ethanporcaro/eric-fulltext-meta huggingface dataset:
Boosting EFL Learners Critical Thinking through Guided Discovery: A Classroom-Oriented Research on First-Year Master Students
Author: Yaiche, Wahida
Date: 2021-03-00
Type: Journal Articles
Subjects: Critical Thinking,Graduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Masters Programs,Educational Psychology,Teaching Methods,Classroom Research,Comparative Analysis,Instructional Effectiveness,Student Attitudes,Personal Autonomy,Learning Experience,Discovery Learning,Positive Attitudes,Thinking Skills,Foreign Countries,Tests

Critical thinking is widely recognized as a necessary skill for growth and intellectual development due to a variety of factors, including globalization, the revolution of information technology, modernity, and connectivity. EFL teachers can lay the groundwork for their students to attain critical thinking through various methods, models, and strategies. The present investigation suggests that the teacher could promote EFL learners' critical thinking through guided discovery model of instruction. Henceforth, the current paper endeavors to enlighten the adequacy of applying guided discovery for developing learners' critical thinking skills. It is an experimental research that investigates: how may guided discovery contribute to the development of EFL learners' critical thinking? It attempts to examine the utility of discovery learning in teaching students how to process and think critically about the education they receive where information has become readily available and accessible. To this aim, 40 EFL Master students who took educational psychology courses were nominated from the university center of Naama, Algeria. The researcher selected Peter Honey Critical Thinking test and focus group discussions to attain data on students' critical thinking skills. The test results demonstrated that the experimental group outperformed the control group. The students become more autonomous, reflect on their learning experiences, and identify the most useful strategies. Furthermore, the analysis of focus group interviews revealed that the experimental group participants hold positive attitudes toward discovery learning. They perceive it as a precious method that can enhance their awareness about the value of thinking critically.
Speaking Club as an Interactive Extracurricular Activity in Learning English for Professional Purposes at Medical Universities
Author: Demydovych, Oksana
Date: 2020-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Second Language Learning,Second Language Instruction,Clubs,Speech Communication,English for Special Purposes,Medical Education,Group Membership,Individual Characteristics,Interpersonal Communication,Moral Values,Visualization,Meetings,Program Effectiveness,Language Proficiency,English (Second Language),Medical Students,Undergraduate Students,Foreign Countries,Professional Development

The article aims at evaluating the effectiveness of the Speaking Club in learning English for professional purposes at medical universities. The Speaking Club is presented as an integral part of the foreign language studies that, being a student-driven activity, promotes motivation as well as develops interaction and communication skills of its members. The authors define the concept of the Speaking Club based on the literature review and personal experience, find out effective ways of the Speaking Club organisation as well as describe its structure, roles and responsibilities of the participants. With regard to the management of the Speaking Club sessions, some important principles are defined in the present study. They deal with the interaction and communication style, moral beliefs and values, duration of the sessions and their planning, a topic choice and a format of the event. In the article, the emphasis is made on the main didactic principles applied to the preparation, organisation and hosting of the meetings and include visualisation, accessibility, active participation, systematisation and continuity. The authors carried out a five-year experiment to assess the effectiveness of the Speaking Club in terms of the language proficiency level of the participants and their social activity engagement. The study enrolled 140 students of the National Medical University named after O. O. Bohomolets and included 4 stages that lasted from 2012 to 2017. The research work delivers evidence of overall improvement of the four basic language skills (reading, writing, listening and speaking) and, therefore, a general increase in the English language proficiency level of the Speaking Club participants. According to the general conclusions drawn from the findings obtained before and after the experiment, the Speaking Club proves to be an effective extracurricular activity in learning English for professional purposes at medical universities.
Using Social Networks in Teaching ESP to Engineering Students
Author: Saienko, Nataliia
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Engineering Education,College Students,Foreign Countries,Student Attitudes,Teacher Attitudes,College Faculty,Social Networks,Language Skills,Social Media,Second Language Instruction,Second Language Learning,Language Teachers

The present study examines students' and teachers' views on and attitudes to the use of different social networks in teaching English for specific purposes (ESP) to future engineers. It focuses on the types of work social networks can be used for, on language skills they help develop. The study was conducted with a survey method. The research was held at the National Technical University of Ukraine &quot;Igor Sikorsky Kyiv Polytechnic Institute&quot; and the sample was 170 full-time students of Energy Management and Energy Saving Institute and 60 lecturers of the Department of English for Engineering. It was conducted during December-February of 2019-2020 academic year. Within the context of the research, the students' and teachers' surveys were conducted. They were asked about their experience in using social networks and their application concerning university-related work and studies. The analysis of responses in the questionnaires showed that students and their teachers have a positive perception of using social media networks for English for specific purposes teaching in the classroom and outside. From the conducted research, we can conclude that using social networks is effective in ESP teaching and these advanced technologies can improve students' ESP proficiency, enhance their motivation for studying foreign languages, and can be used as corpora of authentic materials. The results of this research may be used for other studies concerning ESP teaching and technology application in this process.
Using Web 2.0 Tool Podcast in Teaching Foreign Languages
Author: Stefancik, Radoslav
Date: 2020-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Audio Equipment,Information Dissemination,Second Language Instruction,English (Second Language),German,Listening Skills,Foreign Countries,College Students

Web 2.0 has become slowly but surely a part of the teaching and learning process. It is a social network that includes tools such as Facebook, Twitter, blogs, podcasts, wiki, etc. We see the podcast as one of the ways how to motivate students to learn and improve their language skills. The paper analyses the use of the Web 2.0 tool podcast in teaching English and German languages and the impact of using podcasts on the considerable improvement of respondents' listening skills. In academic research, we intentionally used the quantitative method like controlled experiments and questionnaires. 218 respondents who studied the English language and 196 respondents who studied the German language attended the experiment. Respondents were randomly divided into experiment and control groups. The experiment was carried out during 13 weeks of the winter term. After analysing the input and output data achieved from the pre-tests, post-tests, and questionnaire, we reached the conclusion that podcasts that are used as the support of traditional educational processes in the classroom can help students to significantly improve listening skills.
Characterizing English Language Literacy among Famous English Language Educators in China
Author: Lin, Jie
Date: 2021-03-00
Type: Journal Articles
Subjects: Talent Development,Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Literacy Education,Educational Change,Language Teachers,Professional Recognition,Curriculum Development,Individual Characteristics,Foreign Policy,Social Influences

The present study explores the features of English language literacy among 12 famous English language educators since the opening-up policy in China, using the narrative research approach. The purpose of this paper is to examine the characteristics of English language literacy among some famous educators in China and the influencing factors in the process of their formations of English language literacy through the analysis of the narrative texts of some foreign language educators. The findings showed that English language literacy among these famous educators is fundamental, developmental, and comprehensive. In addition, it has been found that the formation of their English language literacy is related to social, teacher, and personal factors. This study will be insightful for the cultivation of English language literacy in curriculum reform, teaching practice, and evaluation. Moreover, it will be helpful for the construction of cultivating talents based on the English language literacy, the consummation of the research of English language literacy, and the profound fusion of the talent cultivation.
&quot;Stop Doing That!&quot;: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement
Author: Caldarella, Paul
Date: 2021-07-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Behavior Problems,Student Behavior,Discipline,Learner Engagement,Elementary School Students,Elementary School Teachers,At Risk Students,Behavior Disorders,Emotional Disturbances,Classroom Techniques,Positive Reinforcement,Children,Screening Tests,Rating Scales,Verbal Communication

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as disruptive behavior and classroom engagement of 311 students considered at risk for emotional and behavioral disorders. A cross-lag analysis showed that teacher reprimands did not decrease students' future disruptive behavior or increase their engagement or vice versa. While teacher reprimands may suppress misbehavior momentarily, they do not appear to be effective in decreasing students' disruptive behavior or increasing their engagement over time. Limitations and implications are discussed. [For the Grantee Submission, see ED606563.]
A Multidimensional and Multilevel Examination of Student Engagement and Secondary School Teachers&apos; Use of Classroom Management Practices
Author: Larson, Kristine E.
Date: 2021-07-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Learner Engagement,Classroom Techniques,Multidimensional Scaling,High School Teachers,Student Characteristics,Institutional Characteristics,Classroom Environment,Positive Behavior Supports,Suspension

Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors. The current study examined the association between student self-reported affective and behavioral engagement (n = 26,849 students) and observed instructional and behavioral classroom management practices within 401 classrooms in 54 high schools. We employed three-level hierarchical linear modeling and included student, classroom, and school variables. Results indicated that observed teacher use of positive behavior supports was positively and significantly associated with student reports of active engagement in the same classroom. Implications for improving teachers' classroom management practices to promote student engagement are considered. [For the Grantee Submission, see ED611739.]
The Evaluation of the Intellectual Disabled Children&apos;s Fundamental Motor Skill Proficiency
Author: Ergin, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Mild Intellectual Disability,Age Differences,Gender Differences,Children,Developmental Delays,Motor Development,Norm Referenced Tests,Foreign Countries,Special Education,Elementary School Students,Socioeconomic Status

The aim of this cross-sectional study is to determine the fundamental motor skills (FMS) proficiency of children with mild intellectual disabled (MID) and to compare their FMS proficiencies in terms of age and gender. This study has three purposes. These are a) Defining the FMS proficiencies of the participants, b) Examining the FMS proficiencies of the participants in terms of gender variable, c) Examining the FMS proficiencies of the participants in terms of the age variable. Participants consisted of 122 MID students aged 7-10 years (M = 8.25, SD = 0.92). FMS proficiency was evaluated with the Gross Motor Development Test-Second Edition (TGMD-2). Independent Samples t test and ANOVA test were used to test the differences between groups. As a result: a) It was observed that the participants could not perform the FMS at the mastery level. Participants failed to demonstrate FMS proficiency appropriate for their age and showed delays in FMS compared to the TGMD-2 normative sample. Most of the participants performed &quot;below average&quot; and &quot;poor&quot; for Locomotor and Object Control skills. It was determined that the participants obtained higher scores in Locomotor subtest compared to Object Control subtest, b) It was determined that boys were more FMS proficiency and subtests than girls, c) No difference was found in FMS proficiency in terms of age. These results show that opportunities need to be increased to develop the FMS proficiency.
An Experiment in Active Learning: The Effects of Teams
Author: Ludwig, Jeffrey
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Cooperative Learning,Computer Assisted Testing,Mathematics Instruction,Undergraduate Students,Inclusion,Learner Engagement,Instructional Effectiveness

In modern times, the importance of education cannot be overstated. Beyond the acquisition of knowledge, perhaps the most important aim of education may be the development of character in individuals, including vitality, courage, sensitiveness, and intelligence, from which our society may experience increased prosperity, peace, and freedom. In this paper we address the daunting challenge of achieving successful, widespread, and inclusive university education. How do we enliven and engage the students in our classrooms? How can we help each and every student in the class self-actualize and reach the highest potential for learning? Active learning is one well-established and potent solution for accelerating the accumulation of knowledge. In this paper, an experiment in active learning utilizing team-based adaptive online quizzes in an introductory math finance course involving 378 undergraduate students over two years is conducted to explore the potency of this active learning methodology compared to a control group with traditional teaching. We find active learning unambiguously improves knowledge accumulation in the individual students, while simultaneously bolstering inclusive excellence across all students in the class, as measured by a relevant and meaningful quantitative metric. The paper concludes with a discussion comparing the quality of active vs. traditional teaching methods and offers interpretations of the quantitative results. The results of this paper support the widely accepted theme in the literature that active learning has a positive effect on student performance in STEM (Science, Technology, Engineering, and Math) courses.
IDEAS for Transforming Higher Education: An Overview of Ongoing Trends and Challenges
Author: Guàrdia, Lourdes
Date: 2021-05-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,COVID-19,Pandemics,Educational Trends,Online Courses,Blended Learning,Educational Innovation,Educational Practices,Educational Technology,Strategic Planning,Learning Analytics,Partnerships in Education,Active Learning,Student Needs,Individualized Instruction,Problem Solving

The recent unexpected impact of the global pandemic on higher education has caused universities, governments, students, and teachers to reexamine all components of existing systems, including how to become more effective and efficient in using technologies for education. We have seen that moving classes online--either blended or fully online--can be done rapidly, but early reports show huge variations in quality, acceptance, completion, and learning. Thus, it is important to examine the existing research literature on pedagogical innovations and practices that use technologies. To understand this complex situation, the present study examines the current technological, organisational, and pedagogical trends and challenges using an exploratory design carried out in three stages. In stage one, a literature review of the academic and grey literature was conducted, identifying 14 trends of interest. These trends were used in a workshop and interview discussion between leading experts in the higher education field. Stage two focused on identifying 108 initiatives that represent these trends. Finally, 30 of these were selected as cases for further exploration in stage three. Using thematic analysis, the 30 cases were condensed into 12 main themes that represent the innovative practices that led to development of the IDEAS framework as a signpost on the roadmap of next-generation pedagogy for transforming higher education. IDEAS is presented in the discussion alongside examples and ways to apply it in higher education contexts.
Potential Factors Affecting Suspension at K-8 Schools in the United States
Author: Islam, Khairul
Date: 2021-00-00
Type: Journal Articles
Subjects: Suspension,Elementary School Students,Middle School Students,Student Characteristics,Public Schools,Private Schools,Parent Background,Educational Attainment,Poverty,Ethnicity,Gender Differences,Behavior Problems,Grade Repetition,Predictor Variables,National Surveys

Suspension and expulsion are adversely related to negative outcomes of students, such as falling behind academically, an increased risk of absenteeism or dropout from schools. Suspension discrepancy due to ethnicity is evident and well known in the United States. The proper understanding of factors affecting suspension may lead to intervention towards the reduction of suspension episodes in the schools. The aim of this study is to determine how student, parent and school characteristics affect the likelihood of K-8 school students' suspension in the United States. We analyze the National Household Education Surveys of 2019 with a sample of 9,699 K-8 students to evaluate the risk factors of suspension. The study finds that 6% students receive K-8 school suspensions. Bivariate analysis suggests that gender, ethnicity, poverty, parental education, school type, repeated grades, contacted for behavioral problem and school type are significantly associated with the K-8 students' suspension. An adjusted analysis of these factors via multiple logistic regression suggests that the odds of suspension of NH-black students are 2.7 times the odds of NH-white students. Odds of suspension for students with parental education below HS is 3.2 (95% CI: 1.77-5.80) compared those with parental education at Graduate or professional level. Likewise, students of public schools have higher odds of suspension compared to private schools. There is significant evidence that students with repeated grades, poor parents, school type and those contacted for behavioral problems have substantially higher odds of suspension.
Problems Experienced in the Literacy Teaching Process by Foreign Students in the First Grade of Primary School
Author: Ayten, Basak Kasa
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Foreign Students,Grade 1,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Student Problems,Student Adjustment,Learning Processes

The aim of this study is to obtain classroom teachers' views on the problems experienced in the literacy process by foreign students in the first grade of primary school, which constitutes an important part of language acquisition. A qualitative research approach has been adopted in the research. The data were obtained using a semi-structured interview form. With the semi-structured interview form created by the researchers, the opinions of the teachers working in the city center of Malatya in Turkey in the 2017-2018 academic year and having foreign students in their class were received. The data collected in line with the opinions of the teachers were analyzed with content analysis. As a result of the data analyzed, the opinions of the teachers were collected under 5 titles; &quot;The problems experienced by foreign students in the process of adaptation to the school&quot;, &quot;The problems experienced by foreign students in the stages of the literacy process&quot;, &quot;Teacher's problems in the education of foreign students&quot;, &quot;Teacher's solutions regarding the problems experienced by foreign students in education&quot;, and &quot;System suggestions of teachers for the education of foreign students&quot;. Teachers mostly experienced problems in writing during the preparation stage, language-related problems in the perception of the sound, pronunciation problems in reading letters, and comprehension problems in syllable-word-sentence-text creation when starting independent literacy.