ethanporcaro/eric-fulltext-meta huggingface dataset:
Issues and Challenges of English Language Teacher-Trainees&apos; Teaching Practicum Performance: Looking Back and Going Forward
Author: Deocampo, Marilyn Fernandez
Date: 2020-07-00
Type: Journal Articles
Subjects: Practicums,Reflective Teaching,Bilingual Schools,Foreign Countries,English (Second Language),Graduate Students,Acoustics,Classroom Techniques,Teaching Methods,Cognitive Style,Communication Problems,Vocabulary Skills,Lesson Plans,Student Motivation,English Teachers,Student Teacher Evaluation

To become a better teacher, teachers are encouraged to practice 'a reflective mind' to have an insight of what is going on in the classroom and decipher what works and would not work (Farrell, 2018). Teachers, the English language teachers in particular, are likely to face many challenges not only in the global economy and competitive market of English education but also to the demanding nature of a teaching career. So, this study is intended to help identify the issues and challenges encountered by 15 teacher-trainees' who undertook their teaching practicum. The narrative inquiry approach was used to identify the issues and challenges of their teaching performance. Using convenience sampling in choosing the samples, reflection papers and semi-structured interviews were used as the instruments to collect data. The findings indicated that, teacher's voice, classroom management, teaching strategies, learning strategies, English communication barriers, vocabulary knowledge, lesson planning, teaching appraisal and classroom motivation were among the issues and challenges the trainees encountered. The indication is that, by looking back, teacher-trainees would understand the essence of a good language (English) teacher, as well as, to reflect, self-critique, assess and improve part of their teaching. Being aware of the issues and challenges in a real teaching environment can shape teacher-trainees personal and professional growth and can be a good resource for going forward and to be successful in their teaching profession.
L2 Production of English Word Stress by L1 Thai Learners
Author: Jaiprasong, Sawaros
Date: 2020-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Thai,Native Language,Morphemes,Pronunciation,Nouns,Reading Processes,Sentences,Advanced Students,Task Analysis,Error Patterns,Interference (Language),Interlanguage,Teaching Methods,Pronunciation Instruction,Foreign Countries

This research was aimed at investigating L1 Thai learners' English word stress production in two aspects of English words -- 1) English words with different suffixes: suffixes affecting stress shift, i.e. '-ic' (e.g. 'fantástic'), '-ity' (e.g. 'idéntity') and '-tion / -sion' (e.g. 'eléction') and suffixes demanding stress, i.e. '-oon' (e.g. 'typhóon'), '-eer' (e.g. mutinéer) and '-ee' (e.g. foresée) and 2) compound words: compound nouns (e.g. bédroom) and compound verbs (e.g. look fór). In total, 10 intermediate learners and 10 advanced learners participated in this study. The participants completed two production tasks: &quot;Reading English Word Stress in Isolation&quot; and &quot;Reading English Word Stress in Sentences&quot;. The results showed that the advanced learners had better English word stress production than the intermediate learners in both tasks. It was assumed that the errors made were caused by interlingual errors as the word stress assignment rules of the two languages were different. This led to negative transfer which interferes with L1 Thai learners' acquisition of English word stress. The results contribute to second language acquisition with respect to English word stress of L1 Thai learners and also provide pedagogical implications for English pronunciation. [This paper was presented at the 1st International ASEAN-ELT Conference 2017 and Thailand TESOL International Conference 2018.]
Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy
Author: Gray, Colin M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Undergraduate Study,Majors (Students),Curriculum Development,Computer Science Education,Programming,Web Sites,Authentic Learning,Sequential Approach

In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios--&quot;learning&quot; and &quot;experience&quot; studios--form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.
Learner Autonomy: Attitudes of Graduate Students in English Language Teaching Program in Thailand
Author: Swatevacharkul, Rosukhon
Date: 2020-07-00
Type: Journal Articles
Subjects: Personal Autonomy,Second Language Learning,Second Language Instruction,English (Second Language),Graduate Students,Learning Processes,Foreign Countries,Teacher Role,Teacher Student Relationship,Content Analysis,Student Attitudes,Masters Programs,Teacher Education Programs,Learning Motivation

The objective of this study was to explore the attitudes toward learner autonomy of graduate students in English Language Teaching (ELT) international program in Thailand. Attitudes toward definition and importance of learner autonomy, important persons in a learning process, and factors promoting and hindering autonomy development were explored. This study took a form of a qualitative research design using an open-response questionnaire to collect data from 23 participants from China, Myanmar and Thailand. The data were analyzed by thematic content analysis and four themes emerged: 1) Learner autonomy as technical, psychological, and political ability; 2) Perceived value of learner autonomy; 3) Importance of teacher and student in a learning process; and 4) Teachers as a major factor both promoting and hindering learner autonomy.
Metastrategies Used by EFL Students in Learning English Writing: Self-Reflection
Author: Khongput, Somruedee
Date: 2020-07-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Cooperative Learning,Schemata (Cognition),Learning Strategies,Undergraduate Students,Majors (Students),Writing Instruction,Freedom,Affective Behavior,Classification,Writing Skills,Foreign Countries,Learning Processes

This study aimed to investigate EFL students' metastrategies in learning English writing. The participants were 34 undergraduate non-English major students taking a paragraph writing course at a university in southern Thailand during the semester 2/2017. Text analysis method was employed. Students' self-reflection at the end of the course was analyzed to examine their metastrategies in cognitive, social, affective, and motivational domains in four phases of learning, namely, forethought, performance, self-reflection, and beyond-class. The uses of each student's metastrategies were quantified and the content of the metastrategies was categorized and reported interpretively. The findings revealed that the students were likely to deploy a wide range of metastrategies when learning writing. Cognition was found to be the most frequently used domain in all phases of task. This study suggests the students tended to be strategic learners and their self-regulatory learning tendency is likely to be influenced by the class environment where they were required to engage in cooperative learning provided with some freedom in their learning.
Design of a Socioscientific Issue Unit with the Use of Modeling: The Case of Bees
Author: Puig, Blanca
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Science Instruction,Science and Society,Science Process Skills,Persuasive Discourse,Models,Controversial Issues (Course Content),Preservice Teacher Education,Preservice Teachers

A major aim of science education reform documents (Achieve, 2013) is for K-12 students to engage in scientific practices to facilitate a better understanding of the processes and the aspects of doing science (Bybee, 2014). In this design case we present the design of a teaching unit on a socio-scientific issue (SSI) that can potentially engage learners in modeling and argumentation. The unit focuses on the controversy about the declining population of honeybees. The &quot;Should we care about the bees?&quot; unit engages the participants in the practice of modeling for explaining and arguing about the causes, consequences, and possible solutions related to the problem of the bees. Our unit aims to illustrate how to address the intersections between science and society and to promote scientific practices in science learning and teaching. Two university science educators from different countries worked together to design and re-design the teaching unit. Initially the unit was designed in order to promote the exploration of the socio-scientific issue through argumentation, but after an initial implementation we decided to focus on modeling the issue as well. The final design product is a seven-week unit. In this paper we discuss design challenges and decisions of using an SSI based unit that promotes learning and teaching SSIs in the context of scientific practices.
Teachers&apos; Challenges in Implementing the Highly Immersive Programme (HIP) in the Classrooms
Author: Saminathan, Catherine
Date: 2020-07-00
Type: Journal Articles
Subjects: Immersion Programs,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Self Efficacy,Self Esteem,Case Studies,Parent Participation,Teacher Attitudes,Student Interests,Language Usage,Teacher Motivation,Program Descriptions,Foreign Countries,Student Role,Administrator Role,Elementary School Teachers,Program Implementation,Elementary School Students

The Highly Immersive Programme (HIP) was introduced into the Malaysian education scenario with the aims of involving and immersing students in an English environment. Through HIP, it is hoped that students will have better opportunity and platform to use the language confidently, thus improving their English proficiency. HIP is aimed to foster positive behaviours towards the learning of English. Teachers play the main role in the planning, implementation and creating interests amongst the students. At the same time, teachers are also encouraged to develop tools and aids for the activities and organise school events in the English language. This study is conducted to find out the challenges that teachers face in creating a highly immersive English environment. A qualitative case study involving three teachers was conducted to obtain the data through in-depth interviews. The findings illustrated that teachers encounter several challenges in the implementation of HIP in the classrooms, including lack of parental involvements; teachers' attitude and motivation; lack of adequate time; teachers' self-confidence and self-efficacy; and lack of resources and cooperation. Therefore, in order for HIP to be fully successful, the challenges need to be addressed seriously through various solutions which can come from the school, parents and the community.
Collaborative Design Reasoning in a Large Interdisciplinary Learning Tool Design Project
Author: Luo, Feiya
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Instructional Design,Web Sites,Plants (Botany),Programming,Teamwork,Programming Languages,Databases,Evolution,Correlation,Teaching Methods,Cooperation,Learning Theories,Specialists,Barriers

This design case discusses the complex collaborative design reasoning processes involved in developing an online interactive learning tool for learners of all ages to explore and understand the role of flagellate plants in our society. The learning tool consists of a main website (the &quot;Voyager&quot;) and an interactive, dynamic map of the evolutionary relationships between thousands of flagellate plant species (the customized &quot;OneZoom&quot; web application). The design and development of this innovative learning tool required expertise in collaborative design, design reasoning, project management, theories of learning and instructional strategies, software development, and web usability. Collaboration platforms used by the project team involved &quot;GitHub&quot; and &quot;Slack.&quot; Domain knowledge needed to complete the project included botany (flagellate plants), web programming (&quot;Python&quot; and &quot;JavaScript&quot;), and database management (&quot;MySQL&quot;). The project included a team of international experts who negotiated design strategies and solutions over the course of a year and produced and improved prototypes until converging on the final product. This article explains the challenges faced during these processes and presents solutions and lessons learned from this experience.
Drive Student Success: Designing a MakerBus to Bring Standard-Based Making and Technology Activities into K-12 Schools
Author: Jin, Yi
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Mobile Educational Services,Interdisciplinary Approach,Student Projects,Bus Transportation,STEM Education,Art Education,Design,At Risk Students,Creativity,Shared Resources and Services,Faculty Development,Program Development,Space Utilization,Program Implementation,Barriers,Program Effectiveness

Designing a mobile makerspace, the MakerBus, originated from our goal of bringing maker education to &quot;all&quot; students in K-12 schools, thus empowering students to believe they could create things and make social changes. This design case was guided by the human-centered design principles and the rapid prototyping instructional design model. In this paper, we elaborated on the process of designing a MakerBus, highlighting major design decisions.
Design Challenges for Science Games: The Case of a Quantum Mechanics Game
Author: Anupam, Aditya
Date: 2020-00-00
Type: Journal Articles
Subjects: Quantum Mechanics,Science Instruction,Educational Games,Teaching Methods,Scientific Concepts,Concept Formation,Instructional Design,Models,Prior Learning,Comparative Analysis,Computer Games

The abstract nature of quantum mechanics makes it difficult to visualize. This is one of the reasons it is taught in the language of mathematics. Without an opportunity to directly observe or interact with quantum phenomena, students struggle to develop conceptual understandings of its theories and formulas. In this paper we present the process of designing a digital game that supplements introductory quantum mechanics curricula. We present our design process anchored on three key challenges: 1) drawing upon students' past experiences and knowledge of classical mechanics while at the same time helping them break free of it to understand the unique qualities and characteristics of quantum mechanics; 2) creating an environment that is accurate in its depiction of the mathematical formulations of quantum mechanics while also playful and engaging for students; and 3) developing characters that are relatable to players but also do not reinforce gender stereotypes. Our design process can serve as a useful resource for educational game designers by providing a model for addressing these challenges.
Design of a Pre-Service Teacher Training Unit to Promote Scientific Practices. &quot;Is a Chickpea a Living Being?&quot;
Author: Martínez-Chico, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Preservice Teachers,Preservice Teacher Education,Science Education,Pedagogical Content Knowledge,Science Instruction,Instructional Effectiveness,Science Process Skills,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Inquiry,Active Learning,Learning Processes

In this paper, we present the design of a teacher training sequence, emphasizing supporting pre-service teachers to reflect on their knowledge, skills, and emotions experienced when engaging in scientific practices. We consider such reflections being crucial in initial teacher training because they can make pre-service teachers aware of the cognitive, procedural and emotional process that their students are bound to experience in the class. The importance of this work lies in the fact that emotions, even though important, are relatively underexplored. Furthermore, the way the sequence is developed can be used with students, both to promote scientific practices and explore their emotions, to give evidence to pre-service teachers of the effectiveness of this, and make them reflect on how scientific practices work, and the advantages of learning science implementing scientific practices.
&quot;Playing Doom&quot;: A Design Case in Self-Defense Training
Author: Staller, Mario S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Safety Education,Coaching (Performance),Violence,Prevention,Emergency Programs,Educational Games,Skill Development,Student Centered Learning,Professional Development,Educational Benefits

We report a design case in the context of self-defense training, that was designed by participants of a coach development course for violence prevention coaches for emergency services. The game was designed to foster skill development with regards to the defense against knife attacks in the context of self-defense. Following pedagogical principles of representative learning design, this game gives an idea of how self-defense skills could be developed in a game-like and student-centered environment.
The Evolution of a Rocks and Minerals Challenge Game Design
Author: Rennar-Potacco, Donna
Date: 2020-00-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Games,Geology,College Science,Instructional Effectiveness,Instructional Design,Computer Games,Programming,Web Sites,Scaffolding (Teaching Technique),Feedback (Response),College Students,Student Motivation,Navigation (Information Systems),Computer System Design

This design case describes design decisions and their impacts during three redesigns of an educational game called the &quot;Rocks and Minerals Challenge.&quot; This game was developed as a laboratory supplement for the rocks and minerals component of a university-based geology course. The game has evolved through three distinct design phases: Design 1, first designed as a challenge module in 2005; Design 2, redesigned as a game in 2012 for compatibility reasons; and Design 3, redesigned in 2015 to enhance instructional effectiveness. Following is a description of the game design factors that were implemented for each of the design phases: learning goals, levels of challenges, scaffolding, user control, feedback, and rules. The timing, rationale and impacts of these design decisions are discussed within the context of recommendations identified by existing educational game research.
The Symbiotics System: Designing an Internet of Things Platform for Elementary School Students
Author: Willner-Giwerc, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Internet,Elementary School Students,Manipulative Materials,Educational Technology,Technology Uses in Education,Grade 2,Electronic Equipment,Computer Software,Robotics,Coding

We describe a LEGO-compatible Internet of Things Technology (IoT) designed to enable elementary school students to learn about IoT by building their own smart, connected products. The Internet of Things is any network of physical devices that can share information over the internet. Using small, Wi-Fi enabled microprocessors, Grove sensors, digital fabrication tools, LEGO bricks, and the LabVIEW programming interface; an IoT system was designed specifically for use in elementary school classrooms. This design case details the barriers to entry that exist for using the Internet of Things with young students, the design decisions made to lower those barriers to entry, and the results of a pilot study conducted using the developed technology with second-grade students.
Designing Informal vs Formal Education Activities--What We&apos;ve Learned
Author: Burghardt, M. David
Date: 2020-00-00
Type: Journal Articles
Subjects: Informal Education,STEM Education,Science Activities,Youth Clubs,After School Programs,Middle School Students,Early Adolescents,Educational Environment,Facilitators (Individuals),Learner Engagement,Curriculum Development,Engineering,Design,Hands on Science,Virtual Classrooms,Blended Learning

This paper examines the differences and challenges encountered when trying to create informal blended (virtual and hands-on) engineering design STEM activities. It contrasts the creation of STEM activities for formal and informal learning environments, stressing that the differences extend far beyond the length of the activity or depth of any learning goals. The discussion begins with an examination of differences between the two learning environments that need to be taken into consideration. These differences include the physical environments, organizational structures, and the goals or reasons for the delivery of STEM activities in both environments. The paper continues by explaining why curriculum developers must be mindful of the context that will be implementing the activities, including space and time availability. The facilitators who deliver STEM activities are likely to have very different backgrounds in formal school settings compared to informal settings. Furthermore, it is important to recognize that youth in informal settings often push back when activities seem too &quot;school-like.&quot; The paper concludes by presenting a detailed examination of the iterative process used to develop blended engineering design STEM activities in an informal setting. This process involved several revisions and tests of materials with youth in informal settings.
The Lightboard: Expectations and Experiences
Author: McCorkle, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Video Technology,Technology Uses in Education,Higher Education,Instructional Films,Open Source Technology,Design,College Students,Pilot Projects,Faculty Development,College Faculty,Workshops,Instructional Effectiveness

This case study describes a small-scale Lightboard pilot and a full-scale Lightboard build with accompanying studio at a small, private liberal arts college in the southern United States. This article will provide an overview of the Lightboard landscape in higher education, offer considerations for the construction of a Lightboard, and share the authors' experiences and outcomes. In writing this article, the authors' goal is to present an attainable use case for the construction of a Lightboard by introducing a simplistic pilot design that was well received by faculty and administrators.