ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Why This and Not That Social Media?&quot; Reasons for Using Technology during Online Practice Teaching
Author: Kusuma, I. Putu Indra
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Technology Uses in Education,Web Based Instruction,English (Second Language),Second Language Instruction,Language Teachers,Preservice Teachers,COVID-19,Pandemics,Foreign Countries,Computer Mediated Communication,Student Attitudes

Recent research has revealed increased use of social media platforms for English as a foreign language (hereafter, EFL) teachers' English language teaching (hereafter, ELT) practices. However, the reasons for such adoption have received little attention, particularly among EFL preservice teachers who lack teaching experience using technology. Thus, this study examined the rationales and concerns surrounding the use of specific social media platforms for ELT purposes. This study employed a basic qualitative approach by recruiting 18 EFL preservice teachers. The data were collected through interviews and document analysis during the COVID-19 pandemic, requiring these participants to perform emergency remote teaching. The data revealed various reasons why EFL preservice teachers chose to incorporate WhatsApp and YouTube into their English classrooms but not Facebook or Instagram. This study offers three recommendations for improving EFL preservice teachers' technology integration.
Exploring Advanced EFL Learners&apos; Awareness of Communication Strategies
Author: Ostovar-Namaghi, Seyyed Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Interpersonal Communication,Communication Skills,Foreign Countries,Communication Strategies,Verbal Communication,Nonverbal Communication,Student Attitudes,Beliefs

The present study explores communication strategies used by Iranian advanced EFL learners to overcome communication problems. This study aims to explore EFL learners' awareness of communication strategies. To this end, 17 advanced EFL learners who were willing to participate in the study were selected through snowball sampling. Their awareness of communication strategies was then explored through open-ended interviews and analyzed in line with the coding schemes of grounded theory (Strauss &amp; Corbin, 1991). Iterative data collection and analysis yielded four main categories including explicit, reciprocal, implicit, and reduction strategies. Each of these strategies covers some subcategories. To visualize the findings and explore the degree to which the abstracted strategies reflect the participants' perspective, the transcribed data, along with the emerged strategies were fed to MAXQDA. This study can contribute to effective oral communication by elaborating on the notion of communication strategies and reaching communicative goals. The findings have implications for language learners, language teachers, and materials developers.
Exploring the Data-Driven Approach to Grammar Instruction in the ELT Context of Turkey
Author: Özer, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English for Academic Purposes,Second Language Instruction,Grammar,Program Effectiveness,Data Use,Personal Autonomy,Educational Technology,Technology Uses in Education,Higher Education,Constructivism (Learning)

This study aims at a rediscovery of the extent to which a Data Driven Learning (DDL)-based intervention could become instrumental in facilitating grammar instruction with a specific focus on English for Academic Purposes (EAP) and learner autonomy in a preparatory program comprised mostly of Turkish-L1 learners. It provides a context-restricted longitudinal depiction of the effectiveness of a DDL-based grammar instruction endorsed by teacher mentorship across groups asynchronously, thus re-testing the limits of DDL-oriented corpus pedagogy in contexts where a control group is not available. To this end, a corpus was compiled out of the existing reading and listening materials in use ad hoc as the Alternative Corpus of Academic Texts (ACAT), and a total of 19 grammar lessons covering topics in the curriculum of the second level of the grammar course were developed using the ACAT. Blind pre- and post-test procedures were administered with all four experimental groups independent of each other to gradually build up an understanding of the governing pattern of learner achievement through DDL and corpus-based teacher-prepared materials. The analysis demonstrated a rise in student achievement across all groups despite the lack of a teacher disseminating knowledge to students DDL-enhanced teaching. With the design being unorthodox, this study shows that the triple powers of DDL, self-discovery, occasional teacher supervision, in class in the traditional sense, thus showing that a sense of autonomy could be fostered through and corpus-based teaching materials, could help learners survive autonomously no matter how hectic the curriculum run at an institution is. Further research is needed to deepen this insight so that this sort of DDL practice could be implemented at an institutional level.
(Re)Turning to Contrastive Rhetoric&apos;s Basic Communication Principles: A Common Ground Theory Perspective
Author: Brown, Jonathan David
Date: 2022-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Second Language Learning,Second Language Instruction,Writing Instruction,Morphemes,Ideology,Criticism,Native Language,Civil Rights,Intercultural Communication,Teaching Methods

Contrastive rhetoric (CR) has made great contributions to our understanding of L2 writing. Nevertheless, CR has endured countless criticisms over the years, resulting in &quot;reimagined&quot; forms attempting to address many of these criticisms. In doing so, these forms have shaped CR into a collection of complex ideologies that have unnecessarily complicated CR and impeded its efficacy in both research and the classroom. Therefore, to make it more practicable, it must be decluttered and brought back to its fundamentals. To accomplish this, I look at CR within the theoretical framework of Clark's (1996) Common Ground (CG) theory, which affixes it to something much more universal and heterogeneous--communication. Essentially, what I postulate here is that when CR is considered in tandem with CG theory, it is shifted from an ideological theory that fails to take into consideration socially and politically conscructed notions of L2 writing to an approach concerned with basic communication principles. When this shift occurs, many of its criticisms can then be assuaged and CR can once again become more practical for researchers and an effective tool for teachers to help their students achieve their writing goals.
Education for Sustainable Development (ESD) Infusion into Curricula: Influences on Students&apos; Understandings of Sustainable Development and ESD
Author: Ferguson, Therese
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainable Development,Curriculum Development,Environmental Education,Equal Education,Inclusion,Capacity Building,Faculty Development,Teacher Educators,Teacher Education Programs,Intervention,Course Content,Student Attitudes,Attitude Change,Intention,Consciousness Raising,Foreign Countries,Pedagogical Content Knowledge,Preservice Teachers,Action Research

Formal education for sustainable development (ESD) is in large part dependent on capacity-building and training of teachers as they are the individuals who must both deliver ESD at the classroom level as well as utilize their own knowledge, values, and skills in support of sustainability. In this paper, teacher educators within a higher education institution in Jamaica who infused ESD in their course delivery analyze data collected from approximately 140 of their students pre- and post-intervention to ascertain whether individuals' awareness and knowledge of sustainable development (SD) and ESD had changed because of the infusion process. Preliminary findings indicate that students' understanding of SD broadened after the courses, with most students believing that SD involves social, economic, and environmental improvements that do not come at the expense of our natural resources. Additionally, students' thoughts about ESD shifted, with students highlighting aspects of the interdisciplinary nature of ESD, and ESD as involving equitable, inclusive education. The findings are significant in highlighting how intentional infusion of ESD into courses can enhance students' knowledge and awareness of SD and ESD.
Exploring Effective Pedagogies in Environmental and Sustainability Education for Teachers: A Story of New Zealand Pre-Service Teachers&apos; Learning Experiences
Author: Birdsall, Sally
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Environmental Education,Sustainability,Preservice Teachers,Foreign Countries,Student Experience,Learner Engagement,Transformative Learning,Learning Activities,Student Attitudes,Attitude Change

Although teachers have been identified as key change agents in the shift towards a flourishing planet for all, research into effective pedagogies for embedding environmental and sustainability education (ESE) into teacher education courses is an emerging area. Understandings about the most effective approaches and activities are needed, along with theories that could underpin teachers' learning. This study explores 21 pre-service primary school teachers' learning following their engagement in an elective course designed to help them embed ESE into their future practice. Qualitative data were gathered using reflections as well as peer and individual interviews. An analysis showed that the activities considered most valuable for learning were those that gave pre-service teachers space and time to think more deeply and in different ways. Mezirow's transformative learning theory was used to explore their learning. The use of its three elements and six components identified that transformative learning took place for about half of these pre-service teachers. While it seems this theory has potential to underpin ESE teacher education courses, further research is needed to explore how transformation can occur for more teachers.
Embedding Environmental Sustainability Education in a Master of Teaching Program: Reflections on Improvisation and Learning-by-Doing at OISE, University of Toronto
Author: Stickney, Jeff
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainability,Teacher Education Programs,Foreign Countries,Climate,Ecology,Preservice Teacher Education,Masters Programs,Teaching Methods,Controversial Issues (Course Content),Indigenous Knowledge,Online Courses,Learning Activities

The aim of this paper is to share our story about introducing environmental sustainability education (ESE) in an initial teacher education (ITE) program at the Ontario Institute for Studies in Education (OISE) at University of Toronto, starting in 2018. In so far as narratives motivate reflection and action, the goal is to encourage readers to start a conversation with colleagues at their respective institutions (university or college) about how they might do something similar. Consideration is given to how this case fits what Neus (Snowy) Evans refers to as a &quot;systems approach&quot; to implementing ESE in ITE, even if more in retrospect and through improvisation than through foresight and technical prowess.
Implementation of Education for Sustainability in Turkish Pre-Service Teachers&apos; Practicum
Author: Alici, Sule
Date: 2022-00-00
Type: Journal Articles
Subjects: Practicums,Preservice Teachers,Preschool Teachers,Sustainability,Environmental Education,Mentors,Case Studies,Universities,Teacher Education Programs,Content Analysis,Student Attitudes,Cooperating Teachers,Preschool Education,Foreign Countries

In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participant students across the two university case study sites. Initially, 22 practicum activity plans for each ECEPT were examined via content analysis; then, the students were individually interviewed about the plans and their implications. Subsequent analysis indicated negligible differences between the two universities' student activity plans regarding quality (aspects of EfS) and quantity (frequency of EfS activities). The students self-reflected about their EfS understandings and implementation. Additionally, they remarked that academic mentors' and mentor teachers' stances influenced them either positively or negatively during their workplace-based learning. They also pointed to the absence of a whole-institution approach, not only at the practicum school but also at the university level.
What&apos;s in a Name? The Signifiers and Empty Signifiers of Environmental Sustainability Education: Implications for Teacher Education
Author: Karrow, Douglas D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainability,Environmental Education,Teacher Education,Discourse Analysis,Semiotics,Foreign Countries,Educational History

The purpose of this article is to examine how signifiers and empty signifiers may contribute to the mainstreaming of environmental and sustainability education in teacher education. We argue that the moniker of environmental and sustainability education is an empty signifier in that it fails to convey meaning about what it signifies. Tracing the history of the pre-sustainability, sustainability, and post-sustainability field signifiers, and their respective subfield signifiers (e.g., environmental education and education for sustainable development), we conduct a philosophical inquiry, augmented by a modified form of semiotic analysis, to expose the degree to which these signifiers are empty. The limitations and benefits of empty signification are explored through philosophical interpretation. Implications of empty signifier limitations are considered in teacher education and the manner in which they may contribute to the unsuccessful mainstreaming of environmental and sustainability education in teacher education. We conclude that a core or compulsory environmental and sustainability education course should be mandated in teacher education to ensure that all teacher candidates receive the education they require to educate future generations of children to live well on Earth.
The Positive Effect of Translation on Improving Reading Comprehension among Female Arabic Learners of English as Foreign Language
Author: Alaboud, Amal
Date: 2022-06-00
Type: Journal Articles
Subjects: Translation,Reading Comprehension,Females,English (Second Language),Second Language Learning,Foreign Countries,College Freshmen

Translation has been one of the most commonly used strategies in learning an additional language. Although there is not a consensus on the usefulness of translation as a language learning strategy, the relevant literature indicated that it could contribute to the learning process when used purposefully and meaningfully. The present study aimed to explore the role of translation in supporting the language learning process by adopting an experimental design to reveal whether engaging in translation practice could improve participants' skills in reading comprehension. In this scope, 30 female students at Taif University in the Kingdom of Saudi Arabia were randomly assigned to the experimental group and received an intervention by translating reading passages before carrying out comprehension tasks. On the other hand, the 28 female students in the control group practiced reading comprehension without completing a translation task before the comprehension activities. An independent samples t-test was used to measure the extent to which the two groups differed from each other in terms of their reading comprehension skills before and after the intervention. The results of the independent samples t-tests demonstrated that the experimental group scored significantly higher than the control group at the end of the intervention, although there was not a statistically significant difference between the two groups at the outset. The results suggested that translation could be an effective instructional strategy in improving learners' skills in reading comprehension in an EFL setting.
The Role of Lexical Chunks in Promoting English Writing Competence among Foreign Language Learners in Saudi Arabia
Author: Albaqami, Rashidah
Date: 2022-06-00
Type: Journal Articles
Subjects: Phrase Structure,English (Second Language),Second Language Learning,Second Language Instruction,Arabic,Language Tests,Linguistic Input,Native Language,Writing (Composition),Language Processing,Electronic Mail,Females,Undergraduate Students,Comparative Analysis,Grammar,Connected Discourse,Writing Skills,Transfer of Training,Writing Instruction,Foreign Countries

This study examines the effect of enhanced input of lexical chunks on the performance of Arabic-speaking English learners' writings. Lexical chunks, containing their forms, meanings, and functions, stored and recovered as a single component in brains, may alleviate language processing problems and increase language proficiency. The research examines if enhancing exposure to lexical chunks might advance foreign language learners' writing in Saudi Arabia. The study attempts to find an answer to the following question: What is the potential impact of rich input of lexical chunks on Arabic-speaking learners of English e-mail writing competence? A total of 34 female university students were divided into two groups and given a pre-test and post-test in which they wrote and composed e-mails in English. The experimental group was then exposed to a treatment (i.e., extensive exposure to lexical chunks available via an e-mail phrase bank). After eight weeks of treatment, the experimental group outperformed the control group on the posttreatment test. The results demonstrate that learners with more lexical chunks are more likely to perform better and vice versa. The results indicate that the experimental group had a favorable attitude about lexical chunks through the e-mail phrase bank. The results suggest that abundant input of lexical chunks aids in improving learners' writing performance. The findings also suggest that increased input of lexical chunks may lessen the potential negative transfer of the mother language, therefore refining writing in terms of collocations, grammatical structures, and discourse coherence.
A Tool of Technology-Based Laboratory Enabled Students to Precisely Describe Scientific Phenomena
Author: Liu, Chia-Yu
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mathematical Models,Science Instruction,Scientific Principles,Science Laboratories,Educational Technology,Technology Uses in Education,College Science,Mechanics (Physics),Motion,Foreign Countries,Knowledge Level,Scientific Concepts,Concept Formation

Proposing scientific descriptions is critical for individuals to cope with daily problems and acquire essential information. Nonetheless, few classes have enhanced students' ability to describe facts of scientific phenomena. Thus, using a tool of technology-based laboratory, this research examined whether students' scientific descriptions and mathematical modelling behaviours could be improved. The participants included 52 undergraduate students randomly assigned to the experimental and control group. Two prompts were developed to remind the experimental group that it is common to place 'time' along the x-axis and that mathematical modelling is important in physics. Results showed that as expected, all participants generated more propositions in scientific descriptions, especially the experimental group. However, contrary to the hypothesis, the participants did not propose more correct propositions and the effect of group was limited. Moreover, the hypotheses were partially supported that the participants used more image-based and mathematics-based representations to describe phenomena, and the proportion of participants whose propositional type was quantitatively increased, though no main effects of group were observed. Most participants adjusted their mathematical models by keeping slightly changing the coefficients/constants to fit the data, rather than applying relevant physics knowledge to revise models, illustrating their difficulties in connecting mathematical representations with actual phenomena.
Interaction Effect of Gender, across Schooltype on Upper-Secondary Students&apos; Development of Experimental Reasoning on Organic Qualitative Analysis
Author: Adu-Gyamfi, Kenneth
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Secondary School Students,Thinking Skills,Organic Chemistry,Institutional Characteristics,Foreign Countries

Chemical tests (qualitative analysis) on functional groups may improve students' understanding of basic concepts about the structure of organic compounds and their reactivity. However, upper-secondary school students have difficulties in learning organic qualitative analysis. This research has studied whether the gender of students and school-type affect development of experimental reasoning on organic qualitative analysis. From three school-types, 50.2% males and 49.8% females were sampled through a multistage sampling procedure and participated in a cross-sectional survey. Data from 263 students were collected with the aid of diagnostic test on knowledge of organic qualitative analysis. A two-way between-groups ANOVA and independentsamples t-test were used to analyse the data. It was found no interaction effect of gender and school-type on students' development of experimental reasoning on organic qualitative analysis.
Level of Acceptance of Epistemically Unwarranted Beliefs in Pre-Service Primary School Teachers: Influence of Cognitive Style, Academic Level and Gender
Author: Cadena-Nogales, Pedro D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Cognitive Style,Instructional Program Divisions,Gender Differences,Thinking Skills,Undergraduate Students,Misconceptions,Evidence,Foreign Countries,Scientific Literacy,Critical Thinking

One of the main objectives of scientific literacy is the development of rational skills and critical thinking in citizens. This is a central goal for teachers. However, beliefs that lack rational foundation and supporting evidence, named &quot;epistemically unwarranted beliefs&quot; (EUB), spread rapidly among the population. If teachers had some of these EUB, their work could be compromised. The aim of this research was to determine the level of acceptance of different EUB in Spanish pre-service primary school teachers and to analyze the influence of their cognitive style, gender, and academic level. Two hundred and fifty undergraduate students of Bachelor's Degree in Primary Education participated in this study. Two questionnaires were used to collect data. ANOVA, ANCOVA, correlations, and linear regression analysis were used to quantify that influence. Results showed high levels of acceptance of some EUB in future teachers, with significant influences of gender and academic level, and a mediating role of cognitive styles. Experiential and rational cognitive styles, and academic level were significant predictors of EUB, being experiential thinking the most powerful one. Thus, pre-service teacher education should have an epistemological vigilance on future teachers' scientific literacy and increase the presence of rational style among teachers.