ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Pre-Service EFL Teachers&apos; Communicative Competence through Role-Playing Games
Author: Kuzembayeva, Gulzhana
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Communicative Competence (Languages),Role Playing,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Educational Games,Speech Communication,Comparative Analysis,Foreign Countries

The quality of foreign language teaching (FLT) is inextricably linked with developing students' communicative competence (CC), a complex formation that is being comprehended by methodologists. The term &quot;communicative competence&quot; (CC) implies the speaker's production of grammatically correct language appropriate to various social settings while observing the linguistic and social rules of native speakers. Despite the complex structure of developing English as a foreign language (EFL) learners' CC, one of the conditions for its successful course is a systemic and technological approach to role-playing games (RPG) in teaching dialogue speech. The study aims to examine the development of EFL students' CC and the effects of RPG in teaching dialogue speech. To test the hypothesis that a systemic and technological approach to using RPG in teaching dialogue speech fosters the pre-service EFL teachers' CC, the research methodology employed a semi-experimental pretest-posttest control group design with pre-service EFL teachers. Participants (n=36) were divided/ into experimental (n=18) and control (n=18) groups. The results of the posttest experiment confirmed the effectiveness of systemic and technological approaches to the use of RPG in significantly increasing the pre-service EFL teachers' CC.
Teachers&apos; Role in Online Learning: Perspectives of Prospective Indonesian EFL Teachers
Author: Christiani, Natalia
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Role,Online Courses,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Experience,Preservice Teachers,Student Attitudes,Teacher Education Programs,Learning Processes,Teacher Student Relationship,Foreign Countries

This study investigated how prospective English as a foreign language teachers perceived the role of their teachers in online learning and how those roles contributed to their experiences in a lowtech online learning context. This study surveyed 285 prospective teachers at seven universities across provinces with English Language Education programs in Indonesia (East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara and Bali) and interviewed 10 prospective teachers to provide a deeper understanding of their experiences. The results showed that the cognitive role is the most important teacher role perceived by prospective teachers in a low-tech online learning context. Three themes emerged from the results: the teacher's cognitive sub-roles in providing learning assistance and recommendation, managerial sub-roles in leading, controlling and organizing the learning process and affective sub-roles in creating an enjoyable, relaxing learning environment and catching students' attention in online learning. The discussion focuses on the different effects of the roles on creating a positive online learning environment for students. In conclusion, teaching skills related to the three roles of teachers in online learning must be taught explicitly in a teacher-training program through scenario-based learning activities. The implications of teacher-training programs are discussed further in this paper.
The Acceptance and Effectiveness of Digital Learning Technologies: A Detailed Empirical Investigation in Islamic Study Classrooms
Author: Mazrur
Date: 2023-00-00
Type: Journal Articles
Subjects: Islam,Audience Response Systems,Student Attitudes,Technology Uses in Education,Foreign Countries,Prediction,Teaching Methods,Religious Schools,Religious Education,Intention,Student Behavior,Information Technology,Preferences,Electronic Publishing,Handheld Devices,Telecommunications,Computer Simulation,Usability,Costs

The acceptance of different technologies in different classroom settings has been addressed in the current study. Integrating alignment theory with the Technology Acceptance Model (TAM), this study investigates the predictive differences between the use and adoption of four technologies. The technologies were used in Islamic study classrooms for four months during the spring semester of 2022 among the students of the Palangkaraya state Islamic religious institute in Indonesia. The survey questionnaire was distributed among students at the end of the semester. The results of this study revealed students' behavioral intentions to use all four digital technologies. However, the impact of adopting the classroom response system was larger followed by digital textbooks, mobile virtual reality and classroom chats. These results depict that students prefer the classroom response system and have little preferences for classroom chats while learning Islamic studies. The favorable results for the classroom response system, digital textbooks and mobile virtual reality depict that practitioners should consider the ease of access and affordability of these technologies at all educational levels to enhance students' learning capabilities.
Educator Perspectives and Intention to Adopt OER in Teaching and Learning in Secondary Schools in Mauritius
Author: Rabajalee, Yousra Banoor
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Practices,Open Educational Resources,Productivity,Interaction,Teaching Methods,Secondary School Teachers,Foreign Countries,Learning Processes,Educational Quality,Intention,Educational Policy,Information Technology,Technology Integration,Educational Benefits

There has been a growing interest in the use of Open Educational Resources (OER) to support educators to adapt, use, re-use, remix and recontextualise content for teaching and learning. The purpose of this study was to investigate the extent and intent of adoption of OER practices and tools in secondary schools in Mauritius within a sustainable and innovative teaching and learning model. The main objective was to investigate whether the inclusion of OER in teaching could help maintain quality instruction and sustain a viable economic model for learners. Moreover, this study assessed the readiness and attitudes of secondary educators in their intention to adopt OER. A survey was carried out among 271 secondary school educators to determine the influential factors in the intention to adopt OER in teaching. Factor and regression analysis were carried out to estimate the significance of each independent variable. The findings of this study reported that Productivity, Interactivity, Infrastructure and Constraining Factors were among the factors that had a significant effect on teachers' adoption of OER in their teaching process. Combined with other findings as reported in the literature, this study also helps to enlighten policymakers about teachers' intention in adopting OER in secondary schools in Mauritius and how they add value to the teaching and learning processes. The Cabinet of Ministers in Mauritius approved the National policy on OER in December 2022.
Feasibility of Work-Based Learning Model for Undergraduate Engineering and Technology Programmes in Tanzania
Author: Lingwanda, Mwajuma Ibrahim
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Engineering Education,Technology Education,Work Experience Programs,Workplace Learning,Pilot Projects,Foreign Countries,Program Effectiveness

This study proposes a new approach to teaching-learning in engineering and technology programmes at the undergraduate level in Tanzania, and evaluates its feasibility. The rationale was to improve flexibility in learning by providing learners with alternative programmes to choose from. A conceptual model was introduced showing how the work-based approach can be implemented in training diploma holders to acquire bachelor's degrees. A survey type of study with a mix of open and closed-ended questions issued to a sample of 150 finalist students was conducted. The sampled population was all finalyear diploma students pursuing engineering and technology programmes at Mbeya University of Science and Technology in Tanzania. A stratified random sampling approach was followed to obtain the sample. More than 93% of the respondents supported the establishment of work-based programmes. This study, therefore, recommends, amongst other things, that Tanzanian learning institutions should set a pilot programme to test the effectiveness and practicability of this model.
Emotional Support, Academic Resiliency, and School Engagement in an Online Learning Setting during COVID-19 Pandemic
Author: Lobo, Joseph
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Resilience (Psychology),Learner Engagement,Online Courses,Teacher Influence,Social Support Groups,Student Participation,Correlation,College Students,College Faculty,Well Being,Educational Technology,Foreign Countries,Teacher Behavior

In recent years, numerous published scholarly works have examined the association between academic resilience and school engagement, as well as the function of emotional support in bolstering the relationship between the two. However, these investigations have only been undertaken at the elementary and secondary levels. Therefore, it can be concluded that there are only a few studies that were conducted in the context of Higher Education, especially in the Philippines. In this regard, this study aimed to evaluate the relationship between academic resilience (ARS) and school engagement (SE) via teacher-emotional support (TES). Using data from 910 students and Partial Least Square-Structural Equation Modeling (PLS-SEM), it was unraveled that (1) ARS positively affects SE, (2) ARS leverages TES, (3) TES affects SE, and (4) TES partially mediated the association between students' ARS and SE. According to the findings, instructors' emotional support promotes college students' resilience and engagement. The study underlined the need of strengthening personal and contextual resources to support student well-being in an online class setting.
Teachers&apos; Agency Development when Adapting the Colombian English Suggested Curriculum for High School
Author: González, Cindy Valdelamar
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,Professional Autonomy,Second Language Learning,Second Language Instruction,Curriculum Development,National Curriculum,Teacher Attitudes,Coping,Case Studies,English (Second Language),Foreign Countries,Educational Policy,High School Teachers,Policy Formation,Educational Change

This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers' trajectories of action were analyzed through semi-structured interviews, teachers' narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers' steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.
Teaching Practicums during the Pandemic in an Initial English Teacher Education Program: The Preservice Teachers&apos; Perspective
Author: Ormeño, Verónica
Date: 2023-00-00
Type: Journal Articles
Subjects: Practicums,COVID-19,Pandemics,Preservice Teacher Education,English (Second Language),Language Teachers,Foreign Countries,Distance Education,Web Based Instruction,Student Teachers,Student Teacher Attitudes,Cooperating Teachers,Student Teacher Supervisors

In an initial English teacher education program at a Chilean institution, early and professional practicums were re-invented during the COVID-19 pandemic to ensure the continuity of this process. This study analyzed the context and conditions under which these practicums unfolded and how the process influenced participants' pedagogical and professional knowledge development. Forty-two preservice English language teachers undergoing early and professional practicums online throughout 2020-2021 answered an online questionnaire which was analyzed through descriptive statistics and content analysis. Findings revealed preservice teachers' problems, strengths, weaknesses, and challenges while interacting with pupils, cooperating teachers, and supervisors, as well as the development of some pedagogical and professional knowledge. The findings may serve to make adaptations to increasingly challenging teaching contexts.
Indigenous Students and University Stakeholders&apos; Challenges and Opportunities for Intercultural Decolonial Dialogue
Author: Álvarez Valencia, José Aldemar
Date: 2023-00-00
Type: Journal Articles
Subjects: Intercultural Communication,English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Dialogs (Language),Barriers,Semiotics,Foreign Countries,American Indian Languages,American Indian Students,Sociocultural Patterns,State Universities,Educational Opportunities,Cultural Differences,Literacy,Numeracy,Psychological Patterns,Culturally Relevant Education,Curriculum Design,Undergraduate Students

This article presents critical intercultural dialogue as a necessary curricular, pedagogical, and decolonial practice to engage and value Indigenous students' cultural semiotic resources in higher education. Drawing from social semiotics, critical interculturality, and decolonial theory, the article analyzes Indigenous students' structural barriers to accessing and completing their undergraduate programs. Using examples from pedagogy courses taught in English and reflections and learnings from a research project with Indigenous students, the article underscores and extends lessons to mobilize Indigenous students' learning paths, sociocultural practices, and languages, showcasing intercultural dialogue within a public university. Reflections on the tensions, constraints, and possibilities to facilitate university stakeholders' engagement at multiple levels are discussed.
&quot;It Feels like a Performance when I Teach Online&quot;: Autoethnography of Tensions in Teacher Identity
Author: Loo, Daron Benjamin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Language Teachers,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Ethnography,COVID-19,Pandemics,Online Courses,English for Academic Purposes,Writing Instruction,Expectation,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Stress Variables,Educational Change,Teacher Effectiveness,State Universities

This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using performativity as an analytical lens. The analysis identified three types of tensions: performing for proximity, performing to meet the institution's and student's expectations, and continuously changing performances. These tensions highlight the teacher's performativity when using technology, which ultimately configured his teacher identity. From these tensions, the paradox of technology may be observed. Specifically, tools supposedly productive for an online class may not necessarily be well received by students and may burden the teacher.
A Preservice Teacher&apos;s Experiences Teaching English Abroad: From ESL to EFL
Author: Lengeling, M. Martha
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Experience,English (Second Language),Second Language Instruction,International Education,Practicums,Study Abroad,Elementary School Teachers,Foreign Countries,Socialization,Student Attitudes,Teaching Methods,Differences,Regional Characteristics,Technology Uses in Education

Although an international teaching practicum is assumed to broaden teacher candidates' cultural, linguistic, and pedagogical knowledge, the nature of this growth and its relation to teacher education practices have yet to be fully explored. Using a sociocultural perspective and drawing on the concepts of teacher socialization and a growth mindset, this qualitative case study investigates the experiences of a U.S. preservice teacher teaching English in a Mexican primary school. Analysis of teaching observations, the participant's reflections, and an interview revealed the teacher's growing sensitivity to the teaching context. She gradually recognized the differences between teaching English in the two countries, prompting a shift in pedagogy to one more compatible with teaching English as a foreign language. The importance of teaching context on teacher socialization is also examined.
Shaping Better Futures: Inside-Out Colombian English Language Teachers&apos; Gaps and Practices
Author: Díaz, Ingrit Juliana
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Classroom Techniques,Foreign Countries,Faculty Development,Preservice Teacher Education,Teacher Education Programs,Grounded Theory,Pedagogical Content Knowledge,Teaching Methods,Educational Change,Mentors,Language Proficiency,Teacher Effectiveness,Information Technology,Technology Integration,Theory Practice Relationship

This exploratory qualitative study reports gaps in the preservice teacher education and professional development of 15 English language teachers in a Colombian public university regarding their teaching knowledge and practice. Grounded theory was used to examine the data collected via focus groups and questionnaires, which were validated and triangulated. Findings reveal several teacher deficiencies, classified into three axes: language proficiency, teaching awareness, and teacher challenges. These tensions unveil imbalances between theory and practice, inefficient mentoring during the practicum stage, lack of classroom management skills for efficient teaching, and the need to revitalize and endorse information and communications technology education and use in the new classroom era. The article also offers a discussion on reconceptualizing teacher education.
Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English
Author: Carrasco, Lucía Belmonte
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Content and Language Integrated Learning,Preservice Teachers,Language of Instruction,English (Second Language),Foreign Countries,Graduate Students,Elementary School Teachers,Secondary School Teachers,Bilingual Education,Student Attitudes,Emotional Response,Self Control

This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master's degree in bilingual education (Spanish-English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.
Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles before and during the Transition to Remote Teaching
Author: Becerra-Posada, Tatiana
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,Foreign Countries,COVID-19,Pandemics,Lesson Plans,Distance Education,English (Second Language),Task Analysis,Teaching Methods,Teaching Guides,Student Attitudes

This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers' lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19 pandemic. An analysis of the lesson plans using task-based language teaching principles as a framework revealed that preservice teachers implemented principles differently during in-person and remote teaching. Interestingly, the use of the principles sometimes contrasts with what the participants report in their reflections. We discuss the challenges English as a foreign language teachers face when adapting methods such as task-based language teaching to the demands of new teaching contexts.
The Effect of Calorie Tracking on Eating Behaviors of University Students
Author: Keskin, Bülent
Date: 2023-00-00
Type: Journal Articles
Subjects: Eating Habits,Health Behavior,Behavior Change,Recordkeeping,Undergraduate Students,Student Attitudes,Content Analysis,Computer Software,Telecommunications,Handheld Devices,Body Composition,Classification,Food,Foreign Countries

This paper aims to determine whether tracking calories using a mobile application without any nutrition education has a positive effect on the eating behaviors of university students. The concurrent design, one of the mixed methods designs, was used to compare the quantitative and qualitative data analysis results. The participants are 108 university students who voluntarily agreed to participate in the study. In the quantitative part of the study, a calorie tracking form was used; in the qualitative part, an interview form was used to determine eating behaviors. The students were not given any information about healthy nutrition and were only asked to track calories. The change in body mass index values obtained from the calorie tracking form is presented with the Wilcoxon signed ranks test. In evaluating the data obtained from the interview form determining eating behaviors, the data were categorized by content analysis, and the categories were presented as percentage values. According to the data obtained, it has been observed that positive behavioral changes in terms of nutrition can be created even without giving any information about healthy nutrition to the students, just by making them track calories. As a result of the activity, they became aware of which foods would make them gain weight and which would not and gained positive eating behaviors. Based on the results obtained from this study, recommendations for future studies and public health were made.