ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Academic Literacy in English for Multiple Objectives at a University of Technology
Author: Obi, Uloma Nkpurunma
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Experience,Undergraduate Students,Communication Skills,Literacy Education,Foreign Countries,Feedback (Response),Teacher Collaboration,Teaching Methods,Content and Language Integrated Learning,Blended Learning,Social Media,Student Needs,College Faculty,Multilingualism,Code Switching (Language),English for Academic Purposes,Second Language Learning,Second Language Instruction,Epidemiology,Indo European Languages,African Languages,French,Portuguese,English,Language of Instruction

This paper aims to explore student experiences resulting from collaborative teaching and learning of academic literacy and content knowledge, for multiple objectives at a South African University of Technology. Using the qualitative research approach, undergraduate students who attended the Communication Skills course were randomly selected. Data were collected using in-depth interviews and questionnaires. The data were thematically coded to make sense of the experiences shared by the participants. The results indicated that academic literacy courses in the Faculty of Applied Sciences at the Cape Peninsula University of Technology (CPUT) were often regarded as peripheral, until we the lecturers in the present study collaborated to align disciplinary or content knowledge with academic literacy. Our alignment included the practice of decolonising the language and academic literacy curriculum, collaborative teaching, integrating content and language teaching and learning, and implementing a range of blended pedagogies, along with social media. Based on the student reflection and feedback, we are inclined to conclude that this pedagogy enhanced the overall teaching and learning experience. We further found that student learning experiences improved as the literacy course was moved from the periphery to the mainstream of the academic project by adopting various approaches in teaching and learning, guided by student needs, the language context of the class, and the learning outcomes or needs of the discipline.
Lecturer&apos;s Views on Using Blended Learning as an Intervention Programme for Teaching English Language Academic Writing to Cape Peninsula University of Technology (CPUT) First Year Students
Author: Lentz, Genevieve Suzann
Date: 2021-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Blended Learning,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teaching Methods,Academic Language,English for Academic Purposes,Writing (Composition),Constructivism (Learning),Learning Theories,Participant Observation,College Faculty,Undergraduate Students,Writing Instruction,Diaries,Computer Software,COVID-19,Pandemics

The purpose of this study is to seek blended learning as an intervention programme in first year's students' English language academic writing. The 21st century's focus on technology presents an ideal opportunity to use the digital platform as a space for students to learn. This is believed to work well particularly with students who might be struggling with academic writing. It may also apply to students who appreciate not being publicly exposed to the stigma of a struggling student. On the digital platform, they can experience the freedom and space to learn at their own pace and convenience. The study is framed theoretically in the Community of Inquiry based on Bourdieu's structural constructivism theory. The study used the stimuli and synergies afforded by the qualitative interpretivist paradigm that involves a population of 36 people. It used a purposive sampling of six first year English Home Language students and three Intermediate Phase Lecturers. The data were collected through participant observations, focus group discussions and interviews. Thematic analysis served as the analytical tool for the data collected. We believe that this study is of paramount value because it informs and assists the teaching of English as the language of teaching and learning in the classroom to hone academic writing practices of students.
Jordanian EFL Learners&apos; Comprehension of Color Idiomatic Expressions: The Role of L1 Transfer
Author: Abu-Joudeh, Maisoun
Date: 2021-06-00
Type: Journal Articles
Subjects: Transfer of Training,Figurative Language,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Language Processing,Foreign Countries,Color,Difficulty Level,Language Usage,Cultural Influences,Cultural Differences,Teaching Methods,Language Tests,Multiple Choice Tests,Language Proficiency,College Students,Role

Learning language is always a challenge. A more daunting task is learning those culturally bound aspects of language. The present study examines the ability of Jordanian EFL learners to comprehend culturally bound color expressions. It also investigates whether L1 transfer plays a role in their processing of color idioms. To achieve this goal, I designed a multiple-choice test (MCT) that consisted of 20 items. Each item contained a color idiomatic expression within its contextual meaning. The main assumption underpinning my present study is that native language transfer plays a facilitating role in learners' ability to comprehend color idioms. The findings have revealed that idiomatic expressions with an equivalent conceptual basis and an equivalent linguistic form were the easiest. The most difficult were those with (1) a similar conceptual basis and a different linguistic form and (2) culture-specific expressions which have a different conceptual and linguistic basis. The study is expected to propose some pedagogical implications that may assist EFL teachers to familiarize their students with color idiomatic expressions in English.
The Relationship between Secondary School Students&apos; Epistemological Beliefs and Critical Reading Levels
Author: Aslan, Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Epistemology,Beliefs,Grade 8,Critical Reading,Reading Instruction,Gender Differences,Academic Achievement,Socioeconomic Status

This study attempts to depict the secondary school eighth grade students' epistemological beliefs and their critical reading in terms of several variables and to examine the relationship between them. Descriptive and relational survey models were used within the scope of the study. The population of the study consisted of the secondary school eighth grade students studying in Istanbul. The participants were selected by convenience sampling method. The study deployed personal information form, scientific epistemological belief and critical reading scales. Descriptive statistics, multivariate analysis of variance (MANOVA) and correlation analysis were used during data analysis. The study results concluded that the eighth grade students' epistemological beliefs and their critical reading levels were at a moderate level. While no significant difference was identified across the students' epistemological beliefs in terms of their gender, academic achievement, socio-economic level and book reading, a significant difference was noted across their critical reading levels in terms of gender, academic achievement and book reading, but that was not the case for their socio-economic level. The results of the research have useful implications for teachers. While teachers develop students' epistemological beliefs in the teaching environment, they will also develop their critical reading skills.
Female Higher Education Teachers Use Digital Technologies More and Better than They Think
Author: Mercader, Cristina
Date: 2021-12-00
Type: Journal Articles
Subjects: Females,Women Faculty,College Faculty,Educational Technology,Technology Uses in Education,Technology Integration,Gender Differences,Foreign Countries,Gender Bias,Technological Literacy,Self Esteem,Teacher Attitudes,Barriers

The unequal status of female teachers in higher education is a reality. However, are digital technologies another reason for their exclusion? The main aim of this study was to analyze the integration of digital technologies in teaching from a gender perspective. The research was a multiple case study applying the quantitative method. The sample comprised 527 teachers from four Spanish universities. The instrument utilized was a self-administered survey. The results confirm both types of segregation and the fact that female teachers see themselves as less digitally competent than their male counterparts; ironically, the findings also show that the former use information and communication technologies in teaching more than the latter. In conclusion, we highlight the need to study more deeply the intersection between digital breach and gender in higher education, and to take measures during the early stages of education to overcome female teachers' tendency of underestimating their digital competence.
Primary Educational Strategies in Times of Digital Curriculum Content
Author: Gallardo-Fernández, Isabel María
Date: 2021-12-00
Type: Journal Articles
Subjects: Elementary Education,Teaching Methods,Technology Uses in Education,Grade 5,Grade 6,Elementary School Curriculum,Technology Integration,Inclusion,Equal Education,Foreign Countries,Elementary School Teachers,Teacher Attitudes

Our contribution is based on the most noteworthy results of a research project focusing on teaching strategies at a time when the contents of the primary education curriculum are becoming digital. The expansion of the digital content industry is forcing a paradigm shift. In this paper we analyse the strategies implemented by teachers of the fifth and sixth year of primary school in relation with the digitisation of curricular content. With this aim, we planned our research following ethnographic methodology, analysing a period of two years of a case study. The main data collection tools we used are the analysis of the centre's documents and website, semi-structured interviews with different participants, and direct observation of fifth and sixth year primary education classrooms. We can infer from the analysis that technology facilitates processes of inclusion in the centre, enhancing collaborative and cooperative work. Furthermore, the use of digital devices promotes attention to diversity. The implementation of digital technologies in schools implies redefining teaching practices and teaching-learning processes. The results show that the addition of digital materials is a step forward in the centre's attention to diversity, improving accessibility and overcoming the digital gap thanks to schools' access to technological resources.
Impact of Technology Readiness and Techno Stress on Teacher Engagement in Higher Secondary Schools
Author: Joseph, Genimon Vadakkemulanjanal
Date: 2021-12-00
Type: Journal Articles
Subjects: Readiness,Anxiety,Secondary School Teachers,Technological Literacy,Technology Uses in Education,Teacher Attitudes,Foreign Countries,Age Differences

Rapid technology advancements resulted a fundamental shift in the education sector which redefined the teaching-learning process and teacher engagement. Based on numerous studies on work engagement models and technology readiness, this study explores, how the teachers' readiness to embrace educational technologies, impact on teacher engagement. With stratified cluster sampling model, data were collected from principals, managers, students and 122 teaching staff from the Higher Secondary Schools of Kerala participated in this quantitative study using standardized tools. The study affirmed that age has negative relation with technology readiness and teacher engagement shows an organic technology adoption trend than a disruptive style. Teachers were highly engaged with students-colleagues and varied across experience/age groups. Technology readiness factors positively impacted on social engagements with students-colleagues. As education technology usage is exponential, more future research is needed.
Capturing Peer Interactions While Playing Buaya di Bawah Jambatan (BDBJ) Board Game in Learning &quot;Adab&quot; and Moral Values
Author: Said Hashim, Khadijah
Date: 2021-10-00
Type: Journal Articles
Subjects: Peer Relationship,Game Based Learning,Games,Ethical Instruction,Preschool Children,Foreign Countries,Creative Thinking,Problem Solving,Humor

This paper examines peer interactions among preschoolers while playing the board game known as &quot;Buaya di Bawah Jambatan&quot; (BDBJ) particularly in learning &quot;adab&quot; and moral values. Additionally, this study is guided by two research objectives focusing on the nature (types) of interactions among players during the game and suggestions or responses from the instructors on the game including its physical outlook and processes. This research embarked upon a qualitative study where 4, 5 to 6 years old children attending a pre-school in Shah Alam were observed when playing 'Buaya di Bawah Jambatan'. The sample was basically a group made up of 2 boys &amp; 2 girls. The teacher assigned for the group became the instructor facilitating the whole process of playing the game. Data collected was mainly from the non-participant observations made by the researchers when the game was played. Video recordings too were made to capture the interactions observed during the whole session. Analysis were made both on the initial observation and the subsequent observations done on the recorded videos. The findings of this research revealed three major themes on peer interactions which include: (1) learning to be with peers; (2) developing creative thinking and problem solving; and (3) humour and laughter. The study also found that suggestions or responses from the instructor comprises both areas of improvements and strengths of the game. These findings are crucial to help teacher-educators to enhance their pedagogical skills and knowledge, particularly on learning &quot;adab&quot; and moral values in more fun, engaging and meaningful ways. Hence, learning &quot;adab&quot; and moral values among children should be more dynamic and relevant to children's lives rather than applying solely on conventional approaches. It is hoped that this study opens more opportunities, insights, and ideas for other researchers to study peer interactions and its relations to games and learning &quot;adab&quot; with children in other populations such as among the marginalized community and B40 group as well as children with Special Educational Needs (SEN).
Career Maturity and Career Decision-Making Self-Efficacy as Predictors of Career Adaptability among Students in Foundation Program, Universiti Putra Malaysia
Author: Abdul Rahim, Nor Syazila
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Maturity,Career Choice,Decision Making,Self Efficacy,Vocational Adjustment,Agricultural Education,Predictor Variables,Competence,Career Planning,Higher Education,Questionnaires,Self Concept Measures

This study aims to examine the key predictors between career maturity and career decision-making self-efficacy on career adaptability among students in the Foundation Studies for the Agricultural Science programme at Universiti Putra Malaysia (UPM). A quantitative research design using a questionnaire consists of career maturity, career decision-making self-efficacy and career adaptabilities was disseminated to the respondents. Using the cluster sampling method, a total of 329 students were involved in the study. The results indicate that these variables are significantly correlated and suggest that students who are able to have more career maturity or have more self-efficacy in their careers are more susceptible to self-adaptation. Employing hierarchical multiple regression analysis, it was discovered that career competency is the best predictor of career adaptability in relation to career maturity. Meanwhile, career goal-selection and career planning are the best predictors of career adaptability in relation to career decision-making self-efficacy. This study found that developing career maturity with a focus on students' career competency and career decision-making self-efficacy with an emphasis on career goal-selection and career planning in higher education plays an important role in enhancing their overall career adaptability and preparing them for future career success.
Digital Tools Acceptance in Open Distance Learning (ODL) among Computer Science Students during COVID-19 Pandemic: A Comparative Study
Author: Raju, Rajeswari
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Distance Education,COVID-19,Pandemics,Computer Science Education,Open Education,Electronic Learning,Student Attitudes,Computer Attitudes,Technology Uses in Education,College Students,Majors (Students),Nonmajors

The present new norm driven by the COVID-19 pandemic has taught us to remain at home and carry our everyday activities. This pandemic has seriously made a radical shift to the Malaysian education sector as well. Educators instantly begin to adopt Open and Distance Learning (ODL). However, issues arise in courses that need a conventional setting. In ODL, students and lecturers rely on digital tools, social media, pre-recorded video, and video conference to assist the learning process. Nonetheless, there are some concerns about how successful digital tools are among students in an online learning environment, particularly among computer science students. Thus, a study is being conducted to compare the acceptance of digital tools among computer science (CS) and non-computer science (NoNCS) students by adapting the Technology Acceptance Model (TAM). A quantitative research method of convenient sampling was undertaken. Questionnaires were distributed through an online survey among UiTM Terengganu students at three campuses in Dungun, Bukit Besi and Kuala Terengganu. A sample of 367 students who responded from different diploma and degree programs was collected. Findings of the study revealed that all relationships in TAM are significant for both CS and NoNCS students, where both acquire positive perceived usefulness, attitude, and use intention. Thus, the acceptance of digital tools in ODL are justified. However, it appears that NoNCS students had a more positive attitude than CS students, contradicting the study's initial general assumption. More study is needed to discover why NoNCS students have a better attitude than CS students in the acceptance of digital tools during ODL.
Influence of Language Learning Strategies on Willingness to Communicate in Chinese among Students with High and Low Anxiety
Author: Munchen, Li
Date: 2021-10-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,Student Attitudes,Chinese,Anxiety,Foreign Countries,Multiple Regression Analysis,Public Speaking

With the global expansion of China's economy, Chinese has established itself as a major language. Since then, higher education students' desire to learn Chinese has increased dramatically. However, strategies for foreign language learning and students' anxiety both play a key role in students' ability to communicate in Chinese. Thus, the purpose of this study is to examine the influence of language learning strategies (LLS), particularly those associated with different levels of anxiety, on students' willingness to communicate (WTC) in Chinese. Using a quantitative research design, a questionnaire assessing students' WTC, LLS and a speaking anxiety scale was distributed to 130 students enrolled in Mandarin as a foreign language course at MARA professional college in the Eastern region of peninsular Malaysia. The study gathered data from 66 low- and 64 high-anxiety students using the speaking anxiety scale. The findings demonstrated a significant correlation between LLS and WTC among both groups of students. Multiple regression analysis was used to determine the best predictors of students' WTC. It was discovered that indirect LLS were the best predictors for students with lowlevel anxiety, whereas direct and indirect LLS were both good predictors for students with high-level anxiety. This research reveals that in order to improve students' ability to communicate, educators must emphasise a variety of different learning strategies, depending on the speaking anxiety level of their students.
Examining the Influence of Academic and Non-Academic Responsibilities on Academicians&apos; Job-Related Stress in Higher Education
Author: Awang, Yunita
Date: 2021-10-00
Type: Journal Articles
Subjects: Teacher Responsibility,Anxiety,Stress Variables,Job Satisfaction,College Faculty,Faculty Workload,Predictor Variables,Foreign Countries,Noninstructional Responsibility,Multiple Regression Analysis

Academicians are commonly associated with academic tasks of teaching and research. However, recent scenario reveals that academicians' workloads are not restricted to merely academic tasks. Academicians also hold administrative positions, involved with students' development activities, community services and professional development. Shouldering with numerous responsibilities, academicians may be stressful to prioritize the assigned tasks and meeting deadlines. This necessitates serious attention to ensure that academicians can focus on the assigned responsibilities and perform their best. Thus, this study attempts to establish a relationship between academic and non-academic responsibilities with job-related stress among academicians. Through survey method, 120 usable responses received out of 391 questionnaires distributed to academicians in a public university. Using SPSS, a preliminary analysis indicates that the respondents were moderately stressful with their job. However, multiple regressions test demonstrates that job-related stress is not influenced by academic responsibilities but marginally contributed by non-academic responsibilities. The findings give insights to the university management on academicians' reaction to their present job tasks and useful as guidance in any efforts or policy towards academicians' workload setting. However, this study is confined to only one public university in the East coast region of Malaysia. Thus, future research may be expanded to the public universities in the West region of Malaysia with different working environment and lifestyle.
Effective Implementation of Complex Engineering Problems and Complex Engineering Activities in Malaysian Engineering Curricular
Author: Isa, Che Maznah Mat
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Problems,Activities,Outcome Based Education,College Curriculum,Electronic Learning,COVID-19,Pandemics,College Faculty

The Engineering Accreditation Council Standard 2020 requires the stipulated 12 programme outcomes that address complex engineering problems (CEP) and complex engineering activities (CEA) to be incorporated in the engineering programmes. However, the implementation of outcome-based education with regards to CEP and CEA is still in the infancy stage. This study was carried out to give an overview of the implementation of complex engineering problems and activities in Malaysian engineering programmes in relation to the types of assessment used to address CEP and CEA, and the typical weightage and taxonomy level of CEP and CEA employed in these assessments. A survey questionnaire was administered to 256 engineering educators from 25 universities to enquire about the implementation of CEP and CEA in their engineering programmes, particularly in the online teaching and learning during the Covid-19 pandemic. The findings showed that most of the programmes addressed complex engineering problems in assignments or projects as compared to final examinations or mid-term tests. Complex engineering activities were found to be addressed in Final Year Project, Industrial Training and Integrated Design Project and laboratory courses. The findings in this study could act as a guideline for educators to enhance the teaching and learning activities incorporating CEP and CEA elements, and hence facilitating the continual quality improvement for an engineering programme.