert Scales,Elementary School Students

This study explored young Chinese learners' beliefs about English as an international language through project-based language learning in a Chinese rural school. Three English teachers and 102 Grade 6 Chinese EFL learners participated in two separate phases. Phase 1 explored how teachers implemented the project-based language learning via classroom observation and semi-structured interviews. The findings from this phase were used to construct the six aspects of the EIL project-based language learning questionnaire in Phase 2. The questionnaire was developed to explore learners' beliefs about EIL and project-based language learning in a Chinese rural school. The questionnaire revealed that the learners strongly believed in learning English as an international language through project-based language learning. Five aspects received similar positive responses, namely, collaboration, authenticity, intellectual challenge and accomplishment, and project management and reflection. However, only the aspect of public product received a more negative response.
Use, Errors, and Self-Perceptions of Thai EFL Learners with Conditional Sentences
Author: Suraprajit, Prathomwat
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Usage,Error Patterns,Self Concept,English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Foreign Countries,Teaching Methods,Student Attitudes,Sentences,Language Tests,Writing Assignments,Student Surveys,Writing Evaluation,Error Analysis (Language),Phrase Structure,Form Classes (Languages),Nonmajors,Undergraduate Students

Conditional sentences are difficult for EFL students to understand because of their complexity in both form and function. By analyzing the performances and opinions among EFL learners, the pedagogical contribution may be beneficial for both EFL students and teachers. The use, errors, and perceptions of Thai EFL students regarding conditional sentences were explored in this study. Instruments of the study included a chapter test, writing assignments, and an online survey. Data were analyzied by means of Google Form and AntConc software. The results of the test revealed that the participants performed best on the zero conditional type, while the first conditionals were used the most in their writing. Findings of the error analysis revealed that some difficulties in the use of tense were widely occurring such as using present progressive instead of present simple tense on the if-clause for zero type. Following that, the participants believed that the second conditionals were the most difficult, while the zero conditionals were the easiest.
Investigating the Effect and Students&apos; Perceptions of Using Instagram as a Writing Teaching Tool in Saudi EFL Classrooms
Author: Alghamdi, Ghada Mousa Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Females,High School Students,Student Attitudes,Learning Processes,Writing Instruction,Comparative Analysis,Language Tests,Scores,Technology Uses in Education,Foreign Countries

Social media platforms have gained exceptional popularity, especially in the last ten years, and have subsequently become important to current human lifestyle. Instagram (IG) is among the most popular social media platforms, and is used by millions of people every day, especially young adults. Given this significance, social media platforms have been used for educational purposes, too. Thus, this study aims at exploring the perceptions of female high school students about the potential of utilizing IG as a writing teaching tool. Using the Mixed Method Design, thirty-five high school female students learning English as a foreign language were included in the survey with the same students taking part in the experimental part of the study designed to explore the impact of IG on students' language learning processes. Seven students from the same experimental group were also interviewed for their opinions about IG use. After conducting quantitative and qualitative analyses, the findings show that IG is the most frequently used social media platform among the participants and that they favor it for educational and language learning purposes, especially as a writing teaching tool. Additionally, it was found that IG had a positive impact on the students' language learning based on their achievement scores. Thus, it is concluded that it can be used to enhance the learning of English supplementary to formal teaching by exposing the students to writing the English language while they are using this platform as part of their everyday practice.
English for Specific Purposes Research and Practice in the Past 20 Years (2001-2020) in China: A Literature Review
Author: Xue, Mei
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Masters Theses,Higher Education,Graduate Students,Foreign Countries,Periodicals,Databases,Educational Trends,Trend Analysis,Undergraduate Students,Computational Linguistics,Teaching Methods

This paper reviews the literature on English for Specific Purposes (ESP) research in 15 CSSCI foreign language journals in China's CNKI database over the last two decades. The data have been quantified and visualized with Citespace. This paper analyzes research advances and themes, and then puts forward suggestions based on the current situation of college English teaching in China. The findings reveal that: 1) ESP publications have shown a rising trend during the past 20 years; 2) The study of ESP in academic dissertations is mainly at the MA level; 3) ESP research focuses on such issues as relationships between ESP and college English, academic English, corpus and teaching modes; 4) The dominant method of ESP research in China is non-empirical while more and more empirical studies have emerged since 2011. This study also critically analyzes the research limitations and recommendations of the ESP study.
Citizens&apos; Views on Home Experiments in the Context of a Chemistry Citizen Science Project
Author: Lüsse, Mientje
Date: 2022-00-00
Type: Journal Articles
Subjects: Citizen Participation,Scientific Research,Science Experiments,Chemistry,Adult Education,Pollution,Usability,Science Achievement,Foreign Countries

Citizen science has gained importance in recent years and revealed great potential, especially regarding science learning and environmental education. However, little is known about ways of supporting individual learning processes within citizen science. With this in mind, a home experiment set, the Nitrogen Box, was developed within a chemistry citizen science project on nitrogen pollution of water bodies. The aim of the box was primarily to deepen the subject matter and to sensitize the citizens to the topic. To gain deeper insights into the usability and added value of home experiments in a citizen science context, semi-structured interviews were conducted with ten citizens. Analysis of these interviews revealed that the nitrogen box contributed to a consolidation and deepening of knowledge of the nitrogen problem in Northwest Germany. Home experiment sets like Nitrogen Box can motivate and enable citizens to engage more deeply with the scientific topic in the future, to reflect on it and discuss it. We discuss how heterogeneity of the target group presents challenges for designing citizen science projects and provide recommendations for the future projects.
Classification of Open Mathematical Problems and Their Role in Academic Achievement and Motivation of Students
Author: Niyazova, Guliyash B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Teaching Methods,Classification,Mathematics Instruction,Problem Solving,Creativity,Mathematics Teachers,Guidelines,Teacher Attitudes,Teacher Surveys,Lesson Plans,Task Analysis,Mathematics Achievement,Cross Cultural Studies,Secondary School Students,Foreign Countries

Problems of developing subject education and science have become more acute during different social changes. The most problematic is the teaching of exact disciplines, including mathematical disciplines (mathematics, algebra, geometry), which form knowledge for working in high-tech industries. It is worth noting that the methodology of teaching mathematics has accumulated a large unsystematized portfolio of new techniques and methods. Thus, open problems aimed at developing students' creativity are used more actively in the lessons. Tasks that require students to use non-standard approaches to the solution affect academic success. But a teacher of mathematics needs to have a classification of problems in the educational process to choose tasks of an open type correctly. In this regard, the article deals with substantiating the classification of open problems for teaching mathematical disciplines and developing methodological guidelines for lessons that help increase learning motivation and academic achievement of students. The leading research methods are the following: observation of teachers' methodological work, talks with teachers, analysis of methodological developments, educational documentation and teachers' surveys. Statistical processing of the results using Wilcoxon W test. In 2020-2021 the authors carried out an experiment with 358 students from 16 classes. Based on its results, the authors of the article have identified a classification of open problems for teaching mathematical disciplines; developed and implemented methodological guidelines for lessons of mathematics that contribute to developing students' creativity in the academic progress. The authors evaluated the effectiveness of using the selected classification of open problems for teaching mathematical disciplines. They concluded about the increase of group motivation among students and academic performance in mathematical disciplines. The practical use of the classification of open problems allows the teacher to differentiate educational problems in mathematics, taking into account the relationship between their logical structure and the level of ability achieved by the student to solve problems in mathematics. Methodological guidelines developed by the authors can be used to help increase the learning motivation and academic achievement of students while preparing for mathematics lessons.
Factors Affecting Grade 6 Learners&apos; Reading Performance in a Rural School in Maluti, South Africa
Author: Cekiso, Madoda
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 6,Rural Schools,Reading Skills,Barriers,Parent Influence,Reading Achievement,Parent Background,Educational Attainment,Family Environment,Socioeconomic Status,Reading Materials

Background: Rural learners face severe reading challenges that are unique to their environment. The challenges include parents' low level of education, little or no parental support, lack of reading material, and parents' low socio-economic status. It is therefore important that rural education research highlights these challenges in order to help in addressing them. Objectives: The study sought to explore the factors affecting the reading performance of Grade 6 learners from the Maluti District in the Eastern Cape. Methods: The study was qualitative in nature and a case study design was followed. Semi-structured interviews were conducted with 10 purposively selected learners. Vygotsky's sociocultural theory was used as a theoretical framework to anchor the study. Content analysis was used to analyse the data. Results: The findings showed that the reading performance of learners from rural areas such as the Maluti District was affected by several factors, specifically, the low level of education of their parents, a home environment that is not conducive for after-school reading, the parents' socio-economic status, and non-availability of reading material at school and at home. Conclusion: Recommendations are made for appropriate interventions that seek to overcome the identified factors that hinder rural learners' reading performance. The study identified a number of contributing factors that are likely to serve as barriers to rural learners' reading performance. Knowing these factors is likely to assist teachers in making educated judgements regarding the teaching methods and the appropriate strategies to employ to help learners overcome the identified barriers to reading.
Literacy Matters in Sustainable Livelihood Development among Refugee Adults in South Africa
Author: Quan-Baffour, Kofi P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Adult Literacy,Sustainable Development,Entrepreneurship,Functional Literacy,Adult Learning,Communication Skills,Small Businesses

Background: Political and economic upheavals in the current millennium globally have displaced millions of people, making cross-border and forced migration a reality. Many refugees are forced out of their countries and flee to other countries to find new languages with which they are not familiar. South Africa as a signatory to the 1954 UN Convention on refugees and stateless persons accepts refugees (asylum seekers) from all over the world. The displaced persons are mostly illiterate in English and the indigenous languages of their new settlement countries. Objectives: The study was set up to investigate the socio-economic value of literacy in the lives of refugee adults in South Africa. Hence, in this article, literacy refers to the ability to read, write, calculate, communicate and function in any language with a basic understanding in one's environment. Method: This ethnographic qualitative study used interviews, observations and focus group meetings to explore how literacy matters in the sustainable development of entrepreneurial activities among the refugee adults and youths in South Africa. The study is grounded in Paulo Freire's critical pedagogy theory and has some implications for adult literacy throughout the developing world where millions of adult refugees find themselves vulnerable. Results: The study revealed that refugee adults learn functional literacy in English and other 11 local South African languages informally as communication skills for the survival of their small businesses and for social and economic use in their 'adopted home'. They find it difficult to get employment in the formal sector and often use their ingenuity to create their own jobs for survival and livelihoods in informal trade and entrepreneurship. Conclusion: The article concludes that within the public adult learning interventions by the Department of Basic Education, where literacy programmes are offered, refugees should be encouraged and supported in attending formal classes to deal with their livelihoods and small businesses for survival.
Pedagogical Choices to Integrate Theory and Practice: Conceptualisation and Insights for Literacy Teacher Education
Author: Barends, Zelda
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy Education,Teacher Education Programs,Theory Practice Relationship,Teaching Methods,Decision Making,Service Learning,Situated Learning,Barriers,Reflection,Instructional Design,Learning Experience,Preservice Teachers,Active Learning,Team Teaching,Mentors,Foreign Countries

Background: The theory and practice divide is a persistent conundrum in teacher education. Moreover, foundation phase literacy teacher education is no exception because such graduates are expected to acquire knowledge and skills to address the challenges of the classroom. Objectives: This article focuses on the application of an integrated approach to literacy teacher education. Method: This conceptual article is structured to reflect how common pedagogical choices such as service learning, situated learning, reflection, and student support were used to design and enable integrated student learning experiences within teacher preparation programmes. Results: By exploring the educational value of these pedagogical choices that informed the integrated approach, I developed an integration framework to inform the pedagogy of literacy education. Conclusion and contribution: The integration framework reflecting the catalytic pedagogical choices could guide teacher educators regarding the approaches to address the persistent conundrum in overcoming the theory and practice divide in teacher preparation programmes.
Semantic Waves and Their Affordances for Teaching Scaffolding to Pre-Service Teachers
Author: Asvat, Zaheera Jina
Date: 2022-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Semantics,Electronic Learning,Teacher Student Relationship,Grade 3,Elementary School Teachers,Foreign Countries,Teacher Educators,Preservice Teacher Education,Figurative Language,Creative Writing

Background: Research argues that parents/teachers and learners work collaboratively and this active participation in scaffolded activities builds knowledge and extends understandings. However, researchers who have explored scaffolding as a pedagogic tool do not demonstrate how this tool looks in practice. Objectives: As a teacher educator, I introduce concepts like scaffolding as part of pre-service teachers' theory of learning. The purpose of this article is to explore how the Legitimation Code Theory (LCT) concepts of semantic gravity and semantic waves, show modelling interactions that reveal the learning pathways leading to independent mastery of the task. Method: The study was conducted in 2020, which presented a unique opportunity to watch one teacher teach three Grade 3 learners online on a one-to-one basis, providing for comparisons between them. This qualitative study represented a case-study research design and employed data analysis using a semantic gravity translation device. Convenience sampling was used when selecting the participants. A story, 'A visit to the dentist', was used to identify the metaphors in the text. Results: Using semantic waves, I show how the teacher works with concepts, criteria, text resources and learner understanding. The analysis exposed pathways that could now be purposefully designed. Conclusion: Further research is necessary to investigate the value of semantic waves as a means of enabling teachers to track these kinds of interaction. Contribution: The findings provide the means to demonstrating how semantic waves may assist teachers to design and operationalise learning pathways in ways that scaffolding cannot.
Metacognitive Awareness and the Zone of Proximal Intermediate Phase Mathematics Teachers&apos; Professional Development
Author: Potgieter, Erika
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Metacognition,Faculty Development,Foreign Countries,Ability,Puppetry,Play,Knowledge Level,Self Management,Reflection,Expertise,Teaching Methods,Communities of Practice,Grade 4,Grade 5,Grade 6

This paper investigates in-service intermediate phase mathematics teachers' metacognitive awareness based on their engagement in a professional development intervention in two rural and one township school in South Africa. Professional teacher development interventions should be structured and collaborative as teachers tend to revert to traditional modes of teaching when interventions are brief and sporadic. This research was scaffolded across the zone of proximal teacher development (ZPTD) as conceptualized by Warford (2011). The aim of the study was to investigate how metacognitive awareness facilitated intermediate phase mathematics teachers' ZPTD, i.e., from their actual knowledge to &quot;proximal development&quot;. 10 intermediate phase mathematics teachers participated in the qualitative research (n=10). The professional development intervention was conducted on two consecutive Saturdays, infused with an adapted lesson study approach. The data was collected through (i) individual interviews, (ii) reflective prompts, (iii) observations, and (iv) reflective journals. The data from each data source were coded and categorized and were triangulated to answer the research question. Participants deemed the professional development intervention and the accompanying materials as supportive and showed increased metacognitive awareness of their personal teaching praxis during and after the intervention, hence growth along the ZPTD occurred.
Semantic Network Analysis of the Biotechnology Domain in Iranian High School Biology Textbooks
Author: Eskandari, Mohadese
Date: 2022-00-00
Type: Journal Articles
Subjects: High Schools,Secondary School Science,Grade 12,Textbooks,Biology,Science Instruction,Foreign Countries,Semantics,Networks,Biotechnology,Network Analysis,Textbook Content

Textbooks can have a fundamental and positive effect on both learning and teaching. As such, in order to understand how students structure concepts in their minds, it is necessary to analyze the structure in which those concepts presented in textbooks are described. This study examined a network of concepts used in the domain of biotechnology in the Iranian 12th grade biology textbook and investigated the alignment of science concepts used in its sub-domains. The findings of this study suggest that too many concepts, as well as unconnected ones, were used in biotechnology domain, which led to a complicated conceptual network. Therefore, this paper recommends that the number of biology concepts described in the later text books in the biotechnology domain at Iranian high schools should be reduced in order to facilitate a better formation of connections between concepts and their descriptions.
Science Mapping Research on Digital Citizenship Research in Education
Author: Palaz, Tevfik
Date: 2022-11-00
Type: Journal Articles
Subjects: Educational Research,Internet,Citizenship,Bibliometrics,Citations (References),Authors,Cooperation,Periodicals

This study aimed to unearth the status of the educational research dimension of the digital citizenship literature through the studies scanned in the education research category in the WoS database and whose author keywords include digital citizenship. For this purpose, 96 studies were examined. The data set was extracted from WoS database. A bibliometric analysis was conducted for a holistic review of the subject area. The data was analyzed using VOSviewer software. First, the distribution of studies on digital citizenship by years and publication types is reported. Within the scope of bibliometric analysis, first, citation analysis was performed. To reveal the most cited articles, authors, journals, institutions, and countries on digital citizenship. Also, by using the citation analysis, the authors, journals, institutions, and countries that have published the most studies on digital citizenship are reported. In the current study, a coauthor analysis was also performed and the most collaborating institutions on digital citizenship and the most co-cited authors on digital citizenship were studied. In addition, the most used author keywords in studies on digital citizenship were revealed by using a common word analysis. The results of the current study might constitute a guide for further research on digital citizenship.