ethanporcaro/eric-fulltext-meta huggingface dataset:
Play-Based Pedagogy for Oral Communication in Early Grade and Preschool Classrooms
Author: Ekeh, Martin C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Teaching Methods,Speech Communication,Preschool Education,Preschool Children,Preschool Teachers,Teacher Characteristics,Prior Learning,Teacher Competencies,Faculty Development,Communication Skills,Foreign Countries,Oral Language,Vocabulary Development,Teacher Workshops

Background: Teachers are responsible for developing and enhancing communication skills amongst young learners. Unfortunately, the overly structured pedagogy which many teachers adopt inhibits the optimal development of oral communication skills. Hence, the researchers investigated ways of strengthening group-work play-based pedagogy to stimulate oral communication. Aim: This research aimed to find out (1) what prior knowledge, skills and classroom practice teachers have and how they demonstrate their competence in implementing group play-based pedagogy; and (2) how a professional development programme assists teachers to implement play-based group pedagogy to develop oral communication skills in young learners. Setting: The study took place in the Owerri Education Zone in the eastern part of Nigeria. Methods: The researchers implemented a participatory action research (PAR) design. Nine participants were purposively selected from a cohort of teachers who taught the 5-9-year age group. Teacher participants responded to the semistructured interviews and observational schedules used as tools for data collection. The researchers used inductive thematic data analysis techniques to make sense of the data. This was performed in three phases: sorting the data and organising them in data sets, after which the analysis process commenced. Results: Findings from the study showed that although the participants had a fair understanding of play-based pedagogy, they did not know how to operationalise their understanding of play-based pedagogy directed at oral communication Conclusion: The participants gained expert knowledge of play pedagogies that require children to increase oral language use in interaction with each other, using vocabulary and phrases introduced by the teacher as scaffolding for their communication.
Teaching English Home Language to Foundation Phase Learners from Diverse Backgrounds
Author: Mtshali, Zanele
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multilingualism,English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Grade 1,Elementary School Teachers,Urban Schools,Teaching Methods,African Languages,Educational Policy,Faculty Development,Native Language,Phonics,Phonological Awareness,Alphabets,Error Correction,Pronunciation Instruction,Educational Games,Puzzles,Singing,Drills (Practice),Vocabulary Development,Creativity,Literacy Education,Instructional Materials

Background: Teaching English as home language (EHL) could be a complicated process in a country like South Africa, where there are eleven official languages operating in a multicultural society. This requires capacitating teachers with appropriate and relevant strategies to strengthen their teaching, especially in the foundation phase. Aim: This paper examines the appropriateness and relevance of the extant strategies for teaching EHL comprehension skills to foundation phase learners from diverse language backgrounds. Setting: This study was conducted in King Cetshwayo District, KwaZulu-Natal, South Africa. Methods: This was a qualitative case study involving four purposively selected grade one teachers in one urban primary in South Africa. Data were gathered through in-depth interviews, field observations and document analysis. Content analysis was used to analyse the data. Results: The two main findings were that (a) the teaching of EHL comprehensions skills lacked the appropriate strategies, and (b) the teachers faced several challenges--including operating under an unclear policy framework, the paucity of strategies in phonological awareness, and the lack of appropriate reflection images to which the learners could be exposed to improve their skills. Conclusion: The study concludes that adequate and regular professional teacher development programmes and activities are needed to enable teachers to do their work more effectively. Contribution: By closely and systematically examining the strategies used by teachers who were non-native English speakers, to teach EHL to leaners who were also non-native English speakers, this study has made important contributions to both attendant theory and classroom practice.
Language Learners&apos; Emotion Regulation and Enjoyment in an Online Collaborative Writing Program
Author: Zhang, Zhipeng
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Control,Second Language Learning,Second Language Instruction,Collaborative Writing,Positive Attitudes,Learning Processes,Student Attitudes,English (Second Language),Majors (Students),Social Media,Computer Software,Writing Instruction,Factor Analysis,Correlation,Peer Relationship,Teaching Methods,Undergraduate Students,Foreign Countries,Likert Scales,Measures (Individuals),Learning Motivation

Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners' emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.
A State-of-the-Art Review of Distribution-of-Practice Effects on L2 Learning
Author: Serrano, Raquel
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Research,Linguistic Input,Teaching Methods,Time Factors (Learning),Learning Theories,Comparative Analysis,Time on Task,Grammar,Vocabulary Development,Speech Communication,Individual Differences,Program Evaluation,Elementary Secondary Education,Higher Education,Scheduling

The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning.
Second Language Psychological Speaking and Listening Needs: Scale Development, Symbiosis, and Demographic Differences
Author: Xu, Jian
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Gender Differences,Majors (Students),Psychological Patterns,Speech Communication,Listening Comprehension,English (Second Language),Psychological Needs,Likert Scales,Student Attitudes,Factor Analysis,Factor Structure,Validity,Reliability,Personal Autonomy,Geographic Location,Undergraduate Students,Study Abroad,Measurement Techniques,Teaching Methods,Skill Development,Foreign Countries

This study aimed to develop and validate two parallel scales to measure the psychological L2 speaking and listening needs of 863 English-as-a-foreign language (EFL) learners. The associations between three psychological needs (i.e., autonomy, competence, and relatedness) of L2 speaking and of L2 listening were examined to develop insights into oracy (i.e., integration of speaking and listening) in L2 communication. Subsequently, the impact of demographic variables was explored. The data, collected via a 5-point Likert-scale questionnaire, were analyzed through descriptive and correlation analysis, factor analysis, and ANOVA. Exploratory factor analysis was conducted to determine the factor structures, followed by confirmatory factor analysis for validation. Results demonstrated that the validity and reliability of the two developed scales were satisfactory. L2 speaking autonomy was significantly related to L2 listening autonomy, as were competence and relatedness. The three psychological needs of both L2 speaking and listening revealed varying patterns in terms of gender, major, university geographical context, schooling stage (first year to fourth year), and study-abroad experiences. The research findings reinforce the need for integration of L2 speaking and L2 listening when satisfying university students' psychological needs, contribute to the research field with the measurement scales of psychological needs in L2 speaking and listening settings, and yield implications for teaching the two language skills integratedly.
Research Trends in Task-Based Language Teaching: A Bibliometric Analysis from 1985 to 2020
Author: Qin, Jie
Date: 2022-00-00
Type: Journal Articles
Subjects: Trend Analysis,Bibliometrics,Task Analysis,Second Language Learning,Second Language Instruction,Teaching Methods,Research Reports,Psycholinguistics,Interaction,Individual Characteristics,Difficulty Level,Individual Differences,Computer Assisted Instruction,Error Analysis (Language),Error Correction,Authors,Publications,Citation Analysis,Educational Trends

This study offers a bibliometric analysis of research trends in task-based language teaching (TBLT) from 1985 to 2020. The analysis covers research questions related to the publication trends, venues for publication, productive authors, highly cited articles and references and, more importantly, the most frequently explored TBLT-related topics and their developmental patterns across the past 35 years. Results showed that TBLT was still mostly approached from the traditional cognitive-interactionist and psycholinguistic perspectives with a focus on tasks, individuals (i.e., &quot;learners&quot; and &quot;teachers&quot;), task-related variables (e.g., &quot;task complexity&quot; and &quot;task repetition&quot;), task performance, and the resultant linguistic forms. While this field of research has witnessed a growing interest in learners' individual differences and computer-mediated, technologies-assisted learning, a decreasing trend has been observed in topics related to &quot;error&quot; and &quot;recast.&quot; Implications for task-based research, pedagogy, and research methodologies are discussed.
Timing of Form-Focused Instruction: Effects on EFL Learners&apos; Grammar Learning
Author: Xu, Jinfen
Date: 2022-00-00
Type: Journal Articles
Subjects: Intervention,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Error Correction,Comparative Analysis,Writing Tests,Teaching Methods,Middle School Students,Learning Activities,Foreign Countries,Language Tests,Pictorial Stimuli,Grade 8,Test Items

This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners' grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received treatments which combined form and meaning with the English passive voice as the teaching target, but learners' attention was drawn to the passive voice with different timing. The before-isolated and after-isolated groups received the treatment before and after communicative activities, respectively. For the integrated FFI group, intervention occurred during communicative activities. A picture writing test and a written error correction test were employed to measure students' performance. The results indicated that the three experimental groups manifested significant improvement. Before-isolated FFI produced the best immediate and delayed effects, and integrated FFI produced better immediate effect than after-isolated FFI, while after-isolated FFI produced better delayed effect than integrated FFI. The findings indicated that pedagogical sequences in FFI are important, and teachers might need to guide adolescent learners to focus on form explicitly before communicative activities.
The Role of Motivation and Vocabulary Learning Strategies in L2 Vocabulary Knowledge: A Structural Equation Modeling Analysis
Author: Lee, Jang Ho
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Learning Motivation,Second Language Learning,Second Language Instruction,Correlation,Vocabulary Development,Metacognition,Secondary School Students,English (Second Language),Foreign Countries,Teaching Methods,Student Attitudes

This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners of English as a foreign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were collected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive categories, and vocabulary knowledge consisting of vocabulary size and depth. The results showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motivation was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners' motivation and repertoire of strategies for improving vocabulary size and depth.
Bug-in-Ear Technology as a Clinical Teaching Tool for Au.D. Education: A Pilot Study
Author: Ventura, Teffany R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Audiology,Technology Uses in Education,Clinical Teaching (Health Professions),Coaching (Performance),Medical Students,Medical School Faculty,Student Attitudes,Teacher Attitudes

Traditional forms of clinical pedagogy include post-observation feedback and side-by-side coaching. The purpose of this pilot study was to evaluate a newer strategy, bug-in-ear technology (BIET), in which clinical supervisors provide live feedback through a discrete earpiece. BIET has the potential to overcome limitations associated with traditional clinical pedagogy. This pilot study compared side-by-side coaching to BIET coaching, using standardized patients in an on-campus audiology clinic. In this study, first-year Au.D. students conducted a case history assessment for two standardized patients. Likert-response ratings and qualitative data from open-set questions indicated BIET coaching was well received by supervisors because it provided a discrete way to deliver quick, live feedback to students. Although supervisor ratings of BIET were slightly more positive than student ratings, comments from both students and supervisors indicated they could see BIET coaching working well in the future, with modifications. Likert-response items indicated student preference for BIET was associated with feelings of confidence and desire to use BIET. More research is needed to examine ways in which BIET coaching can be operationalized to support audiology clinical education.
E-Mentorship in Speech-Language Pathology
Author: Taiebine, Mohamed
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Speech Language Pathology,Computer Mediated Communication,Electronic Learning,Interpersonal Competence,Distance Education,COVID-19,Pandemics,Allied Health Occupations Education

Current literature on mentorship stems from the fields of higher education, intercultural psychology and counseling and focuses on the personal, interpersonal, and professional aspects that facilitate positive and successful relationships. However, these aspects have seldom been explored in speech- language pathology literature even though mentorship occurs in all facets of the field (student training, as well as clinical and academic settings). Despite a growing consensus in the field that mentorship promotes the development of theoretical and clinical knowledge, there is a dearth of speech-language pathology research exploring collaborative and synergistic frameworks of mentorship which promote interpersonal skill development. Such learning is specifically relevant to perseverance during difficult times, such as the COVID-19 pandemic. In this article, we suggest a new model of &quot;e-mentorship&quot; or remote mentorship as an alternative to the canonical model of face-to-face mentorship. Subsequently, we define the potential roles that a mentor and a mentee could assume in this context by linking interpersonal and professional skills in an innovative tutorial for e-mentorship in speech-language pathology.
Berry Mayall and Roy Bhaskar: Critical Thinkers
Author: Alderson, Priscilla
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Universities,College Faculty,Professional Recognition,Sociology,Philosophy,Intellectual Disciplines,Reputation,Interdisciplinary Approach,Teacher Collaboration,Educational History,Futures (of Society),Foreign Countries,Child Welfare,Childrens Rights,Social Structure

Exchanges between the great range of disciplines and experts within IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK), can be very productive. This article celebrates two professors who, in markedly different ways, have transformed interdisciplinary understanding of their chosen specialties. Some of their ideas are summarised here to encourage readers who could benefit from their publications and are not yet familiar with them to be keen to study and gain from them. Berry Mayall and Roy Bhaskar might seem too dissimilar to fit into one article. Berry worked here for nearly fifty years, Roy for only seven. One was a sociologist, working mainly on empirical research, the other a philosopher developing extremely advanced theories. Yet they both developed critical new ideas and were under-recognised within IOE despite their international influence. Roy is such a prestigious philosopher, many may wonder why a whole article is not dedicated to him. My aims include recording some benefits of the interdisciplinary thinking he promoted. This article briefly considers some of the ideas that each developed and why these are important; their collaborative work; memories from colleagues they have influenced; and their contribution to IOE's history and, potentially, to its future.
The Development of Primary Teacher Education at the Institute of Education (London), 1977-1986
Author: Davis, Rosemary G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Education,Educational History,Foreign Countries,Teacher Certification,Educational Change,Higher Education

This article expands on Aldrich and Woodin's contributions on the development of primary teacher education at IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). It focuses on the Primary Postgraduate Certificate of Education (PGCE); the years before it began and its development between 1977 and 1986. Relevant literature and first-hand accounts provide background and progress. Events leading to the establishment of the Primary PGCE at IOE are discussed, before describing the course itself with its vicissitudes and progress, and internal and external politics. Changes in emphasis and structure are reviewed, together with the influences of central government and its education departments. Demographics of population decline and growth are relevant to the progress of the Primary PGCE, which grew numerically and in stature. Key organisational and structural developments of the Primary PGCE are discussed. It will be seen how the IOE itself and Early Years and Primary courses, with its staff, influence policy and practice, internally and externally. The article concludes that the primary initial teacher education remains unfinished business.
Disciplinary Knowledge for What Ends? The Values Dimension of Curriculum Research in the Anthropocene
Author: Mitchell, David
Date: 2022-07-00
Type: Journal Articles
Subjects: Climate,Curriculum Development,Ethics,Interdisciplinary Approach,Educational History,Geography Instruction,Religious Education,Social Values,Teaching Methods,Sustainability,Hidden Curriculum,Foreign Countries,Moral Values,Political Attitudes

This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on particular relationships between curriculum, disciplinary knowledge, values and ethical perspectives. We argue that the recent research agenda exploring disciplinary knowledge underplays the values dimension in how curriculum knowledge is constructed and used. First, we give an overview of the recent thrust of curriculum debates in subject education communities, placing this in some historical context. Here, we recognise the need to make a robust case for school subjects and their important relationship with disciplines. We go on to examine some arguments around the role of knowledge in curriculum. Taking the concept of the Anthropocene (the human epoch of the planet) and from our perspectives as geography and religious education educators, we propose a focus on ethical disposition and interdisciplinarity to make the values dimensions of curriculum knowledge more visible.