ethanporcaro/eric-fulltext-meta huggingface dataset:
Individual and Group Autonomy in Differentiated ESP Instruction of Information Technology Students
Author: Synekop, Oksana
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Individualized Instruction,English for Special Purposes,Information Technology,Foreign Countries,Second Language Learning,Cooperative Learning,College Students,Student Motivation,Language Proficiency

This study was aimed to check the effectiveness of links between individual and group autonomy of information technology (IT) students who studied ESP at university with the use of differentiated tasks. The mixed type of research was used. The study was held in 2020-2021 academic year and involved 40 IT students of the Physics and Technology Department of National Technical University of Ukraine &quot;Igor Sikorsky Kyiv Polytechnic Institute&quot;. For the purpose of the study we used a three-degree individual autonomy model involving the partial autonomy, semi-autonomy and conditionally full autonomy degrees, and a two-degree group autonomy including the minimum and relatively maximum degrees. Both models were based on the criteria of motivation; goal, content and procedure; control and reflection. The significantly and insignificantly effective links between individual and group autonomy of IT students in differentiated ESP instruction were identified. The relatively maximum degree of group autonomy combined with individual semi-autonomy of IT students, as well as the relatively maximum degree of group autonomy combined with conditionally full individual autonomy of IT students were found significantly effective. In contrast, the combinations of the minimum degree of group autonomy with partial individual autonomy of IT students, as well as the minimum degree of group autonomy with conditionally full individual autonomy of IT students were found insignificantly effective. It was concluded that the promotion of the individual and group autonomy in differentiated ESP instruction should be based on individual characteristics of students.
Intercultural Communicative Competence Development in Journalism Students
Author: Mykytenko, Natalia
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Interpersonal Competence,Journalism Education,Student Attitudes,Foreign Countries,Second Language Learning,College Students,College Faculty,English for Special Purposes,Teacher Attitudes

The paper is focused on the intercultural communicative competence as an integral part of vocational training of journalism students. The aim of the paper is: 1) to define the intercultural communicative competence dimensions; 2) to outline the ways of development of intercultural communicative competence of journalism students; 3) to find out the attitudes of journalism students to intercultural communicative competence development; 4) to assess the levels of journalism students' intercultural communicative competence and develop recommendations for its development. A mixed research design was employed which involved 14 ESP teachers and 26 bachelor students of Ivan Franko National University of Lviv during the autumn trimester of 2021. The study shows that the students are fully aware of the necessity to develop intercultural communicative competence. Based on the survey of the ESP teachers, we outlined the dimensions of journalism students' intercultural communicative competence development and suggested the ways of building intercultural communicative competence in journalism students. The levels of assessment of intercultural communicative competence of journalism students were outlined and defined. The final results indicate that journalism students whose study was more practice than theory oriented (group 1) showed better learning outcomes than those who were mostly focused on the acquisition of theoretical knowledge (group 2). Methodical guidelines for ESP teachers were developed.
Teaching and Learning English as a Foreign Language Speaking Skills through Blackboard during COVID-19
Author: Al Mahmud, Fawaz
Date: 2022-07-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Second Language Learning,Foreign Countries,Teacher Attitudes,Student Attitudes,Language Teachers,College Students,College Faculty,Web Based Instruction,Gender Differences,Student Centered Learning,Distance Education,Electronic Learning,Speech Skills,Skill Development

The COVID-19 pandemic has shifted English teaching to online platforms, such as Blackboard Collaborate, but whether online platforms affect the acquisition of core English language skills like speaking has yet to be studied extensively in the Saudi context. This study addressed and analyzed the perceptions of English as a foreign language instructors and students at the University of Jeddah, Saudi Arabia concerning the use of Blackboard Collaborate to develop speaking skills through an explanatory sequential mixed-method design. In the first phase, participants completed an online cross-sectional questionnaire for the quantitative approach. Data analysis revealed positive perceptions of speaking skill development through Blackboard Collaborate among both students and instructors. Female students and less experienced instructors reported more satisfaction with learning English through Blackboard Collaborate than male students and experienced instructors, respectively. In Phase 2, the researcher conducted in-person interviews with 10 instructors and 10 students, focusing on three areas: the Blackboard Collaborate user experience, instructors' and students' beliefs, and the challenges of and suggested improvements for Blackboard Collaborate. Instructors and students were fully aware of how to use the platform, and their motivation to use it was very high. This study further uncovered how Saudi students have shifted their learning style from passive to active learning following the student-centered approach. It also highlights the benefits Saudi women gained, as they were more comfortable practicing conversation through Blackboard Collaborate and the avoidance of cultural barriers. Studying the effects of culture on language learning through technology is a necessary direction for future research.
Online Learning Experiences of Graduate Students in Türkiye: Could This Be the Footsteps of a Reform?
Author: Deniz, Ünal
Date: 2023-01-00
Type: Journal Articles
Subjects: Online Courses,Access to Education,Educational Experience,Foreign Countries,Teaching Methods,Graduate Students,Student Attitudes,Educational Benefits,Barriers,Educational Improvement,Educational Development,Educational Change

With the recent COVID-19 pandemic, the way of teaching has rapidly turned into online learning environments. This situation has brought along various difficulties in the implementation of online teaching. From this point of view, this research focuses on the experiences of graduate students in the online teaching process and the multifaceted effects of this process on them. The research is a case study examining the opinions of 16 graduate students from various state and foundation universities in Türkiye. The maximum diversity sampling method, one of the purposeful sampling methods, was taken as a criterion in the determination of the participants. The data of the study were obtained with a semi-structured interview form developed by the researchers. Thematic analysis technique was used in the analysis of the obtained data. Research results show that online education facilitates access to education, develops students' self-discipline and awareness of taking responsibility; however, it has disadvantages in terms of social and psychological aspects. In addition, it has been concluded that online teaching is not yet ready to be considered as a stand-alone teaching delivery model, and it is more appropriate to use it as an alternative model to traditional face-to-face education. It is thought that the results obtained within the scope of the research will contribute to the improvement and development of online learning experiences of graduate students, as well as being a guide to higher education stakeholders and policymakers. [This study was presented as an oral presentation at &quot;The 15th International Congress On Educational Administration&quot; held in Gaziantep between 5-6 November 2021.]
Spaced Vocabulary Acquisition While Incidental Listening by ESL University Students
Author: Zubenko, Tetiana
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,English (Second Language),Second Language Learning,Vocabulary Development,Repetition,Listening,Second Language Instruction,Teaching Methods,Instructional Effectiveness,Memory

Based on a prior study by Zubenko and Shwedel (2019), the present study investigated the possible effects of repetition (repeated exposure) on the incidental acquisition and retention of 120 English target words by 51 Ukrainian-speaking ESL learners at a Ukrainian university. The hypothesis was that regular repetition of vocabulary while incidental listening would have a significant and positive effect on students' vocabulary acquisition and performance. The paper examines the results of the implementation of spaced repetition of L2 vocabulary strategy of the second-year students who were covering the same vocabulary they learned during the experiment in the previous year. 7 audio lessons were created for increasing the long-term retention of target vocabulary in the students' memory. Participants (N=51) were second-year Ukrainian university students majoring in English as a second language (ESL) at the age of 17-19. They were assigned to three groups, one experimental and two comparison. The optimal result based on the interval of repetitions influences the vocabulary recall and retention. Students who used the spaced L2 vocabulary acquisition strategy (SVAS) outperformed on the End-of-Experiment test 84,1 versus 80,6 for the Comparison group. The results prove that spaced L2 vocabulary acquisition strategy is an efficient part of enriching new vocabulary. The findings indicate that implications of this research are connected with the spaced vocabulary acquisition strategy as an effective tool for learning new lexical units by ESL learners while incidental listening to the audio dictionary lessons. Thus, the study results open up new possibilities for the teachers and learners to consider implementing audio dictionaries and similar tools as assets for efficient vocabulary learning.
Effects of Using the Staged Self-Directed Learning Model at Distance English Learning
Author: Dogru, Erdogan
Date: 2023-01-00
Type: Journal Articles
Subjects: Distance Education,Independent Study,English (Second Language),Second Language Learning,Second Language Instruction,College Freshmen,Comparative Analysis,Attitude Measures,Student Attitudes,Learning Readiness,Language Tests,Achievement Tests,Scores,Language Attitudes,Foreign Countries

This research aimed to investigate the effects of giving learners self directed learning (SDL) instruction based on the Staged Self-Directed Learning Model (SSDLM) during distance English learning on their SDL readiness, achievement, attitudes toward English course and distance education. The study sample consisted of one hundred forty-six freshmen enrolled in two different departments at the Faculty of Education in Bolu Abant Izzet Baysal University in Türkiye in 2017/2018 Academic Year. All the participants took part in a twelve-week quasi-experimental study with pre-test and post-test. The English course program was common to both groups, but the SDL instruction program prepared according to the principles of SSDLM was unique to the experimental group only. The research data were collected using the Self-Directed Learning Readiness Scale, Attitude toward English Courses Scale, Attitude toward Distance Education Scale, and Achievement Test developed specifically for this English course. The obtained data were analyzed through the independent samples t-tests with bootstrap technique. The findings revealed no observable difference in SDL readiness scores between the groups. It may be because changing the way people learn requires longer time. However, remarkable differences in some other variables were observed in favor of the experimental group. These variables were attitude toward learning, importance of English and attitude toward distance education. These findings can be evaluated as the indication of some developments on the brink. All the findings were discussed in detail with this in mind and, suggestions were made accordingly.
Addressing &quot;Anti&quot;blackness in Early Childhood Educator Preparation: Implications for Young Black Children and Their Families
Author: Morris, Pricella
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Teacher Education,Racism,Blacks,African Americans,Whites,Power Structure,Advantaged,Social Justice,Educational Change,Culturally Relevant Education,Family Involvement,Special Education,Cultural Awareness,Preservice Teachers

Early childhood teacher preparation programs offer a curriculum that centers the White normative perspective (i.e., devoid of diverse perspectives). Because the young children and families that these teachers will work with are representative of the U.S. demographic, it is important that these programs consider alternate ways of preparing their early childhood teachers. This paper examines how teacher preparation in early childhood programs operate in paradigms that perpetuate White Supremacy and hinders Black family engagement. Critical frames such as BlackCrit are useful as we look for ways to improve curricular and instructional approaches in teacher preparation. We believe that teacher preparation programs are the conduit for preparing teacher educators with the knowledge that &quot;anti&quot;blackness can be disrupted and dismantled through critical consciousness around race. In this article, a discussion of (a) a foundational context regarding teacher accreditation and preparation for early childhood education (ECE) candidates, (b) the integration of culturally sustaining pedagogies in ECE preparation, (c) a BlackCrit theoretical framework to examine and dismantle &quot;anti&quot;blackness in ECE preparation programs, and (d) how to dismantle &quot;anti&quot;blackness when engaging with Black families. Finally, recommendations are suggested for ECE teacher preparation programs seeking to dismantle &quot;anti&quot;blackness.
Examining California&apos;s Title 22 Community Care Licensing Regulations: The Impact on Inclusive Preschool Settings
Author: McKee, Aja
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Education,State Legislation,State Regulation,Access to Education,Students with Disabilities,Inclusion,Preschool Children,Certification,Child Care,Educational Legislation,Federal Legislation,Equal Education,Mainstreaming,Early Childhood Education,Barriers

Access to general education preschool in California has varied for children with disabilities. One reason for the disparity of educational placement is the preschool regulations outlined in California Department of Education's Title 22: Community Care Licensing guidelines. These regulations, particularly in preschool, support or hinder preschool inclusion. Examining the preschool section of Title 22 through document analysis resulted in identifying three major themes that embrace or deter inclusive practices: (a) language (i.e., supportive language, antiquated language, and ambiguous language); (b) training, experience, and education; and (c) staff-student ratio. California's educational leaders should consider these results to provide opportunities for preschool children with disabilities to be in general education environments.
Building the On-Ramp to Inclusion: Developing Critical Consciousness in Future Early Childhood Educators
Author: Urbani, Jacquelyn M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Consciousness Raising,Critical Theory,Preservice Teacher Education,Early Childhood Education,Bias,Preservice Teachers,Minority Group Students,Students with Disabilities,Course Descriptions,Curriculum Evaluation,Learning Activities

This article addresses the need to uncover and examine implicit biases of early childhood educators through the development of critical consciousness. As a key point of entry to the school system, preschool has the capacity to be an on-ramp to inclusive education, where diversity in its many forms is seen as a benefit to all and a natural part of society. But it could also be the on-ramp to the school-to-prison nexus, as diverse students--especially students of color and with disabilities -- are expelled at higher rates in preschool and are found eligible for services in subjective disability categories that are more likely to lead to a segregated placement. Research indicates that racial biases, most often unconscious, are at play. The development of critical consciousness, particularly around the intersections of race and disability, is therefore necessary to build an on-ramp to an equitable and inclusive education for all students. Teacher educators have an ethical responsibility to model critical consciousness, facilitate difficult conversations, and emphasize the lifelong endeavor of reflection. Following the four core goals of anti-bias early childhood education, examples are provided from the authors' own college classrooms to support this work as a crucial component of high-quality early childhood educator preparation.
Self-Confidence as the Predictor of Metacognitive Awareness in High School Students
Author: Bozgun, Kayhan
Date: 2023-01-00
Type: Journal Articles
Subjects: High School Students,Metacognition,Self Esteem,Grade Point Average,Parent Education,Sex,General Education,Vocational High Schools,Predictor Variables

Metacognitive awareness is said to be reflected by self-confidence scores, and there exists a mutual relationship between them. This study was conducted to examine the role of self-confidence in predicting metacognitive awareness in high school students and to examine whether gender, grade point average, type of high school and father's education level played a role in this relationship. The data were obtained from 390 high school students studying at two different types of high school (general and vocational) using two different scales. Research data were analyzed through hierarchical regression analysis method to determine the predictiveness. Results showed (i) the metacognitive awareness scores were moderately and highly correlated with the self-confidence level total score and sub-dimension scores; (ii) participants' self-confidence scores explained 46% of the change in metacognitive awareness scores; (iii) the type of high school and grade point average had 9% effect on metacognitive awareness scores. It is recommended to examine the relationships of metacognitive awareness and self-confidence with different variables and to conduct experimental studies. The co-development of metacognitive awareness and self-confidence in students should be emphasized by families and educators. It is thought that the current study will be useful in relation to its results for understanding the importance of self-confidence and metacognitive awareness of high school and of those at other levels.
Mediating Effect of Digital Addiction on the Relationship between Academic Motivation and Life Satisfaction in University Students
Author: Atasever, Askay Nur
Date: 2023-01-00
Type: Journal Articles
Subjects: College Students,Handheld Devices,Computer Games,Learning Motivation,Measures (Individuals),Foreign Countries,Social Media,Internet,Computer Use,Video Games,Addictive Behavior,Life Satisfaction

In this study, the mediating role of digital addiction in the relationship between academic motivation and life satisfaction was examined. The present study was quantitative in nature and correlational design was used. The data were collected through Google Forms. 191 university students selected by convenience sampling method participated in the study. Personal Information Form, Academic Motivation Scale, Digital Addiction Scale and Life Satisfaction Scale were used to collect data. Statistical analyses were carried out in two stages. First, the means, standard deviations, skewness and kurtosis coefficients of the variables and correlation coefficients between the variables were calculated. In the second stage, it was examined whether digital addiction plays a mediating role in the relationship between academic motivation and life satisfaction. The PROCESS macro model 4 was used to examine this role. In the analyses made to examine the mediation of digital addiction, 5000 resampling options were preferred with the bootstrap technique. The study has revealed that there is a positive direct and significant relationship between the intrinsic and extrinsic motivation subdimensions of academic motivation and life satisfaction, and a negative direct relationship between amotivation sub-dimension and life satisfaction. In addition, there is a negative direct relationship between intrinsic and extrinsic motivation and digital addiction, and a positive direct relationship exists between amotivation and digital addiction. In addition to these results, the study also revealed that digital addiction negatively predicted life satisfaction. These results suggest that digital addiction has a partial mediation effect on the relationship between academic motivation and life satisfaction. Findings were discussed based on the literature and recommendations were made accordingly.
The Effect of Explicit Training of Metacognitive Reading Strategies on Online Reading Comprehension
Author: Babashamasi, Parastoo
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Metacognition,Reading Strategies,Direct Instruction,Reading Comprehension,Computer Mediated Communication,Online Systems,Vocabulary Skills,Teacher Student Relationship,Foreign Students,Social Cognition,English (Second Language),Second Language Learning,Language Tests

Few studies have investigated the detailed procedure of systematically delivering and teaching metacognitive strategies in higher education. This study investigates whether explicit training in metacognitive strategies could improve undergraduates' online reading comprehension over the pandemic. The results of this study contribute to teacher education programs to teach and apply regularly metacognitive reading strategies. In a quasi-experimental design, the experimental group and control group underwent 14 sessions of training. Semi-structured interviews and a Metacognitive Reading Awareness Strategy Assessment were conducted among experimental students. The data were collected using the reading test, Metacognitive Reading Awareness Strategy inventory, and semi-structured interviews in Malaysia. The results of Repeated Measure ANOVA showed the mean scores of students in the metacognitive group were significantly higher than the mean score of the students in the conventional reading group (F= 1.3,82.3) = 215.973. p &lt;0.001). The results of the Metacognitive Reading Awareness Strategy Assessment showed that students had more awareness of global reading strategies (M= 3.511), followed by supporting reading strategies (M=3.468) and problem-solving strategies (M= 3.427). The thematic analysis result supported that students were moderate users of planning and monitoring strategies while evaluative ones were less frequent. The results also revealed that students perceived that lack of vocabulary knowledge, heavy dependence on their teachers, and lack of strategy training were the main causes of their reading difficulties. The findings implied that EFL teachers should introduce metacognitive reading strategies through appropriate and systematic instructions to enable the students to implement them in their academic reading.