ethanporcaro/eric-fulltext-meta huggingface dataset:
Language Errors Produced by Teachers of English: A Study Based on the Teachers Pursuing a Bachelor of Education Degree in Sri Lanka
Author: Gunawardana, Anoma Abeywickremasinghe
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Error Analysis (Language),Language Proficiency,Undergraduate Students,Writing Evaluation,Content Analysis,Translation,Punctuation,Grammar,Form Classes (Languages),Phrase Structure,Language Variation,Distinctive Features (Language),Barriers

Errors are a reflection of competence level of language users. Therefore, with the purpose of understanding the competence level of teachers of English, the present study analyzed errors produced by twenty three non-native English speaking teachers pursuing a Bachelor of Education degree in Sri Lanka. Employing qualitative content analysis method, examination answer scripts and written compositions were scrutinized to identify, classify, describe and explain errors. The findings of the study revealed that these participants commit more errors than mistakes reflecting a lower competence in English. They require more improvement in grammar skills than other levels of English. Sub levels of language which need to be improved mainly are articles, prepositions, verbs, punctuation, compounds, lexical verbs and nouns and sequencing of words in sentences. Direct translations, inability to distinguish between formal and informal use of language and use of colloquial features of spoken Sri Lankan English in writing were three main reasons for producing errors and they were observed mainly in errors of articles, prepositions, lexical noun and verb phrases and sequencing of adverbial and prepositional phrases in sentences. However, the overall results of the study indicated that the participants commit errors due to interference from both first language and target language. Evaluation of overall errors produced by the participants showed that they produce more local errors which affect only the grammar of the sentences without affecting the understanding of the utterances produced. These findings mainly imply that these teachers of English still need to improve their knowledge of English and it is also possible that these errors could impact the competence level of their learners when learning the target language.
The Impact of COVID-19 on Students from a Large Online Class
Author: Wang, Feihong
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Students,Distance Education,Electronic Learning,Technology Uses in Education,Academic Achievement,Minority Group Students,Gender Differences,Ethnicity

The Coronavirus disease (COVID-19) pandemic has affected people in multiple dimensions. In addition to the social, physical health, financial, and mental health impacts of the pandemic, many United States (U.S.) college students experienced an abrupt transition to online learning in Spring 2020, resulting in a significant disruption to their learning and life. In this study, we examined COVID-19 impacts as reported by college students enrolled in an online class in Spring 2020 via an extra-credit survey. Participants reported predominantly negative impacts, but positive impacts were also reported. A total of 61 aspects of impact were identified reflecting six major themes: academic, housing and travel related, physical health-related, financial and work-related, social life, and mental health related impacts. We found that females reported significantly more overall negative impacts and significantly more academic and housing/travel related impacts than males. Black students reported significantly fewer positive impacts compared to non-Black students in the sample. Asian students reported significantly more academic impacts than White students. In addition, participants in the fully online degree program had significantly fewer overall impacts and significantly fewer academic impacts than those in the residential degree program. Implications of the findings were discussed.
Are Our Further Education Colleges Still an Anchor in Our Society?
Author: Senior, Lynn
Date: 2023-00-00
Type: Journal Articles
Subjects: Adult Education,Colleges,Economic Factors,School Community Relationship,Educational Benefits,Lifelong Learning,Value Added Models

This article reviews the impact of further education (FE) colleges -- in particular, mixed economy colleges -- on the surrounding environment and community, and attempts to answer the question of whether the mixed economy college can still be considered an anchor in the community. A mixed methods small-scale case study of a medium-sized mixed economy college was used to evaluate a range of issues that impact on the local community, considering the future and expansion of 16-19 education, against the backdrop of decreases in college provision in the East of England. The aim was to present the background and brief history of the mixed economy college's impact on the surrounding community, particularly through associated financial, economic and environmental measurements. In conclusion, the authors argue that FE/mixed economy colleges can add significant value to the surrounding environment, community and wider society, and that they are still an anchor in the environment and local communities in which they are situated. They further posit that the goal is for all involved in the FE/mixed economy community to contribute to the shared aim of widening access to lifelong learning, thus further improving the communities and environment in which students and staff reside and work.
The Role of Mathematics Teacher Educators in Preparing Teachers of Mathematics to Respond to Global Challenges within Their Classrooms
Author: Coles, Alf
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Role,Mathematics Teachers,Teacher Educators,Social Problems,Climate,Mathematics Instruction,Mathematics Education,Foreign Countries,Sustainability

The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.
Let the Games Begin: Why Structured and Unstructured Play Should Be Utilized in the Classroom
Author: Slater, Carleigh
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Play,Child Development,Academic Achievement,Gamification,Social Emotional Learning,Game Based Learning

The role of school has drastically changed over the past several decades. Standards and added subjects lead to a challenging and narrow view of education. The consequences of added pressure undermine the role of play throughout K-12 school systems. Research studies continue to describe play as vital for the success of children's development and subsequent academic achievement, not only for younger children, but older children as well. This article explores how play and gamification utilized within all classrooms, including intermediate, middle school and high school classrooms, can provide a comprehensive approach to support both students' academic content understanding and social and emotional development. Play-based and game-based learning reinforces intrinsic motivators which lead to children's lifelong learning mindset and allows for students to take a more participatory role in their education.
Supporting Teachers in Safeguarding against Harmful Sexual Behaviour: Service Providers&apos; Perspectives on Transformative Practices
Author: Draugedalen, Kjersti
Date: 2023-00-00
Type: Journal Articles
Subjects: Child Abuse,Sexual Abuse,Teacher Role,Power Structure,Emotional Response,Foreign Countries,Agency Cooperation,Childrens Rights,Teacher Attitudes,Teamwork,Child Welfare,Training,Elementary Secondary Education

Sexual abuse of children is a growing public health issue, with a substantial proportion of such abuse carried out by other children and young people. Schools and teachers are uniquely placed to prevent and intervene against harmful sexual behaviour (HSB) among children and young people. Yet, for schools to safeguard effectively, they are reliant on cooperation with a range of children's services. This study forms part of a wider research project exploring teachers' safeguarding role. It identifies two emerging issues critical in interpreting the data and developing sound safeguarding processes: recognition of the role of professionals' emotional reactions in addressing HSB and the impact of asymmetrical power relations. Building on Draugedalen and Osler's theorisation of teachers' safeguarding, this article examines front-line service providers' perspectives on how they can support schools' safeguarding, proposing a holistic structure of transformative practices that addresses emotions and asymmetrical power relations.
Exploring EFL Teachers&apos; Roles and Practices in Promoting Student Engagement
Author: Thongsongsee, Juthamas
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Teacher Role,Teaching Methods,Learner Engagement,Foreign Countries,Active Learning,College Faculty,Teacher Attitudes,In Person Learning,Online Courses,Course Objectives

This case study is aimed at exploring EFL teachers' perceptions of their roles and practices in promoting student engagement in both conventional and online classes in the Thai context. Qualitative data were collected through in-depth semi-structured interviews with a total of eight EFL teachers (four Thai, and four non-Thai) working at a language institute of a leading public university in Bangkok, and a focus group with three EFL teachers. Content analysis was used to analyze the data. This study concludes that &quot;serving as a facilitator&quot; is considered the most important role by the majority of participants as far as promoting student engagement, followed by acting as a content provider. Regarding teaching practices, the participants overwhelmingly adopted the active learning approach, and there are several factors underpinning their decisions about teaching approaches to promote student engagement including course content, course objectives, students' proficiency and learning styles, as well as course assessment. Contrary to the general assumption stating teachers' personal preconceived beliefs would affect their pedagogical choices, the participants in this study tended to focus on what appeared to work best for their students to promote their language learning rather than what they considered the commonly accepted approach to take. This study provides insights into the challenges faced by EFL teachers in promoting student engagement specifically in the online learning environment and the strategies they employed to overcome such challenges. Pedagogical implications and recommendations for further research are also provided in this study.
Factors Affecting Willingness to Communicate in English among Chinese Students in an International Academic Setting in Thailand
Author: Zhao, Jian Jun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Foreign Countries,International Schools,Communication (Thought Transfer),Context Effect,Social Influences,Cultural Influences,Learning Motivation,Student Attitudes,Self Esteem,Educational Environment,Educational Practices,Cognitive Processes,Secondary School Students

Willingness to communicate (WTC) is the construct of a language learner's readiness to communicate with a specific person using the target language at a particular time (MacIntyre et al, 1998). This study aimed to investigate Chinese English learners' WTC in an international school in Thailand. The study used semi-structured interviews to identify the possible factors that could impact Chinese students' WTC in the international school context and how a different language environment (China vs Thailand) affected their WTC. Findings showed that the factors influencing the participants' WTC could be categorized according to cognitive, affective, motivational,sociocultural, and contextual variables. The study suggested that an L2-supportive learning environment can help increase the participants' self-confidence and self-esteem, which are very important factors affecting their WTC in English.
Syntactic Complexity and Writing Quality in Students&apos; Technical Writing
Author: Lee, Joyce
Date: 2022-00-00
Type: Journal Articles
Subjects: Syntax,Writing Skills,Language Proficiency,Technical Writing,Phrase Structure,Nouns,Comparative Analysis,Engineering Education,Undergraduate Students,Writing Evaluation,Computer Software,Computational Linguistics,Language Usage,Semantics,English for Academic Purposes,Second Language Learning,Second Language Instruction,Form Classes (Languages),English for Science and Technology,Foreign Countries,Majors (Students),Writing Assignments

Syntactic complexity is a crucial aspect of linguistic proficiency and thus understanding and supporting such development in learners is a keen concern for language teachers. Research conducted has shown growing sophistication of noun phrase structures by writers of different abilities in academic writing (Biber &amp; Gray, 2010; Liu &amp; Li, 2016; Parkinson &amp; Musgrave, 2014). In comparison, relatively less is known about the development of syntactic sophistication among student technical writers. Adopting a discipline-specific approach, this study compared the complexity of noun phrase structures in student texts of three performance levels from high, mid and low. The data taken from 45 technical reports of university engineering students were analyzed quantitatively using automatic syntactic analyzers and qualitatively by manual coding and text examination. The results show that noun phrase complexity is a differentiating factor for different performance levels with the stronger texts exemplifying more varied modifying structures and in greater numbers. Complex and lengthy structures, such as multiple use of prepositional phrases and combined use of other modifiers such as &quot;-ed&quot; or &quot;-ing&quot; clauses, are common in postmodification, whereas premodifying structures are simpler in structure and shorter. The study also explored the contribution of complex noun phrases to expression of meaning, showing that complex syntactic structures are commonly used to perform a diverse range of language functions essential to technical communication, such as explaining a scientific mechanism. The close connection between syntactic complexity and expression of meaning suggests that structures for pre-and postmodification should be learned as a meaning-making resource
&quot;They Serve as Good Models,&quot; but &quot;Their Works Are Too Expensive&quot;: US Hegemony in Citation Practices in EFL Writing Textbooks in Thailand
Author: Rerkwanchai, Kiatipong
Date: 2022-00-00
Type: Journal Articles
Subjects: Citations (References),Decision Making,Second Language Learning,Second Language Instruction,Native Speakers,English (Second Language),College Faculty,Foreign Countries,Western Civilization,Writing Instruction,Teaching Methods,Textbooks,Content Analysis,Social Systems,Authors,Higher Education,Asian Culture,Scholarship,Inclusion,Intellectual Disciplines,Writing Teachers,Cultural Context,Cultural Differences

Citation is an important element in academic writing. Although emphasis has been primarily placed on the linguistic features of citation with pedagogical aims, this study investigates citation practices from a decolonial perspective by examining the concept of the &quot;gesture of exclusion&quot; (Connell, 2007) or the tendency to cite scholarship produced by Western-based writers. Focusing on a non-Anglophone and non-colonized country, we examined the extent to which Thai textbook authors practice the gesture of exclusion by analyzing the references in their publications. Data were collected from six locally produced English as a foreign language university-level writing textbooks and one author interview. Findings showed that in a non-colonized country, the dominance of works by US-based scholars was clearly discernible, but works by Thai academics seemed to be finding footing as well. Author's decisions to refer to either Anglophone or local scholarship were shaped by three factors: native-speakerism, capitalism, and rhetorical appeals. Paradoxically, the tension between the two competing western discourses, native-speakerism and capitalism, contributed significantly to a higher visibility of works by local scholars. It is suggested that as this tension mounts, it could help promote a more inclusive academic discipline, in terms of academic citations. Implications for writing teachers and material writers are also discussed.
Education in a &apos;Neoliberalised&apos; Online Teaching and Learning Space: Towards an Affirmative Ethics
Author: Le Grange, Lesley
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Practices,Neoliberalism,Web Based Instruction,Electronic Learning,Ethics,COVID-19,Pandemics,Educational Technology,Universities,Technology Uses in Education,Humanization,Affordances,Technological Advancement,Higher Education

The sudden mass migration of teaching, learning and assessment to the digital terrain because of the COVID-19 pandemic resulted in the global proliferation of scholarship. This scholarship ranges from romantic notions of the opportunity to revivify curriculum and pedagogy in what was deemed an underutilised educational technology (online) resource space to scholarship contemptuous of this newfound romance. This has exposed the potential affordances of online teaching and its adjunctive exclusionary effects. Whilst the authors recognise the short-term benefits of adapting advanced technology for educational purposes, they provoke the question as to the obliterative potential of technology for the human (university academics in this instance) and the non-human/more-than-human. It is, however, without contention that the neoliberal university, driven by the economic viability and sustainability imperative, gives precedence to curriculum delivery and student support to secure degree completion targets even within academic timeframe (year) constraints. As such, it is likely to neglect the cogent matter of the affective as it relates to both academics, students and the non-human. In this conceptual article, Rosi Braidotti's critical posthumanist perspective is drawnupon, offering both critical and affirmative propositions for moving forward in engagement with technologies in emerging educational online spaces. Firstly, critical perspectives are offered on some challenges of the neoliberal contouring and new regimes of accountability and surveillance that appear to have become more efficacious in the digital space. Secondly, it is acknowledged that humans live in a technologically mediated world and need to navigate this world in productive ways. Braidotti's philosophy of affirmative ethics helps us to invigorate affordances of educational technology that are hopeful. This article's contribution lies in alternative imaginings of educational technology, so that technology can be used in ways that advance pedagogical lives and social relations.
Engaging Paulo Freire on Deliberative Democracy: Dialogical Pedagogy, Deliberation and Inclusion in a Transformative Higher Education Online Education Space
Author: Pietersen, Doniwen
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Transformative Learning,Democracy,Online Courses,Educational Technology,College Faculty,Foreign Countries,Learning Management Systems,Educational Philosophy,COVID-19,Pandemics,Social Justice,Equal Education,Educational Theories

An effective education system is an environment where students feel cared for, included and are able to deliver critical dialogical input in their learnings on Learning Management Systems (LMS) platforms. The article aims to epitomizes quality education where skills, values and equal distribution of resources can be accessed by all. This includes effectively trained lecturers who manages diversity and teach effectively, to foster success, and to provide a safe and friendly classroom environment for students. This article comes from a larger work done on how to administer clear dialogical and caring aims (policy) in higher online education spaces where students grow holistically and critically. The paper focuses on the kind of space lecturers need to create online in-order to provide students the opportunity to be part of a caring teaching and learning process in order to form part of an active citizenry beyond their immediate context. This article employed a qualitative research methodology, where a questionnaire was used for lecturers at the Faculty of Theology and Religion at the University of the Free State. These questionnaires covered 30 lecturers who made use of the University's LMS' platform. The data was analyzed through the interpretivist paradigm. The finding in this article reveal that the little to no cultivation of critical pedagogical action vis-à-vis the enactment of activism and justice in and through higher education in the context of real pedagogical action in online (LMS) higher education spaces are important. The study is significant because it emphasizes a topic that are helpful in understanding how critical pedagogical action through Freire's dialogical theory in the online (LMS) higher education platforms ought to be engaged.
Whose Story Should We Be Telling? An Exploration of Student Attitudes Towards, and Perceptions of, the British History Curriculum
Author: Morgan, Oliver
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,European History,History Instruction,Curriculum Evaluation,Secondary School Students,Foreign Countries,Grade 8,Learner Engagement,Self Concept

Amid a growing national debate regarding the current health and future direction of the history curriculum in Britain, there have been numerous calls for an examination of its roles and purposes, and questions have been raised as to how far it engages an increasingly diverse student body. This article examines the perceptions and attitudes of students towards the history curriculum within the context of one secondary school in south-east England through an exploratory case study. The findings draw upon research undertaken with Year 9 students, through 105 completed questionnaires, and through focus group interviews conducted with 12 participants. Thematic analysis suggests that, although students very much value learning about British history, they would prefer a curriculum with a wider focus which incorporates broader global studies. Although the environment offered by the case study is not particularly socially diverse, there is evidence that some groups of students desire greater curriculum reform and inclusivity. As a case study, the results are not intended to be generalised outside of context, but merely to provide points of discussion regarding an area in which prior research has been somewhat limited.