ethanporcaro/eric-fulltext-meta huggingface dataset:
Standardization of EFL Undergraduate Skill Exam Papers: A Case Study at Majmaah University
Author: Abahussain, Majed Othman
Date: 2020-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Outcomes of Education,Taxonomy,Group Discussion,Standardized Tests,Language Tests,Case Studies,Student Attitudes,Test Items,Alignment (Education),Foreign Countries

Designing standardized exams for EFL undergraduates is a matter of great concern in pedagogical practices that assess learners' academic achievements. This case study was conducted at Majmaah University, Saudi Arabia, to explore the significance of educational exam standardization and its impact on the process of implementation, leading to a balanced and equitable assessment of English language skills. During the study, 250 final English skill exam questions of two semesters were analyzed. A mixed-method approach using a questionnaire and Focused Group Discussion was adopted to collect relevant data. The quantitative data were analyzed using SPSS 16, and the qualitative data was processed by thematic analysis. The quantitative data results showed that questions were balanced, valid, and reliable in language skill exam papers designed for undergraduate English students. The qualitative data revealed four major themes -- standardization of questions, the efficacy of Bloom's taxonomy, assessment/evaluation, and alignment of the question with learning outcomes. These emerging themes highlighted the effectivness of standardizing exam papers, identified problems, and suggested ways of improvement. The study indicates that exams must be scrutinized for the sake of standardization in terms of maximum course coverage; the variety in the question item; clear, concise, and precise instructions; validity and reliability of exam papers; and the alignment of questions with the course and program learning outcomes to ensure the implementation of the revised Bloom's taxonomy. The study suggests, to generalize the results, that further investigation should be done in another Saudi university for the sake of comparison.
Crisis Teaching Online: Reaching K-12 Students through Remote Engineering Lab-Based Activities during the COVID-19 Pandemic
Author: Larson, Jean S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Web Based Instruction,STEM Education,Learning Activities,COVID-19,Pandemics,Distance Education,Elementary School Teachers,Secondary School Teachers,Hands on Science

As schools were ordered to close due to the COVID-19 pandemic, K-12 teachers were given little time to prepare and make the transition to a remote environment. STEM teachers have the added challenge of converting lab-based activities into a virtual format. To determine how K-12 teachers can best be supported to provide distance lab-based experiences, an instructional module on adapting engineering lessons for remote delivery was incorporated into a research experience for teachers. Results revealed that teachers are concerned about the continued disruption and eager to learn techniques and best practices for teaching STEM online.
Opening up Assessment in the Age of COVID-19: Exploring the Utility of Online Open-Book Exams
Author: Chadha, Deesha
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,COVID-19,Pandemics,Test Format,Computer Assisted Testing,Undergraduate Students,Graduate Students,Doctoral Students,Foreign Countries,Chemical Engineering,Engineering Education

COVID-19 has brought with it a tremendous sea-change in higher education globally. It has brought an opportunity to reconsider the way in which assessment is approached. The context for this paper is a chemical engineering department in a research-intensive university located in central London. Open book exams are used minimally in the degree programmes with retention and knowledge being tested mostly through closed-book exams. The COVID-19 outbreak meant there was now a pressing need to reconsider how students could effectively be assessed under extraordinary circumstances. In the UK [United Kingdom], students were effectively nearing the end of the academic year when ordered into lockdown. Students departed for home, both nationally and overseas and there were only a few options to address assessment. The authors turned to an examination provision that comprised open-book examinations which were taken in fixed, timed sessions. This raised several issues related to: (1) the use of open book exams which many students had not experienced as part of their university assessment; (2) the implication of staggered assessments, accommodating different time zones, given that a large proportion of students are international; (3) using appropriate platforms to deliver and mark exams; and (4) providing pastoral care and support to students during their examination and study periods. This paper outlines the authors' approach to these issues and the impact they have on future assessment provision.
Prompting by COVID-19 to Rethink the Purpose of Engineering Laboratory Education -- Develop Practical Competence to Solve Real-World Problems
Author: Leung, Siu Ling
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Engineering Education,Laboratory Training,Laboratory Experiments,Problem Solving,Critical Thinking,Data Analysis,Distance Education,Online Courses,Problem Based Learning,Undergraduate Students,Computer Assisted Instruction,Electronic Learning,Role of Education

Today's engineering laboratory education often lacks opportunities for students to practice critical thinking through real-world problems. This particular objective is even harder to achieve through online laboratory experiments. In this article, we summarize our innovation in using a real-world challenge, analyze big data, to empower student data analysis skills in remote teaching platform. This approach allows students to collect data, analyze, and evaluate possible solutions continuously through hands-on experimentation with accessible resources around them. Compared to the video-recorded lab, our method achieves a higher level of learning in Bloom's taxonomy. To further improve our approach, we summarize our lesson learned from transferring six different engineering laboratory courses online, in response to the COVID-19. A thriving 21st-century learning environment has to embrace agility, create flexibility, adapt to technology, and support virtual team collaborations.
Democratic Values and Digital Skills of Students in Higher Educational Establishments of Poland and Ukraine
Author: Leshchenko, Mariya
Date: 2020-00-00
Type: Journal Articles
Subjects: Democratic Values,Technological Literacy,Critical Thinking,Information Literacy,College Students,Student Development,Intercultural Communication,Influence of Technology,Social Networks,Access to Information,Technology Uses in Education,Student Rights,Foreign Countries

The subject of the paper is evaluating and comparing the activity of using digital technologies for the realisation of democratic values by students of Polish and Ukrainian higher educational establishments: rights to freedom of access to information; tolerant communication with other people; awareness of the values of solidarity, equality. The study was carried out at Maria Curie Sklodowska University in Lublin (Poland), The Jan Kochanowski University in Kielce (Poland), Radom Academy of Economics (Poland), Taras Shevchenko National University of Kyiv (Ukraine), Poltava V.G. Korolenko National Pedagogical University (Ukraine). Based on the survey results, the quantitative and qualitative analysis of digital technologies used in the development of democratic ideals and social activity of youth are carried. The results obtained are typologically common for students of both Polish and Ukrainian higher educational establishments. The paper provides recommendations for teachers of higher educational establishments on the use of digital technologies to support the development of students' democratic values in formal and non-formal learning and draws attention to the problem of forming digital critical competence of students.
Differentiated Instruction in English Learning, Teaching and Assessment in Non-Language Universities
Author: Kupchyk, Larysa
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,English (Second Language),Second Language Instruction,College Students,Foreign Countries,Teaching Methods,Student Evaluation,Placement Tests

This paper is aimed at resolving the problem of inadequate level of foreign language proficiency of students in non-language institutions of higher education and discussing effective approaches and methods to improve foreign language instruction at tertiary schools. An analysis of the problem by means of mixed research methods revealed the need to create positive and motivating foreign language learning environment on the basis of preliminary diagnosis through the evidence-based instructional strategies and assessment tools that make a difference in student achievements. The authors substantiate the expediency of applying differentiated instruction as a means of fostering foreign language learning by students of non-language majors, which was proved by the results of the conducted experiment. 116 Bachelor students of the National University of Water and Environmental Engineering in their first year of study took part in the experiment, which was held in academic years 2016-2017 and 2017-2018. The experiment started with the placement test, the results of which allowed grouping first-year students according to their prior knowledge of English into different groups from A1 to B2 CEFR levels. The differentiated instruction was performed in homogenous groups by means of the level-relevant content and materials, teaching methods and assessment tools. The research findings allowed the authors to contribute to improving the course design, implementing differentiated lessons, choosing appropriate teaching methods and gathering feedback. The conducted experiment also helped draw conclusions on the improvement of foreign language learning under newly created conditions, adding to high rate of productivity and flexibility of learning paths. An analysis of the experimental data showed that differentiated instruction can significantly increase students' motivation to foreign language acquisition and learning outcomes.
Emotional Intelligence and Acquisition of English Language Oral Communication Skills
Author: Andrienko, ?etiana
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,English (Second Language),Second Language Learning,Communication Skills,Speech Communication,Foreign Countries,Intelligence Tests,Undergraduate Students,Psychological Patterns

Studying the factors of successful acquisition of ESL speaking skills in Ukrainian adult learners, the authors focused on the correlation between emotional intelligence and development of oral communication skills, and, on the other hand, on the growth of these indicators as a result of purposeful inclusion of content-related emotions into activities aimed at the development of speaking and listening skills. Theoretically based on the ideas of emotional intelligence as an important factor in human interaction and guided by the hypothesis that content-related emotions intensify emotional involvement and have a positive influence on the acquisition of oral communication skills, the researchers applied Mayer-Salovey-Caruso Emotional Intelligence Test and the English Language Oral Communication Skills Test developed by the authors, to measure the key oral communication skills indicators against a 100 point scale. Experimental teaching of 124 undergraduate students of International Relations during September 2018-May 2019 proved a beneficial influence of including emotions in the learning activities on the acquisition of ESL oral communication skills, as well as on student motivation and overall quality of student experiences. Significant increments in Emotional Intelligence and ESL oral communication skills in the experimental group compared to insignificant growth of the same indicators in the Reference group allow to establish a positive correlation between the growth of emotional intelligence and acquisition of the ESL speaking skills pursuant to inclusion of content-related emotions into the ESL learning in Ukrainian students.
Learning to Learn - A Potential Educational Focus during and Post the COVID-19 Pandemic
Author: Quan, Xinfeng
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Electronic Learning,Independent Study,Educational Change,Learning Activities,Study Skills,Skill Development,Student Attitudes,Web Based Instruction,COVID-19,Pandemics,Teaching Methods,Cooperative Learning,Homework,College Freshmen,Engineering Education,Instructional Effectiveness

Challenges posed to the online classes during the COVID-19 epidemic, which prevented instant face-to-face communication and forced physical separation, were tentatively resolved by a teaching strategy shift to foster and improve student self-study skills. Class slides, teaching formats, as well as learning activities were redesigned and implemented accordingly. Midterm exam performance was comparable to that of a previous class. A class survey revealed students' acceptance of the new teaching arrangement, with enhanced skills and confidence in self-studying perceived by the students. Further research is needed to examine the efficacy of such changes for students' performance and skills acquisition.
Educational Technologies in Training Future Managers
Author: Stupak, Oksana
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Higher Education,Educational Resources,Teaching Methods,Administrator Education,Graduate Students,Online Courses,Computer Assisted Testing,Video Games,Computer Simulation,Administrator Characteristics

The introduction of educational technologies, which are developing at a rapid pace, requires professionalism and readiness of managers to implement the latest information technologies. Therefore, the use of electronic resources in the educational process in higher education can contribute both to developing professional skills and gaining the experience of using online environment. Purpose of the paper is to analyse the electronic educational resources and describe the process of implementing online games in future managers' training. Method: The survey on the use of electronic resources in the learning process is conducted among 50 Master students who study full-time and part-time to gain the speciality &quot;Management&quot;. Online courses and tests developed with the help of electronic resources are the most popular among the students, while WebQuest, quizzes and online games are used only by a small number of respondents. The survey shows that the use of electronic resources is insufficient in future managers' training. Findings: Within the course &quot;Information Systems and Technologies in Management of Organisation&quot; an interactive online game on online platform Goosechase was developed. This resource can give the opportunity to fulfil assignments in the course by displaying photos and video materials, which contribute to involving participants into ? team game and developing future managers' key competences in the course. Implications for research and practice: The results of this study allow to conclude that training of students is successful if an online game is used which can be adapted for various specialities and courses.
Globalisation of the Ukrainian Language Lexical System: Age, Gender and Educational Dimensions
Author: Semeniuk, Oleh
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Ukrainian,English (Second Language),Second Language Learning,Language Role,Linguistic Borrowing,Language Usage,North American English,Language Variation,Age Differences,Gender Differences,Generalization,Speech Communication,Higher Education,Technical Education,Vocational Education,Vocabulary,Language Attitudes,Preferences,College Students,Secondary School Students,Foreign Countries

The article is aimed at the analysis of a linguistic problem of the use of Anglo-American loanwords in the Ukrainian language connected with the English globalisation and transformation into the language of international communication. The authors argue that the Anglo-Americanisms can be transferable to the original Ukrainian synonymous words because there are analogues and one-word equivalents for them. The youth slang is considered as a separate part of the national language, which represents the development of society. Therefore, the authors make an attempt to identify its role in globalisation processes. The hypothesis of the research is that the use of Anglo-Americanisms depends on the age, gender and educational dimensions. The analysis of linguistic behaviour based on empirical data was carried out. In order to achieve the aim of the research, a set of scientific methods was used, namely: analysis, synthesis, comparing, generalisation, questioning and interviewing. The study involved 300 people, 150 women and 150 men. Gender has a certain influence on the degree of the use of Anglo-Americanisms in the speech of youth: young men use English loans more often than young women. The participants were divided into two age groups of 17-18 years old and 19-20 years old. The difference between two groups is not significant. Participants were also subdivided into two groups depending on the factor where they received their education. One group consisted of the students studying in higher educational institutions, and the second one was made up of students from colleges and technical schools. The loanwords are typical of the speech of all the young people regardless of their speciality. The youth slang affects the use of English loanwords in the Ukrainian language. The majority of respondents (64%) showed the increasing number of Anglo-Americanisms in their vocabulary. Most of young people prefer them to the Ukrainian equivalents. The Ukrainian youth slang is full of Anglo-Americanisms and this process is getting more intense.
International Students&apos; Perception of Teaching Microbiology, Virology and Immunology at Medical Universities in Ukraine
Author: Melnyk, Valentyna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Medical Students,Student Attitudes,Microbiology,Foreign Countries,Language of Instruction,English (Second Language),Measurement Techniques

The increase in the number of international students at medical universities in Ukraine has made great demands for the quality of instruction in the first three years of study when adaptation of these students takes place. The aim of the paper is to analyse international students' perceptions of teaching Microbiology, Virology and Immunology (MBVI) at Bogomolets National Medical University and outline the recommendations. A mixed research method was applied; the questionnaire with close-ended and open-ended questions grouped in nine sets was developed. Anonymous survey was conducted with the students (N=104) after completing the MBVI course with English as a medium of instruction. The survey has indicated general satisfaction of the respondents with the course. Insufficient proficiency in English often affects the quality of learning, and a low level of the Ukrainian or Russian language skills create difficulties in their communication and effective integration to the Ukrainian cultural environment. The survey results have shown the positive attitude of the respondents to the lectures with the requirement to have more interactive communication between the lecturer and students as well as have identified the difficulties concerning practical classes and self-study. The recommendations on how to improve academic performance of international medical students have been given. The focus is on increasing and maintaining language skills, consideration of ethnic and psychological features of students from different countries and implementing interactive teaching methods so that effective interaction in the learning environment could be achieved.
Language Portfolio for Building Linguistic Competence in ESP Speaking in Students&apos; Independent Work
Author: Kotlovskiy, Andriy
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,English for Special Purposes,Speech Communication,Portfolios (Background Materials),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Practices,Student Attitudes,Independent Study,Vocabulary Development,Teaching Methods,Language Teachers,Undergraduate Students

The study shows that language portfolio is an effective tool which is applied in students' independent work. We aimed to survey students' views on the usage of language portfolio; to define the types of students' autonomy with teacher's guidance that contribute to successful acquisition of lexical and grammatical competences within students' independent work; to give recommendations to teachers about using language portfolio for building lexical and grammatical competences in ESP speaking. Thus, a mixed research design was employed. The qualitative research design relied on collecting data about students' attitude to using language portfolio as a tool of building their lexical and grammatical competences in ESP speaking within their independent work. The quantitative research design was focused on interpreting the results and suggesting recommendations regarding students' independent work in ESP learning. The research was held at Ivan Franko National University of Lviv during December-February of 2019-2020 academic year. The total number of full-time second-year students who took part voluntarily was 250. Also, five ESP teachers participated in the survey. Within the context of the study, the questionnaire was designed to identify students' attitude towards learning aims, ways to achieve them, type of teacher's guidance, practicability of keys, instructions, range of suitable techniques. The findings show that the students prefer relative autonomy and half-autonomy with a firm and relatively firm teacher's guidance to follow while acquiring lexical and grammatical competences in ESP speaking. Most students admit that language portfolio is an effective tool which promotes significant progress in their lexical and grammatical competences in ESP speaking.
Pre-Service English Teachers&apos; Attitudes to Co-Teaching
Author: Zadorozhna, Iryna
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Team Teaching,Language Teachers,English (Second Language),Second Language Instruction,Undergraduate Students,Foreign Countries,Learning Activities,Instructional Effectiveness

The purpose of this paper is to investigate pre-service English teachers' attitudes to co-teaching as a professional development tool and a collaboration method. Two instructors co-taught an undergraduate English Language Teaching Methodology course to gain experience and to model this method for pre-service English teachers. 60 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for one semester. Research instruments used in the study are students' reflective journals, focus groups discussions, and a survey. The students wrote regular entries in reflective journals after each session, participated in focus groups discussions, and filled out a survey at the end of the semester. It was hypothesised that co-teaching would engage learners and enhance their learning, help pre-service teachers to develop professionally, and serve as a model of effective instructional technique for their future teaching assignment. Results indicate the effectiveness of coteaching in achieving these tasks. We also conclude that co-teaching in pre-service teacher education is an invaluable tool in developing teachers' and students' reflective skills and collaborative practices. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.