ethanporcaro/eric-fulltext-meta huggingface dataset:
The Water Awareness via Drama: An Experimental Study on Pre-Service Science Teachers and Their Views
Author: Bertiz, Harun
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Attitudes,Knowledge Level,Foreign Countries,Usability,Water,Consciousness Raising,Drama,Teaching Methods,Instructional Effectiveness

The aim of this research is to determine the effect and usability of drama in creating water awareness. The research was carried out with pre-service teachers who are studying in the Science Education Department of a state university in Turkey and who want to participate in the research voluntarily. A total of 17 pre-service science teachers (PSTs), 14 female and 3 male, took part in the research. In the research, a written interview form (WIF) consisting of 3 questions was used to determine the opinions of the PSTs about the usability of drama in raising water awareness. Applications in the study covered 12 weeks. In the applications, a drama application was made for each week about water. After the applications, the qualitative data obtained in the research were evaluated and interpreted. Descriptive and content analysis techniques were used in the analysis of qualitative data. The results of the research show that drama can be an effective method in creating water awareness. As a matter of fact, the opinions of PSTs are in this direction and point out that the usability of drama in creating water awareness is high. In the light of the findings obtained at the end of the research, the results were discussed and some suggestions were given.
The Concepts of Deictic Shift Theory and Discourse Theory of Silencing
Author: Abdulla, Shafagat Mahmudova
Date: 2022-00-00
Type: Journal Articles
Subjects: Fiction,Reader Text Relationship,English,Linguistic Theory,Context Effect,Discourse Analysis

This paper aims to analyze the concepts of the deictic shift theory and discourse theory of silencing. It has been written on the basis of synchronic descriptive method in the study of the English language. For this purpose we wish to introduce a theoretical framework for the study and then we hope to present the deictic shift theory and discourse theory of silencing, to show the development of a set of questions that any reader may use to evaluate a work of fiction. It is noted in the article that while using the language in the narrative, these questions help to guide the reader to determine the context of the narrative. These questions also help the reader to determine the narrator's point of view, his strategy for silencing characters, and discover which characters in the narrative have been silenced. It is stated in the article that deixis depends on context, situation, and relationship within a narrative and Deictic Shift Theory is a set of premises about readers and stories that grew out of research on the function of deixis in fictional narratives. The article also covers discussion of linguistic views of scientists in this field.
Meaningful Learning in English as a Foreign Language Classrooms: A Culinary Experience as Comprehensible Input
Author: Andres, Cevallos Párraga José
Date: 2022-00-00
Type: Journal Articles
Subjects: Linguistic Input,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Teaching Methods,Learning Motivation,Cooking Instruction,Video Technology,Audiovisual Aids,Foreign Countries,Blended Learning,Authentic Learning,High School Students,Comparative Analysis,Multimedia Instruction

Foreign Language educators and researchers still refine meaningful instruction and engagement to motivate secondary education students. This research aims to enhance learning environments and analyze students' exposure to English vocabulary through a collection of culinary videos as Comprehensible Input in English as foreign language (EFL) classrooms. The participants were high school students from a public educational institution in Manta-Ecuador. This study is ascribed to the post-modern paradigm, using a hybrid approach and audio-visual technology research as a teaching resource. The instrument used is the students' motivation for learning of Acevedo, et al. (2022). The techniques for determining this research were non-random sampling and data collection with surveys, interviews, and class observations. The research results demonstrated that learners recognize foreign language vocabulary when creating a cooking recipe or when the teaching process is authentic, dynamic, and innovative. Moreover, exposing learners to an artistic experience increases participants' motivation to practice a foreign language. It is concluded that EFL learning environments can be more meaningful when instructors use videos as Comprehensible Input.
The Effect of a Genre-Based Pedagogical Approach on Orang ASLI Students&apos; EFL Writing Performance
Author: Ganapathy, Malini
Date: 2022-01-00
Type: Journal Articles
Subjects: Literary Genres,Teaching Methods,Indigenous Populations,Foreign Countries,English (Second Language),Second Language Instruction,Writing Achievement,Secondary School Students

Purpose: In the 21st century, the importance of having good English proficiency in Malaysia and globally has impacted educators, especially in terms of their pedagogical practices. Although students are exposed to 11 years of English language instruction in Malaysia, Orang Asli students still possess low English proficiency and poor writing skills. This study aims to determine the extent to which the genre-based pedagogical approach is able to improve Orang Asli students' English as a foreign language (EFL) writing performance and analyse their responses in using the genre-based pedagogical approach as a framework to improve their EFL writing performance. Methodology: This quasi-experimental study included 78 students from a secondary school in Pahang, Malaysia. Participants were assigned to the experimental and control groups (N=39) to generate students' pretest and posttest scores. Quantitative data from the students' questionnaire were also triangulated with qualitative data from the focus group discussions with the experimental group. Findings: The approach was effective in improving students' descriptive writing and had a more significant effect than the mainstream process-based approach. Students reacted positively to the approach as they found it useful in improving their writing skills, which correlated with their improved test scores. Therefore, the genre-based pedagogical framework can be further enhanced by incorporating more grammar-related activities to meet the learning needs of Orang Asli students lacking in EFL writing skills. Significance: The novelty of this study is that the framework has the potential to be implemented in Malaysian secondary schools and other indigenous' educational contexts. Furthermore, this study can be a point of reference to stakeholders, English language teaching (ELT) practitioners and educators in terms of advocating a genre-based pedagogical approach in an EFL context.
The Effects of Language Teachers&apos; Attitudes, Barriers and Enablers in Teaching 21st Century Skills at Chinese Vernacular Schools
Author: Chun, Tiew Chia
Date: 2022-01-00
Type: Journal Articles
Subjects: 21st Century Skills,Chinese,Barriers,Teaching Methods,Language Teachers,Teacher Attitudes,Structural Equation Models,Language Variation,Intervention,Faculty Development,Second Language Learning,Second Language Instruction,Foreign Countries

Purpose: The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers' attitudes, barriers, and enablers in teaching the skills during language lessons. Method: A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semistructured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0. Findings: The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers' attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers' attitudes. Significance: With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.
The Interaction between Teaching Competencies and Self-Efficacy in Fostering Engagement amongst Distance Learners: A Path Analysis Approach
Author: Rahim, Norizan Baba
Date: 2022-01-00
Type: Journal Articles
Subjects: Teacher Competencies,Self Efficacy,Learner Engagement,Distance Education,Web Based Instruction,Electronic Learning,Undergraduate Students,Foreign Countries,Student Attitudes

Purpose: Distance learners are expected to actively participate in online learning settings to improve their cognitive level and promote more meaningful learning. However, without specific teaching skills and competencies from the instructors together with belief and capability of the distance learners themselves, their engagement in online learning would not be achieved. Limited studies have examined the extent of self-efficacy in encouraging student engagement in learning, especially within online learning settings. Thus, this study examined self-efficacy as a moderator to test its influence on the relationship between online teaching competencies and student engagement. Methodology: This quantitative research was conducted using the purposive sampling technique. This study involved 321 distance learners from a Malaysian public university. The questionnaire was created using SurveyMonkey, and the measurement items were adopted from past research with acceptable reliability. This study utilised partial least squares (PLS) 3.0 to test the hypothesis via correlation and path analysis. Findings: Contrary to expectations, the findings contributed to the literature that online teaching competencies and self-efficacy were not significantly related to student engagement. The association between online teaching competencies and student engagement was shown to be moderated by self-efficacy. This finding is aligned with Bandura's (2001) social cognitive theory which states that personal factors such as self-regulation, self-efficacy, and interest are impacted in the distance education context. Significance: The results of this study can benefit online course instructors in Malaysian distance educational institutions to develop courses that enhance online learners' self-efficacy. Online teaching competencies employed by online distance learners can be the primary objective when developing faculty development programmes that aim to coach online instructors to be competent in online teaching. Moreover, institutions are encouraged to introduce other online learning platforms to facilitate training of its practitioners in order to accelerate successful online teaching and learning experiences. [This paper was previously presented at the International Conference of Interdisciplinary, Social Science, Business, Technology and Education (ISBTEC 2019) on 13th July 2019 in Penang, Malaysia.]
The Shift to Online Classes during the COVID-19 Pandemic: Benefits, Challenges, and Required Improvements from the Students&apos; Perspective
Author: Li, Dan
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Online Courses,COVID-19,Pandemics,Distance Education,Affordances,Barriers,Student Attitudes,Educational Improvement,Undergraduate Students,Foreign Countries,Student Experience

The COVID-19 pandemic has radically changed and disrupted education; colleges and universities have closed their campuses, and many have shifted to online courses. In the pre-pandemic era, online classes were associated with several benefits and challenges, and the pandemic might have brought additional benefits and obstacles. This research examined students' perceptions of online classes during the pandemic. The study looked at four aspects: perceived benefits of online classes; perceived challenges; beliefs and an overall evaluation; and potential improvements. An online questionnaire was administrated to some first- and second-year undergraduate students at a College in China. It combined a set of 23 closed-ended and open-ended questions and 342 valid and complete responses were collected. Perceived benefits included creating a digital learning community, improving students' digital learning skills, and staying connected during tough times. Challenges comprised adaptability issues due to the sudden shift to online classes, time-management issues, being distracted by social media plus technological obstacles. Regarding beliefs, students believed that a blended model that combines both classroom and online modes is necessary for the post-pandemic era. To enhance the sustainability of online classes in the post-pandemic era, a set of improvements are explored and suggested.
Academic Motivation of University Students and the Factors That Influence It in an E-Learning Environment
Author: Berestova, Anna
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,College Students,Electronic Learning,Educational Environment,Foreign Countries,Predictor Variables,Interpersonal Communication,Time Management

One of the most important factors in successful e- learning is the motivation of the student. This article examines the very essence of student motivation in the context of e-learning and identifies the factors that influence it. The investigation involved 123 five-year students of the Elabuga Institute of Kazan Federal University and the I.M. Sechenov First Moscow State Medical University aged from 21 to 23 (M = 22.6 SD = 0.03). Determination of specific factors affecting students' motivation was performed by means of a specially designed questionnaire. Motivation analysis was done by using the Academic Motivation Scale (AMS) adapted for Russian students. The link between the reviewed factors of influence and academic motivation was established by using correlation analysis. In general, the results of the experiment indicate the absence of statistically significant variations in motivation levels across experimental (studying online) and control (studying traditionally) group participants (t = 0.721, p &gt; 0.05). The significance of this research stems from the fact that it provides an idea of how to increase student engagement in e-learning and limit the effect of determinants reducing student motivation. That aside, they may be taken advantage of when planning and carrying out future research on the influence of e-learning on student motivation.
The Implementation of Group Investigation E-Task in Activities Learning (GIETAL) in Higher Education
Author: Ningsih, Sri Restu
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Electronic Learning,Learning Activities,College Students,COVID-19,Pandemics,Teaching Methods

This study aimed to implement a learning model developed by the Group Investigation E-Task in Activities Learning (GIETAL) model for theoretical learning during the COVID-19 pandemic. The learning process that previously used conventional methods has been changed to online learning. For this reason, a practical and effective learning model is needed for students in higher education. The method used was the GIETAL model founded on the ADDIE method. The data processed after implementing this model were from the respondents consisting of 54 students of two lecturers. The results of testing the practicality of this study had a practical level of 86.66%. It could be concluded that the GIETAL Model is beneficial in teaching Database Design courses during the COVID-19 pandemic. Furthermore, this implemented learning model was proven to improve student learning outcomes effectively; this was underlined by 51 students (94.44%) graduating and passing the minimum criteria set in the semester learning plan. This research's final result was implementing a practical and effective GIETAL learning model for university students.
Using Moodle in University Courses and Its Impact on Future Anxiety and Psychological Happiness
Author: Al-kreimeen, Raed
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,College Students,Anxiety,Psychological Patterns,Electronic Learning,Foreign Countries

Following the coronavirus pandemic, this study sought to determine the impact of using Moodle in teaching university courses on students' future anxiety and psychological happiness. The study sample consisted of 75 students (males and females) in the summer semester of the academic year 2019/2020. The study adopted the quasi-experimental approach by a single experimental group. To achieve the purposes of the study, the researchers developed two scales: firstly, the future anxiety scale, and secondly, the psychological happiness scale; after verifying their reliability and validity, both scales were applied before and after the study sample (pre-scale and post-scale). The findings showed that there are statistically significant differences in the level of future anxiety for the study group individuals in both scales pre-scale and post-scale , to the benefit of post-scale. However, the findings explained the existence of statistically significant differences at [alpha]=0.05 among the levels of psychological happiness for the study group individuals in both scales (pre-scale and post-scale) and in favor of the latter because of the use of electronic learning management systems in teaching university courses. It shows that implementing Moodle technology into teaching had a positive impact in reducing future anxiety and increasing psychological happiness among university students.
Why Answer This Question? Experts&apos; Behaviors on Educational Community Question-Answering Platforms
Author: Stokhof, Harry
Date: 2022-00-00
Type: Journal Articles
Subjects: Expertise,Behavior Theories,Computer Mediated Communication,Questioning Techniques,Computer Oriented Programs,Usability,Responses

This study explores the factors that influence experts' regular contribution to educational community question-answering (CQA) platforms. Providing answers is essential for sharing knowledge on CQA platforms, but it also affects learners' progressive inquiry. Therefore, the purpose of this study is to develop and test a theoretical model that aims to explain which factors influence whether experts answer questions on educational CQA platforms and how these factors correlate with each other to form a &quot;map&quot; of experts' respective behavior. We examined experts' perceptions of three dimensions: the CQA platform's usability, the quality of questions asked, and the added value of answering these questions. We examined the factors involved in these dimensions from the perspective of the Theory of Planned Behavior to connect them with the experts' perceptions, intentions, and actions on a CQA platform. As our case study, we took the 100mentors web and mobile app, a small-scale platform that addresses learning communities around the world, and we conducted a survey for their registered experts (N=126). The factorial structure indicated that experts first perceived the question quality mostly based on its relevance to their expertise or experience (question quality); secondly, that their intention to answer was mainly set by their motives to make a difference for the learner and partially by the user-friendliness of the platform (added value of answering and CQA platform's usability); and finally, that their actions were connected to the regular use of the platform for answer-sharing (CQA platform's usability). A future research challenge is to test the factorial structure in large-scale educational CQA platforms. The further confirmation of the expert behavior pattern can have a practical implication for the platforms to guide their expert community more efficiently and for the learners to pursue their learning through progressive inquiry.
Senior High School Teaching: A Phenomenological Inquiry
Author: Bacus, Remedios C.
Date: 2022-01-00
Type: Journal Articles
Subjects: High School Teachers,Foreign Countries,Teaching Experience,Curriculum Implementation,Phenomenology,Teacher Attitudes,Teacher Role,Secondary School Curriculum,Equal Education,Expectation,Coping,Aspiration,Beginning Teachers,Beginning Teacher Induction

Purpose: This study aims to explore the teachers' lived experiences in Senior High School teaching. The K to 12 program is one curricular reform in the Philippines to ascertain that basic education graduates possess the required competencies at par with the international standards. Methodology: In this qualitative study, 15 Senior High School (SHS) teachers' lived experiences were explored to arrive at the essence of SHS teaching at the onset of curriculum implementation. Using Husserlian phenomenological design and Colaizzi's method of data analysis, three themes emerged from the in-depth interviews: expectations and apprehensions, experiences and strategies, and attitude and aspirations. The teachers have acknowledged their important roles and have remained optimistic despite the program's limitations. Their unique experiences as they grapple with their new teaching assignment enthused them to explore ways to assist them in the teaching process. Findings: The findings provide academic institutions with input to revisit policies of SHS implementation by charting relevant trainings geared toward teachers' professional development, conducting regular onsite monitoring, and providing need-based support and resources for teachers' up-skilling and re-skilling. Significance: With the requirements towards SHS implementation and the teachers' collective aspirations, the Department of Education can continue to provide inclusive and equitable education for all. [Note: The page range (242-276) shown on the PDF is incorrect. The correct page range for this article is p243-276.]
Applying Scientific Approach to Improve the Recommended Competencies of English Junior High School Teachers in Palu City
Author: Syafar, Anshari
Date: 2022-00-00
Type: Journal Articles
Subjects: Junior High School Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Language Teachers,Teacher Competencies,Teacher Improvement,Faculty Development,Constructivism (Learning),Foreign Countries,Pretests Posttests,Evidence Based Practice

The objective of the study is to investigate the effect of applying a scientific approach to improve recommended competencies of English junior high school teachers. A quasi-experimental design was employed with the use of convenience sampling techniques to select research subjects for control and experimental groups. The 30 items test was developed and used in pre-test and post-test for collecting data. The data were analyzed using t-test analysis to measure mean differences of the data sets from control and experimental groups. The result of data analysis indicates that the mean score of the experimental group, 77.19 is greater than the control group 61.15. This result shows the use of the scientific approach to teach research subjects in an experimental group has an effect in improving their competence on the recommended competencies mandated by the Law and regulations.