ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender-Based Students&apos; Listening Ability of Auditory Learning Modality
Author: Cunandar, Dadang
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Listening Comprehension,Auditory Perception,Learning Modalities,Foreign Countries,Elementary School Students,Grade 5,Psychological Patterns,Personality Traits

The ability to listen to fifth-grade students at SD Negeri Cigugur is still less than 68. This study aims to determine the characteristics of gender-based auditory learning modality, supporting aspects of listening ability, and gender-based listening abilities. This study used a qualitative approach with a case study design. The research subjects were the fifth-grade students of Cigugur State Elementary School. Data was collected through literature studies, observations, interviews, documentation, and field notes. The validity of the data is checked by data credibility and data dependability. Data is analyzed by data reduction, data presentation, and conclusion or verification. The results of the study showed 85% of students showed the characteristics of auditory learning modality, but there are 15% of students who have visual learning modalities. The characteristics of students' stereotypes are different, the characteristics of students' stereotypes tend to be independent, strong personalities, and ambitious. The characteristics of female students are more cheerful, spoiled, and obedient to teachers. Supporting aspects of listening ability are physical aspects, psychological aspects, aspects of students based on gender, and learning media. The ability to listen to female students in class V of SD Cigugur is superior. Male students are only able to summarize the contents of the conversation and only 20% can respond to the results of the conversation. Female students can respond to the results of the conversation, assess the results of the conversation, summarize the contents of the conversation, and respect the people who are talking in front of the class. [Note: The page range (17-23) shown on the PDF is incorrect. The correct page range for this article is p102-108.]
A Comparative Study between Frayer Model and Concept Mapping Strategy to Enhance Students&apos; Vocabulary Acquisition
Author: Panjaitan, Nelson Balisar
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teaching Methods,Concept Formation,Concept Mapping,Vocabulary Development,High School Teachers,Grade 11,Foreign Countries,English (Second Language),Second Language Learning

This study intends to find out what is the initial knowledge of the students before they were treated using Frayer Model and Concept Mapping Strategy, ascertain of the significant difference between these two teaching strategies, and to know the responses of the students after they were taught using Frayer Model and Concept Mapping Strategy are the aims of this research. This is a quantitative study with comparative design to know the students' vocabulary acquisition test. The research instrument of this study is pre-and-post-test. This study was conducted among eleventh grader students at SMAN 1 Parongpong. The results of this study showed that the initial score for both respondents are quite similar with the score for FM group which is 30.50 and for CMS group which is 33.40. It is also known that there is a significant difference in students' vocabulary acquisition between students who are taught with Frayer Model and those who are taught with Concept Mapping Strategy showed by the result of the mean differences from both groups are 0.000 &lt; 0.05. The questionnaire's result also supports that both teaching strategies are eligible to be applied in teaching active and passive voice construction with the score for FM class which is 55% and for the CMS class which is 80%, it can be categorized as &quot;Good&quot;. It implies that the implementation of Frayer Model and Concept Mapping Strategy enhances student's vocabulary acquisition. [Note: The page range (1-27) shown on the PDF is incorrect. The correct page range for this article is 39-66.]
The Frugal Life and Why We Should Educate for It
Author: White, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Money Management,Consumer Education,History,Life Style,Educational Philosophy,Justice,Climate,Well Being

The article begins with a fictional example of a life that has been spent frugally in several different ways and for different reasons over time: in wartime, through many decades of simple living, through a period marked by anxiety over the threat to future generations from the depletion of global resources and the climate crisis, to the COVID-19 emergency. The mini-biography serves as an introduction to a more systematic account of these various perspectives on frugality and reasons for adopting a frugal way of living. This provides the framework for a discussion of different aspects of education for frugality in the main body of the article. There are two brief sections at the end dealing, first, with a caveat about the climate change argument for education in frugality and, second, with wider issues that the topic raises.
Improving Students Vocabulary Mastery through Guess My Move Game
Author: Amalia, Arsyi Rizqia
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Mastery Learning,Elementary School Students,Educational Games,Models,Teaching Methods,Gender Differences,Scores,Action Research,Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries

In learning a language, vocabulary is the most important thing that should be mastered by learners. The English ability of primary school students is very closely related to the vocabulary mastery that they have. This research aims to find the answer to the following questions: (1) How is the application of Guess My Move Game model in learning English in primary grade school students?; (2) How the students' English vocabulary mastery improve by using the Guess My Move Game model?; and (3) Are there differences in the mastery of English vocabulary in male and female students using Guess My Move Game model? The research method was used in this study is Classroom Action Research with Kemmis and McTaggart design. The total population was 24 students of first primary school grade. The group was divided by gender. Based on the performance of group scores, it indicates that the female group gets the highest score, but the average highest score is achieved by the male groups. The result of this research shows that the Guess My Move Game learning model can improve students' English vocabulary mastery both in individual and group scores.
The Role and Challenges of Education for Responsible Al
Author: Dignum, Virginia
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Computer Uses in Education,Educational Change,Social Change,Role of Education,Social Responsibility,Ethics,Privacy,Well Being,Educational Technology,Governance

Artificial intelligence (AI) is impacting education in many different ways. From virtual assistants for personalized education, to student or teacher tracking systems, the potential benefits of AI for education often come with a discussion of its impact on privacy and well-being. At the same time, the social transformation brought about by AI requires reform of traditional education systems. This article discusses what a responsible, trustworthy vision for AI is and how this relates to and affects education.
Building Grade 10 Students&apos; Vocabulary Achievement through Reading the News Paper at SMK 45 Lembang
Author: Katemba, Caroline V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 10,Newspapers,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Comparative Analysis,Reading Interests,Cognitive Ability,High School Students,Teaching Methods,Instructional Materials,Academic Language,Foreign Countries

Using the newspaper as a medium of learning English is a unique way to stimulate students' interest in reading, since students at this age is a student who has dropped their interest in reading. Therefore, the researchers decided to use the newspaper as a medium to build students' vocabulary. Researchers chose participants in the study of class XB and XE in SMK 45 Lembang. The school gave these two classes as the sample, because believed that each class has the cognitive abilities and knowledge that are relatively equal. In this study, researchers randomly selected from among the two classes used as a sample for the Control and Experimental Class. As the result, researchers found class XE as Control class, and XB as an Experimental class. The study lasted for a full month, in which each class received different treatment. As a result, the Gain value of Experimental class is higher than the Control class. Moreover, based on the result of the data analysis with the Mann-Whitney U test method, it showed that that there were significant differences in Students' Vocabulary growth, between Control class and Experimental class. Based on the calculation of Non-parametric Mann-Whitney U test, the gain data between Experimental Class and Control Class show the value of Asymp Sig. (0.000), Z[alpha] (0.05) and the value of Z (4.847). Z[alpha] (1.96). Therefore, it can be concluded that the method of using newspaper as a teaching material has a positive impact in the absorption and growth in students' vocabulary. [Note: The page range (12-28) shown on the PDF is incorrect. The correct page range for this article is 12-27.]
Teachers&apos; Perceptions in Implementing Technologies in Language Teaching and Learning
Author: Katemba, Caroline V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Technology Integration,Language Teachers,Foreign Countries,Educational Technology,English (Second Language),Second Language Instruction,High School Teachers

Technologies have swept the world in every aspect of life including the education system. And therefore, the purpose of this research is to find the challenges encountered in implementing technologies in language teaching and learning in Indonesia. This study was a quantitative method in nature. The participants of the study were randomly chosen 30 teachers from Bandung in the rural area. The data were collected by using questionnaires and were analyzed by using mix method that is quantitative and qualitative procedures. The result showed that using technology in the classroom was helpful. In addition to that, more tools and facilities provided by schools are increasingly helping them improve their ability to use technology. Though the school has prepared facilities there were several challenges found in the implementation of technologies in the language learning classrooms. Additional results of this study give meaningful insights for policymakers about the implementation of ICT for teaching and learning in the classroom. [Note: The page range (38-52) shown on the PDF is incorrect. The correct page range for this article is p123-136.]
The Use of Al in Education: Practicalities and Ethical Considerations
Author: Reiss, Michael J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Ethics,Computer Uses in Education,Educational Trends,Individualized Instruction,Educational Objectives,Special Needs Students,Teachers,Teacher Aides,Teacher Role,Futures (of Society)

There is a wide diversity of views on the potential for artificial intelligence (AI), ranging from overenthusiastic pronouncements about how it is imminently going to transform our lives to alarmist predictions about how it is going to cause everything from mass unemployment to the destruction of life as we know it. In this article, I look at the practicalities of AI in education and at the attendant ethical issues it raises. My key conclusion is that AI in the near- to medium-term future has the potential to enrich student learning and complement the work of (human) teachers without dispensing with them. In addition, AI should increasingly enable such traditional divides as 'school versus home' to be straddled with regard to learning. AI offers the hope of increasing personalization in education, but it is accompanied by risks of learning becoming less social. There is much that we can learn from previous introductions of new technologies in school to help maximize the likelihood that AI can help students both to flourish and to learn powerful knowledge. Looking further ahead, AI has the potential to be transformative in education, and it may be that such benefits will first be seen for students with special educational needs. This is to be welcomed.
Designing a Lesson Plan about Teaching French Grammar as a Foreign Language from a Social Constructivist Approach
Author: Soylu Bastug, Dilek
Date: 2021-04-00
Type: Journal Articles
Subjects: Grammar,French,Second Language Learning,Second Language Instruction,Foreign Countries,Metalinguistics,Teaching Methods,Constructivism (Learning),Rating Scales,Guidelines,Student Centered Learning,Language Usage,Language Teachers,Teacher Education Programs,College Students

In modern methods, in line with the social constructivist and action-oriented approaches, knowledge should be (co-) constructed by the learner in interaction with his or her learning environment which has been established by the teacher prior to the session. A social constructivist approach can be described as learning-centered. This approach indicates learning as an interactive process. This study aims to define how learners build instructional sequences based on the European Common Language Reference Framework (CEFR) and action-oriented methods by using authentic documents including metalanguage. The sequence is for adult learners at A2 level. They are Turkish students who are at least 19 years old and they have participated in a one-year preparatory class with the aim of reaching B1 level. We will analyze the context of the procedure teaching and the profile of the learners to whom it will be passed. At the end of these introductory analyzes, which are important for the development of an audience-specific learning sequence, we will create a sequence guide with additional activity sheets for students.
An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners
Author: Suleiman Al Qunayeer, Huda
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Vocabulary,English (Second Language),Second Language Learning,Language Proficiency,College Students,Reading Comprehension,Males,Majors (Students)

The present study is an attempt to explore the relationship between the breadth (the number of words known) and the depth of vocabulary knowledge (the richness of word knowledge) (the richness of word knowledge), and reading comprehension of EFL learners in an English as a foreign language (EFL) context. Furthermore, it tries to find the effect of language proficiency level of learners on the breadth and the depth of lexical vocabulary and reading comprehension of Saudi EFL learners. The participants of the study were seventy-five intermediate and advanced level majoring in English Translation at Qassim University in KSA. The level of language proficiency of participants had been checked through an OPT by the department in advance. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge were administered to all participants. They also received a reading comprehension test in which they were asked to read the passages and answer some multiple-choice questions. The findings obtained from the analysis of the data indicated that there is a significant relationship between breadth and depth of vocabulary knowledge and Saudi advanced/intermediate EFL learner's reading comprehension performance totally. The results further revealed that both dimensions of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. The results further showed that language proficiency level of learners have an effect on Saudi EFL learners' reading performance and vocabulary knowledge. These results confirm the importance and the value of developing students? breadth and depth of vocabulary knowledge in EFL classrooms.
Syntax of Standard English and Bangla: A Bilingual Study of Simple Declarative Sentences
Author: Akan, Md. Faruquzzaman
Date: 2021-04-00
Type: Journal Articles
Subjects: Bilingualism,Syntax,Indo European Languages,Contrastive Linguistics,Grammar,Teaching Methods,Language Usage,Morphemes,Second Language Learning,Second Language Instruction,English (Second Language)

This research paper explores much of the basic and background knowledge of English and Bangla sentence patterns or structures as well as tries to compare and contrast between these two very languages, English and Bangla at the sentential levels. As it is known the concept of basic sentence structures is necessary for classroom teaching and learning to perceive the subtleties of language at the highest unit of grammar, this study is expected to facilitate the understanding of bilingual relationships between them (may be as a native or a foreign language) for researchers, teachers, learners and/or speakers of both the languages. The ideas drawn from the findings in this paper will also help one in the field of translating amid these two languages which is pedagogically very significant as well. For a few dissimilarities, we often notice greatly faulty grammatical constructions both in English and Bangla, when learners or users shift from one to another. So, this study of the two types of sentence patterns along with their components will be of considerable use to many, specially to those who teach, learn or use these languages.
Enhancing Students&apos; Vocabulary through Authentic Materials and Multimedia
Author: Marpaung, Marlin Steffi
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Authentic Learning,Multimedia Materials,Audiovisual Aids,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Grade 10,High School Students,Public Schools,Learning Motivation,Knowledge Level,Foreign Countries

Vocabulary is a fundamental aspect of learning English. Without adequate vocabulary, learners find it difficult to communicate, express ideas or opinions, comprehend simple text, and listen to instruction. Authentic materials refer to pictures, photographs, video selection, and radio. This study sought to find out the following questions: How is the vocabulary ability of students who were taught using authentic materials through multimedia and authentic materials only? Is the vocabulary enhancement of those students who are taught using authentic materials through multimedia is better than those students who are taught using authentic materials? What are the students' responses toward the use of authentic materials and multimedia? The study was a quantitative research method and a comparative design by using pre-test and post-test. The populations of this study were 10th grade of senior high school students. The instruments used in this study were the vocabulary test and questionnaire. The result of this study showed that both groups have enhanced the vocabulary ability with the mean score of the pre-test was 53.93 for authentic materials through multimedia and 59.97 for authentic materials. It indicated that the initial ability of the authentic materials group was higher than the authentic materials through the multimedia group. Therefore, the mean score of the post-test was 73.80 for the authentic materials through multimedia group and 70.83 for the authentic materials group. It showed that the result of the authentic materials through the multimedia group was better than the authentic materials group. The conclusion of this study is the use of authentic materials through multimedia is very effective to enhance students' vocabulary knowledge. [The page range (p1-16) on the .pdf is incorrect. The correct page range for this article is p85-101. The total number of pages (17) on the journal's Table of Contents (TOC) is incorrect. The correct total number of pages for this article (.pdf) is 16.]
Empirical Research of Collocations in Foreign Language Learning
Author: Adamcová, Silvia
Date: 2020-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Phrase Structure,Second Language Learning,Second Language Instruction,Creative Teaching,Linguistics,Foreign Countries,German,Reading Comprehension,Translation,Teaching Methods,Futures (of Society),Instructional Materials,Language Skills,Universities,Graduate Students,Masters Programs,Figurative Language

This scientific paper presents a corpus-based investigative research of German collocations; in text comprehension, a new method for identification of collocations is presented, as well as a scientific discussion of the types of collocations for which this new analysis method is suitable. The article further explores the consequences of using collocations and their translation into other languages on communication in foreign language teaching. It was examined how the students of foreign languages in Slovak universities (nonphilological courses of studies) can deal with the collocations in their future profession (as translators or experts in a professional language) after their linguistic studies and whether they are able to actually implement this foreign language competence in the future. Although vocabulary work is developed as a primary competence among foreign language learners, some areas of studies lack current, creative and innovative teaching materials, especially in the didactic field of comparative collocation research. The results of our research projects promote the acquisition of foreign language skills and help teachers develop and use new methods in their work.
Enhancing Critical Thinking Skills of Future Language Scholars in Pedagogical Courses
Author: Baranovska, Liliya
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Foreign Countries,Comparative Education,College Students,Student Attitudes,Language Teachers

The paper reports on the results of critical thinking enhancement during the training of future language scholars in a Comparative Pedagogy course. 61 future language scholars from Poland and Ukraine took part in the research. The mixed research was based on the qualitative and quantitative analysis of students' responses regarding critical thinking enhancement after completing the course. Informal interviews and diagnostic tests were used. For the verification of results, we applied Fisher's Exact Variance Test (F-test). The results show that most respondents (91%) enhanced their skills and abilities in critical thinking: differentiating information (76%), categorising information (62%), comparing information (85%), estimating information (87%), analysing and synthesising information (91%). The findings of this study support the idea that students' critical thinking skills can be successfully developed in pedagogical courses.