ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Classroom Management and Strategies on Students&apos; Achievement at Undergraduate Level
Author: Chalak, Azizeh
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Teacher Attitudes,College Faculty,Student Attitudes,Academic Achievement,Foreign Countries,Psychology,Management Development,Accounting,Business Administration Education,Likert Scales,Cognitive Style,Language Teachers,Learning Strategies

Educators in contemporary educational settings are met with many challenges in the classroom. This is a descriptive paper focused on the impact of classroom management on students' academic achievement at the undergraduate level, entailing two aims one is from teachers' perspective, and the other is from the students' perspective. The first aim of this paper was to find out the factors that have an impact on classroom management and the strategies used in the classroom by the teacher and, in turn, the effect of classroom management on the students' academic achievement. Thirty-five teachers were selected randomly from the Science and Art University in Yazd Province. An adopted questionnaire consisting of three sets of questions each set with six questions was distributed and the data were collected. The results showed that students' need and teachers' knowledge and teachers' skills were three things that affect classroom management. Regarding the classroom strategies, the teachers' idea was that they have to provide instructional activity awareness. Lastly, teachers believed that management of the class was an interesting process of creating and maintaining a successful learning environment and friendly relationship which leads to students' success and in this way the teachers' role impact students' academic achievements. The second aim was to investigate students' perceptions of classroom management. Survey method was used to collect the data from the students through an adopted questionnaire. For this purpose, 250 students were selected from Science and Art University of Iran from fields of Psychology, Management, law and Accounting. Data was collected by using a Five-Likert scale. The result showed students' idea was that the latest technologies must be used in classrooms to facilitate the learners. There must be transparency and strict implementation of rules regulations and time schedule.
A Review of Standardizing an English Second Language Test-Item through Reverse Engineering
Author: Foghahaee, Zahra
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Tests,Second Language Learning,Second Language Instruction,English (Second Language),Academic Achievement,Models,Language Proficiency,Standardized Tests,Test Items,Test Preparation,State Departments of Education,Bilingual Education,Educational History,Test Validity,Construct Validity,English Language Learners

Reverse engineering (RE) can play an important role in the re-designing tests in L2 English. It can also enrich the aim of teaching the same as raising children through academic achievement. In addition, it can play a key role in helping students understand how much their test is valid by using Standard reverse engineering (SRE). This paper is a literature review seeks to make a general second language test standardized through SRE by Popham's Model. According to this model, a test becomes standardized by considering the constructs of a standardized test through five steps respectively. This model evaluates participants' English test as foreign language proficiency. In order to explain it more, one example of writing the test in the site of the State Education Department Office of Bilingual Education in New York is explained in detail. This study can be used as a guide to other second language testers who wish to standardize their tests.
EFL Classes for Cultivating Entrepreneurial Mind-Set
Author: Altan, Mustafa Zülküf
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Entrepreneurship,Sustainable Development,Teaching Methods,Curriculum Implementation,Innovation,Language Role,Instructional Design,Individual Differences,Alternative Assessment

Entrepreneurship is not a new idea but it has never been more important than it is today in this time of financial, societal, educational crisis and massive challenges both at local and global scale. On the one hand, innovation and entrepreneurship are possible potential instruments to provide solutions for both local and the global challenges of the 21st century and onward by building sustainable development, creating jobs, generating renewed economic growth and advancing human welfare. On the other hand, education has the potential to develop the skills to generate the entrepreneurial mind-set needed to prepare future leaders in all sectors, entrepreneurs, to solve more complex, interlinked and rapidly changing social and economic problems of the world. Therefore, education systems across the world are facing profound challenges. Although there has been a significant increase in the number of courses and programmes featuring entrepreneurship in some form, I feel that more could still be done to integrate it fully into the educational curriculum, including the curriculum of language classes. The last few decades have seen the importance of the English language continuing to increase around the world, especially as the lingua franca for economic and scientific exchange. English has become dominant in a way that no language has ever been before, and the common belief is that it may never be dethroned as the 'king of languages'. The use of English as the world's preferred medium for international communication can be credited to globalisation, just as globalisation can be credited to the spread of the English language. The two have gone hand in hand. As a result, both studying and teaching English language consist of more than just learning a foreign language or teaching a subject matter. Therefore, having a good command of the English language became a key element in the continuity of many sectors and the success of businesses all over the world. Consequently, having an entrepreneurial mind-set together with a good command of the English language is a good prognosticator for a successful career. And it is obvious that these two qualities can both be taught in schools. Therefore, I strongly believe that English language classes are the best places to kill two birds with one stone and make this educational vision come true. This Paper aims to highlight the importance of designing and implementing EFL courses in such a way that learners can both learn the English language and develop an entrepreneurial mind-set since no other discipline and, as a result, no other subject area teacher has such a power.
Learner Preferences for Teacher Corrective Feedback: A Survey Study of Arab Students from Qatar
Author: Raza, Kashif
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Second Language Instruction,English (Second Language),Error Correction,Arabs,Student Attitudes,Preferences,Written Language,Student Motivation,College Students,Writing Assignments,Writing Workshops

Despite vast research into the effectiveness of teacher corrective feedback (TCF) in second language writing, little is known about its influence on students' motivation in different contexts and settings. Where teachers complain about their students not responding to their feedback, students do not always find teacher feedback helpful and motivating. This study explores Arab students' perceptions of TCF and the way it encourages them to continue working on their writing skills. In specific, this study uses survey methods to understand student views about the type, form and method of TCF that enhances their motivation. The findings reveal that Arab students expect their teachers to provide feedback that is corrective and self-explanatory in nature. In addition, students prefer handwritten feedback to oral and electronic, and are highly motivated after receiving their teacher's feedback on their writings. The results of this study can benefit SLW teachers around the world to make their feedback more appealing to their students in specific contexts and enhance their motivation to make the most out of TCF.
Children and Tasks
Author: Oliver, Rhonda
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Task Analysis,Learning Motivation,Sociocultural Patterns,Children,Interpersonal Relationship,Learning Processes

A great deal of research has focused on tasks, particularly for adult second language learners. In this paper we provide an account of studies that have investigated children and tasks -- an age group that have received far less attention. We consider, in particular, the impact of tasks on children's language learning, how their design features influence child interactions, and the implications and challenges surrounding task pedagogy with younger learners. We conclude with suggestions for future research. We draw extensively on the work of Rod Ellis, not only because tasks, interaction and language learning underpin his extensive body of work, but because he was one of the first to focus on children using tasks in the language learning domain.
Investigating the Use of Singular &apos;They&apos; across Two Social Contexts: A Comparative Study of Iranian and Polish EFL Students
Author: Ebrahimi, Hourieh
Date: 2021-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Form Classes (Languages),Cultural Differences,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Contrastive Linguistics,Language Usage,Native Language,Grammar,Polish,Indo European Languages,Gender Differences,Language Proficiency,Comparative Analysis,Nouns,College Students

With the increasing attempts to use gender-fair language, different studies have investigated this issue from different viewpoints. To find an epicene pronoun used as a third-person singular, some research has been conducted investigating them in various contexts, yet few studies have focused on cultural differences. Since how to use language differs among cultures, this study aims to investigate and compare the use of epicene pronouns (&quot;he,&quot; &quot;she,&quot; &quot;he/she,&quot; and singular &quot;they&quot;) among Iranian and Polish Non-Native Speakers (NNSs) of English with different cultures, social backgrounds, and L1s (in terms of gender markedness; Iran with a genderless-grammar language, and Poland with a grammatical-gender language). A survey containing sentences and questions was given to 64 university learners in 4 contexts (indefinite noun, feminine, masculine, and neutral connotations) to choose the most suitable pronouns while exploring the reasons for choices followed by the source of learning. The results revealed that singular &quot;they&quot; was the highest deployed pronoun in all four contexts, with no significant difference between Iranian and Polish learners. Furthermore, gender neutrality was mentioned most as the main reason for their selection of choices. Finally, roughly half the Polish students and about a third of Iranian participants had already heard about singular &quot;they,&quot; with private institutions and schools were respectively mentioned as their main sources of this knowledge.
EFL Teachers&apos; Classroom Management Orientation, Self-Efficacy, Burnout, and Students&apos; L2 Achievement
Author: Mahmoodi, Mohammad Hadi
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,High School Teachers,Teacher Characteristics,High School Students,Correlation,Self Efficacy,Classroom Techniques,Teacher Burnout,Language Proficiency,Predictor Variables,Achievement,Foreign Countries,Negative Attitudes

This correlational study examined the relationship among some English teachers' characteristics and their students' foreign language learning. Eighty-two Iranian high school teachers who taught English completed a battery of questionnaires. The scores of the teachers' students on their final exam were collected as indicators of their English achievement. The results revealed that there was a positive relationship between the teachers' self-efficacy, classroom management orientations, personal accomplishments (a subscale of burnout), and students' L2 performance. However, the correlations between emotional exhaustion and depersonalization (two subcomponents of burnout) and students' English learning were negative. Furthermore, the findings indicated that the teachers' self-efficacy was the strongest predictor of learners' English learning. These findings highlight the importance of such teachers' characteristics for their learners' L2 learning.
Learner&apos;s Needs of Interactive Multimedia Based on Hybrid Learning for TISOL Program
Author: Rukayah
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multimedia Instruction,Blended Learning,Student Needs,Second Language Learning,Second Language Instruction,Indonesian,Cognitive Style,Receptive Language,Language Skills,Universities,Foreign Countries,Language Teachers,Teacher Attitudes,Student Attitudes,College Students,Administrator Attitudes

The utilization of technology through the use of interactive multimedia based on Hybrid Learning is regarded as an effective learning strategy for Teaching Indonesian to Speakers of Other Languages (TISOL). The study aims to identify the learner's needs of TISOL for appropriate media to increase language skills. This study applied a qualitative-method. Subjects study consisted of TISOL teachers, TISOL coordinators, and learners in universities serving the TISOL Program in Universitas Sebelas Maret. The data was collected by interviews. Data analysis used an interactive model consisting of data reduction, data display, and conclusion. The study indicate that media used in TISOL are currently dominated by audio learning styles, less interactive, and only practice receptive language skills. TISOL learners need technology-based learning media that can enhance interaction and can take advantage of the principle of combining the power of face-to-face learning and online learning (hybrid learning). Recommendation for instructors to develop interactive multimedia based on hybrid learning for TISOL students in improving Indonesian language skills.
The Mixed Curriculum Approach (MCA): A Reflection from the Learners of English as a Foreign Language (EFL) at Majmaah University
Author: Rehaiem, Jalel Ben Haj
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Curriculum Design,Cultural Differences,Cultural Awareness,Student Attitudes,Case Studies,Educational Change,Foreign Countries,Advanced Students,Undergraduate Students

How best to teach English as a Foreign Language (EFL) has been a complicated issue that has bedeviled curricula designing. Starting from the argument that today's EFL curricula do need a complete overhaul to reflect the recurrent debate about culture clash and culture cooperation. This study offers an alternative to those who advocate either &quot;blending&quot; or &quot;incorporating&quot; culture studies into EFL curricula; it seeks to fill the gap between these two approaches, as it argues for the viability and relevance of a Mixed Curriculum Approach (MCA). It applies this new MCA method to the case study of a Majmaah English department by administering an open-ended questionnaire, and the findings show that the overall majority of the students surveyed are interested in learning about the corresponding culture of the very foreign language they are learning. The findings also demonstrate the EFL learners' wish to see their curriculum revised into an MCA one, corroborating the major argument that EFL curricula ought not to be fixated to outdated theories, and therefore need to adapt to today's EFL teaching requirements, which is itself a recommendation for future curricula designers.
The Universal Skill of 21st Century, Coding and Attitude of Secondary School Students towards Coding
Author: Koyuncu, Ayse Gözde
Date: 2019-00-00
Type: Journal Articles
Subjects: Programming,Secondary School Students,Student Attitudes,21st Century Skills,Gender Differences,Foreign Countries,Technology Uses in Education,Academic Achievement

Information society is a society, which consists of qualified individuals that meet the requirements of the era, that is to say, people that utilize the information in every field of life and produce them when necessary. From past to the present day, a wide variety of tools has been used to share and spread information. When people mention programming skill, the first thing to think about is to find a solution to a specific problem. Another important point here is to make the solution compatible with the computer environment. The main purpose of this study is to evaluate the attitude of the students towards learning to code (programming) regarding the computers, tablets and other devices that they use in school and classroom. From this point forth, a questionnaire study was conducted with the Near East College students, who take selective coding (programming) course in the school, which attaches importance on smart board and tablets. The findings show that the academic achievement scores of the students do not significantly create statistical difference on their attitudes towards learning to code (programming), yet their attitudes change according to the gender.
Design of Student Worksheets Oriented to Higher Order Thinking Skills (HOTS) in Physics Learning
Author: Kahar, Muhammad Syahrul
Date: 2021-00-00
Type: Journal Articles
Subjects: Worksheets,Thinking Skills,Physics,Foreign Countries,Instructional Materials,Validity,Instructional Development,Student Motivation

Purpose: This research aimed to: (1) measure out the validity level of the developed Student Worksheets, (2) explain the students' responses and learning motivation in using Higher Order Thinking Skills (HOTS)-based worksheets, and (3) find the effect of the HOTS-based worksheet on learning outcomes. Methodology: The study employed the Research and Development (R&amp;D) approach with the following steps: (1) preliminary study, (2) development, and (3) implementation. The population was all second-semester students (Classes A, B, and C) in 2020/2021. Samples were 30 students of the Informatics Engineering Study Program at the Universitas Muhammadiyah Sorong. The data was collected from learning outcomes, validated worksheets, and student response and learning motivation instruments. Subsequently, the data were analyzed using learning outcomes data, expert validation, and regression analysis. Findings: The results showed that the design of student worksheets could effectively improve students' high order thinking skills, as indicated from their learning results in the good category. On the other hand, the design can also motivate students and activate their responses following the lesson. Implications to Research and Practice: HOTS-based worksheets encouraged students to understand the material and stimulate their thinking-frame to the maximum. Besides, the worksheet can motivate students to learn to understand the learning materials more easily.
Departmental Leadership and Peer Pressure on Academic Research Performance at Universities in Emerging Countries: An Empirical Study in Vietnam
Author: Nguyen, Ngoc
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Foreign Countries,College Faculty,Economics Education,Business Administration Education,Leadership Styles,Department Heads,Teacher Effectiveness,Teacher Attitudes,Research,Job Performance,Teacher Administrator Relationship

Research performance of lecturers in higher education institutions has become an important topic but many variables are still largely unexplored in current literature. The main objective of this study is to examine the impact of four leadership behaviors of department heads and coworkers on the lecturers' research performance and the moderating effects of achievement value. A survey was conducted with a sample of 408 Vietnamese lecturers at economics and business management focused universities. Our findings contribute to the literature of job performance in higher education from an organizational behavior perspective by explaining the mid-level impacts of departmental factors affecting research performance. We also discuss potential implications and make recommendations for future research. [Note: The page range (119-138) shown on the PDF is incorrect. The correct page range for this article is p119-134.]
One Step at a Time: Aligning Theory and Practice in a Tertiary Embedding Initiative
Author: Economou, Dorothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Linguistics,Academic Language,Teaching Methods,Linguistic Theory,Architectural Education,Metropolitan Areas,Learning Processes,Theory Practice Relationship,Undergraduate Students,Interdisciplinary Approach,Integrity,Writing Instruction,Units of Study,Citations (References),Writing Evaluation

The widespread, theoretically-informed practice of curricula embedded academic language and learning development is generally acknowledged as the most productive method of improving tertiary student outcomes. University-wide comprehensive support, however, for the collaborative processes of interdisciplinary research, design, resource and staff development required to achieve this, is not common. Yet many practitioners continue to engage in embedding initiatives in response to faculty requests, despite institutional constraints on time and funding. This paper documents one such initiative, a common yet under-reported type, conducted one small step at a time over a number of years in a first-year core unit in the architecture faculty of a large metropolitan university in Australia. The paper aims to respond Wingate's (2018) call for more thorough documentation of pedagogic principles applied in embedding practice to allow for replicability. This granular examination of the first implementation and later refinements of the initiative shows how aligning practice with proven theoretical models, in this case, Systemic Functional Linguistic (SFL) and the SFL-based pedagogic model, the Teaching/ Learning Cycle (TLC), proved fruitful in constrained circumstances. [Note: The page range (18-36) shown on the PDF is incorrect. The correct page range for this article is p18-35.]