ethanporcaro/eric-fulltext-meta huggingface dataset:
Research on English Situational Teaching in Primary Schools in China-Based on the Statistics and Analysis of CNKI Journals and Theses from 2014 to 2019
Author: Li, Xi-ping
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Foreign Countries,Comparative Analysis,Research Reports,Research Methodology,Periodicals,Newspapers,Masters Theses,Doctoral Dissertations,Classification,Research Problems

Situational Teaching plays a crucial role in English classroom teaching in Chinese Primary Schools; hence the relevant research prospers simultaneously. This study is devoted to reveal the research characteristic on English Situational Teaching in Primary Schools in the past 6 years. Result of contrastive analysis and survey of the essays published on CNKI Journals and Theses from year 2014 to 2019 reveals: 1) In terms of the whole field, it develops steadily in spite of lack of wide coverage and depth. 2) In regarding to the research content in whole, it is relatively disproportionate, identical and superficial with too much perceptual thinking and the micro aspect of specific application and promotion but far less scientific, empirical and experimental research. Moreover, there are too many nonstandard essays and few outstanding ones. 3) As to the research method, the distribution of the employment of the 3 methods is imbalance with too little use of the experimental and quantitative ones. Furthermore, the journal authors are unskilled in employment of multiple methods. 4) With respect to the research team, it is unstable, low productive and too centralized with primary school teachers.
Evaluating the Effectiveness of Integrating Reading and Writing Pedagogy in EFL Setting and Teachers&apos; Perceptions
Author: Alhujaylan, Hailah
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Outcomes of Education,Teacher Attitudes,Writing Instruction,Reading Skills,Writing Skills,Teaching Methods,Language Proficiency,Pretests Posttests,Scores,Comparative Analysis,Language Teachers,Positive Attitudes,Foreign Countries,Barriers,Skill Development,Graduate Students,Undergraduate Students,Females,Reading Writing Relationship,Instructional Effectiveness

The present research argues that the current segregation between the reading and writing skills courses in EFL classes is a hard obstacle in developing the reading ability and writing skills proficiency in Saudi students at the graduate level. The sample included 64 undergraduate female students of a Saudi University, divided equally into the control group and the experimental group. A pre-test and post-test research design was used to collect the quantitative data. Two-tailed t-tests were applied to verify the results. The analysis of elicited data indicates significant progress in the experimental group's mean scores of the post-test when compared to the pre-test at p&lt;0.05. The study finds that integrated-skills teaching pedagogy has a significant impact on students' reading and writing proficiency over a short time. A structured questionnaire was administered on n=28 language teachers to identify teacher's perceptions regarding the integrated interpretation and writing courses. They expressed their dissatisfaction with the current segregated reading and writing courses and the learning outcomes. Most experienced teachers expressed a positive attitude towards the integration of these skills. Based on the findings, the researcher recommends incorporating integrated skills pedagogy in teaching reading and writing skills at the university level to enhance the students' performance.
Effects of Business Reading Model on Thai Learners&apos; Reading and Creative Thinking Abilities
Author: Ammaralikit, Amornrat
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Thinking,Instructional Effectiveness,Business English,Reading Strategies,Reading Skills,Foreign Countries,Reading Instruction,Active Learning,Student Projects,Undergraduate Students,Thinking Skills,Reading Comprehension,Learner Engagement,Cooperative Learning,Reading Motivation

In second language research, reading has attracted the attention of numerous researchers. However, little has been carried out to investigate effects of a reading instructional model on Thai learners' business reading and creative thinking abilities. Thus, this study investigates whether a business reading model designed based on Concept-Oriented Reading Instruction (CORI) and Project-Based Learning (PBL) enhances Thai undergraduates' reading and creative thinking abilities. The study also investigates what reading strategies the students use frequently to improve their reading abilities. Based on pretest-posttest design, this study measured 35 undergraduates' reading abilities and strategies through a reading comprehension test. Additionally, a mini project was assigned to gauge the students' creative thinking abilities following the treatment. The findings demonstrate that the business reading model significantly increased the participants' reading abilities and helped promote their creative thinking abilities. It is also discovered that the top three reading strategies these students used frequently to increase their reading abilities include finding the main idea, taking notes, and mapping the concept and integrating information. The study concludes by providing useful insights for researchers or educators who are interested in business English reading instruction. Pedagogical recommendations for further studies are also offered in this study.
Attrition of Oral Communicative Ability among Saudi EFL Graduates: A Study in Qassim University
Author: Al-Sulaiman, Raghad S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Language Maintenance,College Graduates,Foreign Countries,Language Skill Attrition,Universities,Correlation,Decision Making,Language Usage,Employment,Communicative Competence (Languages),Majors (Students)

After graduation, many Saudi EFL graduates find themselves losing their oral communicative competence, which could be attributed to the period of their English non-use. To explore such a pressing issue, the following study investigates the effect of English non-use on a surveyed sample of Saudi EFL graduates, and how such disuse correlates with the attrition of their English speaking and understanding abilities. The study also sheds light on the most used language maintenance strategies among the subjects. Situated in Qassim University, the study surveyed 101 female and male Saudi EFL graduates majoring in English fields, using a structured questionnaire design. The quantitative results suggest that the longer the period of language disuse, the more likely the attrition of oral communicative abilities of Saudi EFL graduates will occur. They also suggest that EFL Saudi graduates are more likely to lose their understanding abilities of English than they are to lose their speaking abilities. Finally, it was found that Saudi EFL graduates engage in a variety of language maintenance techniques, such as watching movies and conversing in English with both native and non-native speakers. The study urges employers and decision-makers to help Saudi EFL graduates in making the best use of their abilities as soon as they graduate, as they are more likely to be vulnerable to attrition as the years pass.
A Contrastive Analysis of Classroom-Based Language Assessments
Author: Chen, Haoran
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Environment,Summative Evaluation,Formative Evaluation,Evaluation Methods,Feedback (Response),Comparative Analysis,Standards,Decision Making,Student Evaluation,Educational Objectives,Academic Achievement,Second Language Learning,Second Language Instruction

Classroom-based language assessments mainly include formative assessment and summative assessment, which are the most commonly used evaluation methods. The present study adopts a contrastive method to analyze the two types of assessments. Results of the study show that: 1) the characteristics of formative assessment contain teachers' adaptation to classes and immediate feedback provided for teachers, while summative assessment, as a high-risk one, needs a high standard control and safety for dependability and effectiveness; 2) formative assessment is suitable for any places with multiple standards for the judgement of learners' achievements while summative assessment evaluates the educational effect or the whole process of special education at a certain time point, and both assessments can always be conducted on network platforms nowadays; 3) evidence and interpretation are taken into consideration in formative assessment and summative assessment respectively while the two types of assessment complement each other for the related teaching goals; 4) more attention may be paid to both assessment for learning (AfL) and assessment as learning (AaL) in the future development of assessment. The contrastive study is expected to provide a reference for classroom-based language teaching and learning.
Becoming an EFL Teacher: A Re-Investigation of Student Teachers&apos; Motivation
Author: Wong, Ruth
Date: 2020-00-00
Type: Journal Articles
Subjects: English Teachers,English (Second Language),Student Teacher Attitudes,Student Motivation,Practicums,Teaching (Occupation),Undergraduate Students,Teaching Load,Behavior Problems,Pedagogical Content Knowledge,Attitude Change,Language Proficiency,Self Efficacy,Foreign Countries

The aim of the study reported in this paper was to explore the issues of motivation of student teachers before and after their two practicum blocks which were held in the third and final years of teacher training. Participants provided quantitative and qualitative data through questionnaires and in-depth interviews which were conducted at four time-points over two years: pre-practicum and post-practicum in the third and final years of studies. This study adopted mixed methods to collect data--questionnaires, in-depth interviews and weekly log entries. Results showed that the origins of student teachers' worries were originated from different aspects, of which some later became the sources of motivation. The four longitudinal qualitative cases herein demonstrate how student teachers sources of motivation change over time.
The Rhetoric of Twitter in Terms of the Aristotelian Appeals (&quot;Logos, Ethos, and Pathos&quot;) in ESL/EFL Educational Settings
Author: Saaty, Ahdab
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Social Media,Philosophy,Teaching Methods,Writing (Composition),Academic Language,Metalinguistics,Literary Genres,Writing Instruction,Databases,Learning Processes,Rhetoric,Social Networks,Computer Mediated Communication,Writing Skills,Language Styles

The article argues that the Aristotelian appeals (&quot;logos, ethos, and pathos&quot;) can be taught through the use of Twitter as an educational tool to build connections between everyday informal writing on social media and academic writing. It highlights the utilization of Twitter in English second/foreign language (ESL/EFL) educational settings for supporting learners' rhetorical awareness and understanding of different writing genres. The main purpose of this article is to provide pedagogical implications and future research potentials on the use of Twitter in ESL/EFL educational settings. The Aristotelian appeals are discussed as the framework for the analysis of Twitter's content in ESL/EFL educational contexts. In this regard, this research question is addressed: How can Twitter serve as a tool for teaching the fundamentals of writing competency in terms of the Aristotelian appeals (&quot;logos,&quot; &quot;ethos,&quot; and &quot;pathos&quot;) in ESL/EFL educational settings? To explore the current state of research and inform future studies, the researcher reviews selected academic articles on the use of Twitter in ESL/EFL language classes. All articles were accessed using Google Scholar, ERIC, and ProQuest databases. The researcher examines empirical studies published in peer-reviewed journals as well as non-empirical studies. This article addresses Twitter users' constructions of &quot;logos,&quot; &quot;ethos,&quot; and &quot;pathos,&quot; and presents some of the accessible characteristics of Twitter. Also, it briefly provides pedagogical implications of understanding the Aristotelian appeals through Twitter in ESL/EFL educational contexts that can support the teaching and learning processes. Lastly, the researcher proposes potential research directions for Twitter use in ESL/EFL educational settings.
The Presentation of Sources of Culture in English Textbooks in Thai Context
Author: Labtic, Ian Glenn C.
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Foreign Countries,Teaching Methods,Cultural Awareness,Receptive Language,Expressive Language,Content Analysis,Units of Study,Language Skills,Language Variation,Native Speakers,Second Languages

This study focused on the analysis of the presentation of sources of culture in a series of English Textbooks used in Thailand and their presentation in the receptive skills and productive skills of language learning. It was revealed that source culture or Thai culture and international culture or culture of the foreign countries where English is used as a second or foreign language were presented in each series of textbooks in a much smaller proportion when compared to the target culture or the culture of America or Britain that accounted for almost half of the total units analysed. It was also shown that more than half of the units analysed were presented in receptive skills that show the target culture and less than half in productive skills that show the source culture. The results of this study provide implications for authors, publishers, and educational institutions on how sources of culture should be treated in English textbooks to better prepare Thai students for a wider range of international communicative settings.
STEM Academic &amp; Career Identity Formation among Middle School Students
Author: Williquette, Heather A.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Middle School Students,Workshops,Identification (Psychology),Experiential Learning,Course Selection (Students),High Schools,Postsecondary Education,Career Choice,Summer Programs,Career Development,Student Interests,Attitude Change,Majors (Students)

The study examined the impact of STEM education workshops on changes in student's self-reported academic and professional identity. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]
Students&apos; Views of Connectedness in a College of Education with Respect to Climate and Diversity
Author: Sanchez, Jafeth E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Diversity,State Universities,Teacher Education Programs,Educational Environment,Student School Relationship,College Students,Diversity (Faculty),Minority Group Teachers,Academic Persistence,School Holding Power,Minority Group Students,Social Isolation,Inclusion,Interpersonal Relationship,School Policy,Educational Practices

The increased commitment to recruit and retain diverse students and faculty among higher education institutions calls for an examination of current and future needs with respect to campus climate and diversity. This qualitative study explored students' perceptions of connectedness with respect to the climate in relation to diversity in a College of Education of a public university in the Western US. Two main categories were identified: the first is based on comments that indicated a degree of connectedness in the college; the second involved comments that centered on a sense of disconnection. Within both categories, two distinct themes were revealed. The first incorporates (a) the participants' voiced feelings about connection/disconnection, and the second refers to (b) the context of reception that the participants described, which includes spaces and people in the college. A discussion of these findings is provided, along with conclusions and recommendations related to policy, practice, and research. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]
Using Cloud Based Technology to Connect Candidates, Teachers and Supervisors to Improve Practice
Author: Quinn, Linda F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Video Technology,Educational Technology,Technology Uses in Education,Reflection,Reflective Teaching,Elementary School Teachers,Music Teachers,Self Evaluation (Individuals),Peer Evaluation

This pilot project investigated the benefits derived from teacher education candidates' sharing videos of their teaching for interactive review through web-based technology. Results indicate that candidates were able to move beyond the initial discomfort of watching themselves teach to reflecting on ways they could improve their practice. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]
Assessing Students&apos; Use of Metacognition during Mathematical Problem Solving Using Smartpens
Author: Chimuma, Lilian L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Metacognition,Undergraduate Students,College Mathematics,Cognitive Processes,Speech Communication,Learning Processes,Written Language

This mixed methods study explored the pre and post use of metacognitive problem solving skills of 15 undergraduate students enrolled in a mathematics class in a Midwestern university. Participants' progress in their metacognitive self-talk and group-talk was monitored as they used Pulse® Smartpens to simultaneously capture their writing and spoken words that occurred during problem solving. Results of paired t-tests yielded statistically significant differences in participants' mean pre- and post-performance on the complete Metacognitive Awareness Inventory (MAI), and on regulation of cognition MAI items. Participants' self-talk and written solutions improved after gaining metacognitive awareness, yet apprehension about revealing cognitive inadequacies hampered capture of authentic self-talk.
Out-of-School-Time STEM Programming for Females: One Strategy for Addressing Gender-Related Beliefs in Mathematics
Author: Crawford-Ferre, Heather Glynn
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Females,Student Attitudes,Gender Differences,Resident Camp Programs,Summer Programs,Middle School Students,Attitude Change,Sex Stereotypes,Program Effectiveness

Females are underrepresented in science, technology, engineering and mathematics (STEM) disciplines. They also tend to display less favorable dispositions towards STEM than males. This study investigates the influence of a five-day residential summer mathematics and technology camp on middle school girls' beliefs about mathematics as a gendered domain. Participants showed a significant positive change in their perception of mathematics as a female domain and named the academic aspect of the camp as the most important program component. The meaning of these findings and the potential value of an out-of-school-time STEM program for girls are discussed. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]
Mathematics Learning and Retention through a Summer Program for Underserved Elementary Children
Author: Tuft, Elaine
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Mathematics,Retention (Psychology),Summer Programs,Disadvantaged Youth,Mathematics Achievement,Program Effectiveness,Low Income Students,Hispanic American Students,Pretests Posttests

Many are concerned with potential learning loss that can occur during the summer break. This is of particular concern for underserved populations of elementary school children. This paper describes a summer school program that was designed to serve one of these populations as well as its effects on the retention and learning of mathematics knowledge. The researchers found that, on average, students in each grade level were able to maintain or improve their performance on mathematics tests that assessed knowledge related to the number and operation concepts that were designated by the state core standards for their corresponding grades. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]
The Next Generation: Investigating the Impact of Student-Centered and Standard Lecture Pedagogy on Millennial Pre-Service Teachers
Author: Howe, Lori
Date: 2016-00-00
Type: Journal Articles
Subjects: Generational Differences,Student Centered Learning,Lecture Method,Age Groups,Preservice Teachers,Educational History,Student Attitudes,Beliefs,Preservice Teacher Education

In the history of public education in America, standard lecture format has dominated classroom pedagogy, casting students in the role of passive absorbers of information, while teachers have been viewed as the undisputed locus of all knowledge and authority in the classroom (Burgan, 2006; Kruidenier &amp; Morrison, 2013; Liu, Lin, Jian, &amp; Liou, 2012). In the 21st century, however, constructivist pedagogy, which locates students at the center of their own educational paradigm, increasingly takes center stage (Kane, 2010; Moje, Young, &amp; Readence, 2000; Sharan, 2015). This descriptive research study queried 36 pre-service teachers (elementary and secondary) on their educational history, teacher training pedagogy, and their pedagogical beliefs. Our purpose in conducting this study was to examine how millennial, pre-service teachers' educational backgrounds and teacher training program pedagogies intersect to influence their own pedagogical beliefs. All the participants were enrolled in a foundational class in educational psychology; a required course in teacher education. The Likert and open-ended question survey consisted of 20-items. Findings suggested pre-service teachers believe students learn best through student-centered pedagogy.
Paying It Forward with Student Engagement in Business Education
Author: Grotrian-Ryan, Sheri
Date: 2016-00-00
Type: Journal Articles
Subjects: Business Administration Education,Student Recruitment,College Faculty,Case Studies,Phenomenology,High School Students,Competition,College School Cooperation,Student Attitudes,College Students,College Attendance,Incentives,Program Descriptions,College Choice,Correlation

This paper investigates new ways in which prospective students are brought to campus for engaging activities offered by faculty. How they are viewed as being successful can provide further application toward student recruitment. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]
Professional Development ePortfolio Project: Candidates&apos; Use of Technology in Teaching Practice
Author: Grove, Karen
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Development,Portfolios (Background Materials),Preservice Teachers,Elementary Education,Teacher Education Programs,Reflection,Technology Integration,Capstone Experiences,Educational Technology,Teacher Effectiveness

Creating an ePortfolio throughout an elementary teacher education program supports candidates in reflecting on their knowledge of teaching and the integration of technology in their teaching practice. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]