ethanporcaro/eric-fulltext-meta huggingface dataset:
Bullying and Cyberbullying in LGBT Adolescents: Prevalence and Effects on Mental Health
Author: Garaigordobil, Maite
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,LGBTQ People,Adolescents,Incidence,Mental Health,Homosexuality,Social Bias,Sexual Orientation,Victims,Aggression,Foreign Countries,Symptoms (Individual Disorders),Depression (Psychology),Anxiety,Psychopathology,Secondary School Students,Measures (Individuals)

Bullying and cyberbullying have negative consequences on adolescents' mental health. The study had two objectives: 1) to analyze possible differences in sexual orientation (heterosexual and non-heterosexual) in the percentage of victims and aggressors of bullying/cyberbullying, as well as the amount of aggressive behavior suffered and carried out; 2) to compare the mental health of adolescent heterosexual and non-heterosexual victims, aggressors, cybervictims, and cyberaggressors. Participants included 1,748 adolescents from the Basque Country, aged between 13 and 17 years (52.6% girls, 47.4% boys), 12.5% non-heterosexuals, 87.5% heterosexuals, who completed 4 assessment instruments. A descriptive and comparative cross-sectional methodology was used. The results confirm that: 1) the percentage of victims and cybervictims was significantly higher in non-heterosexuals, but the percentage of heterosexual and non-heterosexual aggressors and cyberaggressors was similar; 2) non-heterosexual victims and cybervictims had suffered significantly more aggressive bullying/cyberbullying; 3) non-heterosexual victims and aggressors of bullying exhibited significantly more depression, social anxiety, and psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity…) than heterosexuals; 4) non-heterosexual cybervictims and cyberaggressors displayed more depression and more psychopathological symptoms, but no differences were found in social anxiety. The importance of intervening from the family, school, and society to reduce bullying/cyberbullying and enhance respect for sexual diversity is discussed.
Positive or Negative Communication in Social Activism
Author: Pinazo-Calatayud, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Activism,Emotional Response,Comparative Analysis,Communications,Social Media,Incidence,Audiences,Role,Social Change,Persuasive Discourse,Social Justice,Social Values,Moral Values,Motivation,Affective Behavior,Housing,Information Sources,Prevention

This study analyses the role of communication in social activism from models that surpass the mere emotional reaction, prior belief reinforcement or brand identification. This paper tests the hypothesis that a message focused on the cause (and its results) will motivate a previously sensitized audience depending on their interactions with source favorability. The methodology is based on the design of a bifactor experimental action result study 2 (failure versus success) x 2 valences (favorable versus unfavorable source) with the participation of 297 people who are pro-avoidance of evictions. The results allow us to infer that the messages from sources hostile to the cause that report negative results have the potential to emotionally and behaviorally motivate activists to a greater extent than messages with more positive results from favorable sources. The conclusions point to the dialogue between social injustice frames and pro-cause action emotions as a way to increase social mobilization. The theoretical and empirical implications of these findings are discussed in the present-day context of social media prevalence.
An Investigation of the Relation between Neuroticism and English Language Listening Anxiety
Author: Babakhouya, Youssef
Date: 2019-12-00
Type: Journal Articles
Subjects: Neurosis,Correlation,English (Second Language),Second Language Learning,Second Language Instruction,Anxiety,Likert Scales,Communication (Thought Transfer),Measures (Individuals),Listening Comprehension,Nonmajors,Personality Measures,Foreign Countries,Prediction,Language Teachers,Depression (Psychology),Psychological Patterns,College Students,Student Attitudes

The objective of this study was to examine whether overall Neuroticism, as a factor of the Big Five, or Neuroticism facets had stronger significant correlations and predictions of English language listening Anxiety (ELLA). The participants (n=328) came from non-English majors and were recruited from Mohammed V University in Morocco. Data were gathered through two instruments: the Revised NEO Personality Inventory (NEO PI-R) (Costa &amp; McCrae, 1992a), and Foreign Language Listening Anxiety Scale (FLLAS) (Kim, 2000). The findings reported that two facets (Anxiety and Depression) showed stronger significant correlations with ELLA than overall Neuroticism. Moreover, stepwise multiple regression analyses (stepwise MRA) indicated that three facets (Anxiety, Depression, and Anger) showed a stronger significant prediction of ELLA than overall Neuroticism. Thus, teachers of English language can rely more on Neuroticism facets than on overall Neuroticism as the former give a broader and more accurate prediction of students who may experience ELLA.
Exploring Language Learning Strategies of Saudi EFL Learners at Shaqra University, Saudi Arabia
Author: Al-Khaza'leh, Bilal Ayed
Date: 2019-08-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Strategies,Metacognition,English (Second Language),Foreign Countries,Learning Processes,Preferences,Males,Student Attitudes,Undergraduate Students,Measures (Individuals),Teaching Methods

Among the effective learning tools that enhance the L2 learning process, learning strategies are considered the most vital and essential techniques could be used by the learners for improving their L2 achievement. The current study explored the preferred language learning strategies for group of Saudi EFL learners in Shaqra University, Saudi Arabia. The sample of the study included 60 male undergraduate students enrolled in English department in 2019 academic session. The sample responded to the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford. Results were analyzed using SPSS program. Findings showed that the sample used almost all strategies in an average level. The findings showed that social strategy was used most frequently by this group of students followed by metacogntive strategy. Both strategy categories used with high range according to Oxford scale. While the rest of the strategies fell in the average range, compensation, cognitive, affective, except for the memory strategy which was used with low range. Based on the findings of the study, it is implied that training programs are suggested in this case to explain to the students the importance of using all LLSs as much as possible without focusing on one particular strategies and neglecting the others.
Self-Perception about Emerging Digital Skills in Higher Education Students
Author: León-Pérez, Francisco
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,College Students,Student Attitudes,Technological Literacy,21st Century Skills,Information Technology,Information Management,Problem Solving,Telecommunications,Handheld Devices,Critical Thinking,Teaching Methods,Skill Development,Mexicans,Factor Analysis,Foreign Countries

The current labor market demands new qualities and knowledge from recent university graduates, including digital skills, and there is not enough research on the self-perception of students in this regard. The objective of this study was to measure student self-perception about their own 21st century digital skills related to the use of information and communication technologies (ICT) in Higher Education. A questionnaire was generated and applied to 356 students with the stratified random sampling technique. A principal component analysis was carried out, supported by adequate values of the Kaiser-Meyer-Olkin coefficient and the Bartlett sphericity test. The data indicate that students primarily use digital technology in academic projects and are quite skillful when using ICT for information management, to develop critical thinking and to solve problems, as well as to manage mobile devices. However, their self-perception in the use of ICT in teaching classes is low. The results suggest that the students do not believe that the use of ICT in the classroom is useful for developing this type of emerging digital skills. On the other hand, they think that carrying out academic projects does strengthen the acquisition and development of such skills in relation to the use of ICT.
The Challenges of Implementing Content Language Integrated Learning in Tertiary Education in Thailand: A Review and Implication of Materials
Author: Charunsri, Kamonwan
Date: 2019-08-00
Type: Journal Articles
Subjects: Barriers,Teaching Methods,Interdisciplinary Approach,English (Second Language),Second Language Learning,Second Language Instruction,Course Content,Foreign Countries,Faculty Development,Language of Instruction,Material Development,Educational Principles,Native Language,Student Motivation,Instructional Materials,Active Learning,Scaffolding (Teaching Technique)

The trends of globalization and intercultural communication influence education in most countries of the world. The implementation of content and language integrated learning (CLIL) is a big challenge for Thai content teachers and professional development programs. It is not easy for both teachers and learners who are non-native speakers of English. In Thailand, English is used as a foreign language, so teachers try to find out the most appropriate teaching approach to develop learners' English skills in order to serve the trends of globalization. This article expresses the idea of CLIL in Thailand, including challenges of implementing CLIL in Thai context, CLIL materials, and steps to successful material development in the Thai context. Additionally, it explains the problems of using CLIL among Thai teachers and learners. The goal is to understand principles that should be considered when adapting or designing CLIL materials for teaching in classrooms. Consecutive steps to implement materials to CLIL class are alternative for teachers to create the successful teaching. It can incorporate elements of the learner's first language and culture effectively. Furthermore, appropriate materials can be used in the classroom to help motivate learners.
Thematic Analysis in Translating English and Arabic Scientific Texts
Author: Ethelb, Hamza
Date: 2019-08-00
Type: Journal Articles
Subjects: Translation,Scientific Research,Semitic Languages,English,Computational Linguistics,Contrastive Linguistics,Text Structure

The thematic and information structure of scientific and technical texts are arguably different among languages. This study examines the thematic structure of scientific texts in English and Arabic to see the differences in the hierarchical organization at different thematic levels. It adopts Halliday's functional model of theme-rheme and applies it to English and Arabic scientific texts. The paper mainly investigates the three levels of theme: textual, interpersonal and experiential with the intention of discussing their translations into Arabic. It uses a corpus data of two scientific texts. The syntactic and textual elements of those texts were compared and contrasted and professional translations were provided to study the Arabic thematic structure. The data provides English and Arabic versions which allow for a comparable analysis of structure, convention and style. The study reveals that the most frequent type of themes and thematic progression is the experiential theme. It shows that those experiential themes are almost always occupying initial positions. The structure of themes has the tendency to be reproduced in the translation. However, the findings of this investigation indicate that position of themes may change as a result of translation, or changed from experiential into textual.
Digital Learning Ecologies and Professional Development of University Professors
Author: González-Sanmamed, Mercedes
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Electronic Learning,Foreign Countries,Technological Literacy,Gender Differences,Age Differences,Teaching Experience,Intellectual Disciplines,Technology Integration,Computer Mediated Communication,Access to Information,Online Searching,Editing

This study analyses the extent to which university faculty use the technological resources that make up their Learning Ecologies to promote their professional development as educators. The interest of this research lies on the growing impact of Learning Ecologies as a framework to examine the multiple learning opportunities provided by a complex digital landscape. Global data referred to the use of technological resources grouped in three dimensions (information access, search and management resources, creation and content editing resources, and interaction and communication resources) has been identified. In addition, the influence of different variables such as gender, age, years of teaching experience and the field of knowledge were also examined. The study was conducted using a survey-based quantitative methodology. The sample consisted of 1,652 faculty belonging to 50 Spanish universities. To respond to the objectives of the study, descriptive and inferential analyses (ANOVA) were carried out. On the one hand, a moderate use of technological resources for professional development was noted while on the other hand, significant differences were observed on all variables analyzed. The results suggest a need to promote, both at the individual and institutional levels, more enriched Learning Ecologies, in such a way that each professor can harness the learning opportunities afforded by the networked society.
Studygrammers: Learning Influencers
Author: Izquierdo-Iranzo, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Informal Education,Communities of Practice,Social Media,Communications,Media Literacy,Computer Mediated Communication,Undergraduate Students

Today's learning ecologies stand out due to their variety, dynamism and mutability, demanding an observation that matches them. This paper focuses on emerging youth informal learning cultures, with the main objective of recognizing and characterizing a new figure in online social media: the studygrammer. Using questionnaires (N=256), discussion groups organized using Philips 66 (N=56) and Atlas.ti (thematic analysis), as well as participant observation, we analyzed: practices of academic use of social networks by Communication students outside the institutional environment, the opinion about the #Studygram community, and the analysis of profiles. The main results are centered on a proposed definition of the studygrammer: namely the student who works as a mentor and peer leader in Instagram's academic field. This profile not only shares notes (which stand out for their neatness and detailed aesthetics), but also conveys advice, support and experiences. In fact, studygrammers keep influencer genetics by prioritizing aesthetics and monetization in their publications. The conclusion is that the academic purpose adds exclusive characteristics to the community, where the visual code functions as a lingua franca between fields of study. In fact, studygrammers have followers from various academic backgrounds who seek &quot;know-how&quot; (management and planning of their own learning) as well as a fundamentally rational adherence.
The Ecology of Resilience Learning in Ubiquitous Environments to Adverse Situations
Author: Martínez-Rodríguez, Reyna-C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resilience (Psychology),Electronic Learning,Distance Education,Secondary School Students,Rural Areas,Learning Processes,Critical Thinking,Cooperative Learning,Lifelong Learning,Autobiographies,Student Attitudes,Ecology

Basic Education in Mexico faces growing challenges arising from the use of Information and Communication Technologies (ICTs). However, formal education requires a critical and contextualized awareness that rescues the experiences of students to resignify adverse situations, while emphasizing resilience from learning ecologies. The objective of this document is to account for the ubiquitous learning acquired by nine distance education, secondary students in a rural context of Hidalgo, Mexico and the benefits of raising awareness of their own learning ecology. Emphasis is placed on the resignifying process that emerged through the different communication channels. The study presents results of a case approached with a mixed methodology, by means of a phenomenological, multisource, quantitative and qualitative information triangulation with hermeneutic analysis, organized in three stages, by means of a questionnaire, semi-structured interviews, focal groups and the use of Google Classroom. The hermeneutic analysis of autobiographies and the use of technological resources boosted the personal analysis of experiences generating learning that may be invisible in formal education, but which might empower the students' critical thinking, collaboration and autonomy to become aware of their own learning and the scope of their social contribution throughout their lives.
The Use of Picture Word Inductive Model Focusing on Chinese Culture to Promote Young Learners&apos; English Vocabulary Acquisition
Author: Zhao, Meilin
Date: 2019-08-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Asian Culture,Pictorial Stimuli,Pretests Posttests,Foreign Countries,Teaching Methods,Instructional Effectiveness,National Curriculum,Models,Grade 6,Private Schools,Lesson Plans,Scores,Cultural Awareness

As the foundation of English, the vocabulary difficulty should be removed first with effective instructions to develop learners' English ability in order to meet the request of Thailand's national curriculum. In addition, because English is used as a medium of intercultural communication and one component of language learning, diverse cultural contents should be combined with English teaching. Therefore the purpose of this study is to examine the effects of using picture word inductive model (PWIM) focusing on Chinese culture to promote young learners' English vocabulary acquisition. This pre-experimental study with a pre-test and post-test design was conducted on grade six students for six weeks at private schools, Muang District, Nakhon Ratchasima Province in Thailand. The instruments in this study were lesson plans based on picture word inductive model using Chinese culture and English vocabulary acquisition test. After analyzing the data using mean ([x-bar]), standard deviation (S.D.) and t-test, the findings showed that the post-test mean score of English vocabulary acquisition of grade six students who had learned English through picture word inductive model focusing on Chinese culture was significantly higher than the pre-test one at the 0.05 level. The study indicates that using picture word inductive model focusing on Chinese culture is an effective instruction in promoting young learners' vocabulary acquisition as it provides learners attractive visual support to widen and deepen the application of the vocabulary and cultural knowledge.
Personalised Learning Networks in the University Blended Learning Context
Author: Han, Feifei
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Synchronous Communication,Social Networks,Learner Engagement,College Freshmen,Biology,Urban Universities,Learning Processes,Foreign Countries,Introductory Courses,Student Attitudes,Learning Analytics,Science Achievement,Cooperative Learning

In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates' personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to measure these elements in the blended learning experience and academic performance. Students reported qualitatively different cognitive engagement between an understanding and a reproducing learning orientation towards learning, which when combined with their choices of collaboration, generated five qualitatively different patterns of collaboration. The results revealed that students had an understanding learning orientation and chose to collaborate with students of similar learning orientation tended to have more successful blended learning experience. Their personalised learning networks were characterized by self-reported adoption of deep approaches to face-to-face and online learning; positive perceptions of the integration between online environment and the course design; the way they collaborated and positioned themselves in their collaborative networks; and they were more engaged with online learning activities in the course. The study had significant implications to inform theory development in learning ecology research and to guide curriculum design, teaching, and learning.
The Engineers&apos; Guide to Technical Writing: Insights for Budding Engineers
Author: Khan, Abdul Wadood
Date: 2019-08-00
Type: Journal Articles
Subjects: Engineering,Technical Occupations,Technical Writing,Novices,Writing Instruction,Writing Attitudes,Foreign Countries,Self Efficacy,Engineering Education,Relevance (Education),Undergraduate Study,Career Readiness,Writing Skills

Engineers, being hands-on experts, need to produce technical documents that are convincing to colleagues, executives, and clients. This study analyzes different technical documents written by engineers and offers instruction on how to approach the task of technical writing. The quantitative part of the study involved gathering statistics on the types of documents most frequently written by engineers and the importance engineers assign to technical writing in their career. The study participants consisted of 60 engineers selected through a snowball sampling method. Data was collected through the use of a questionnaire. The results of the data are presented in frequencies and percentages. An analysis of the data reveals that engineers currently practicing in Saudi Arabia believe writing to be important in their field. In total, 66.7% believe writing to be &quot;very important,&quot; whereas the remaining 33.3% believe it to be &quot;important&quot;; none of the respondents believe writing to be only &quot;slightly important&quot; or &quot;not important.&quot; When asked whether their background education in the engineering field adequately prepared them for writing on the job, only 30 (50%) were confident of their writing abilities following their engineering degrees. The other 30 (50%), although they found their skills in technical writing to be useful, were not confident of its adequacy in the workplace. Given the option of selecting more than one answer, respondents recorded the following frequencies for the type of writing they usually do at work: 40 out of 60 respondents (6.7%) stated that they frequently write interim or progress reports; 30 (50%) stated that they write final or recommendation reports. However, only 10 (16.7%) of the respondents revealed that they often write more focused reports, such laboratory reports. Engineers also write a fair number of non-report documents, including memos, emails, and logbook entries.