ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;The Tempest&quot;: A Negotiable Meta-Panopticon
Author: Motlagh, Hanieh Mehr
Date: 2015-04-00
Type: Journal Articles
Subjects: Drama,English Literature,Power Structure,Theories,Discipline,Punishment

In &quot;The Tempest&quot;, Shakespeare represents a world in which the model of a panopticon within a panopticon reveals how the power relations functions. All the major and minor characters establish panopticons which start from their own bodies and soul and move toward the larger one which belongs to that of Prospero as the higher order who has access to a magical power and a mysterious police force. As a social group is formed in the play, the individuals in that group seek to make use of the process of testing, recording, explaining to provide obeying subjects. There are negotiations between the subversive voices and the rulers which expose the issue of containment as a personal, social, and cultural production rather than a coercive factor.
Teaching and Learning Foreign Languages via System of &quot;Voice over Internet Protocol&quot; and Language Interactions Case Study: Skype
Author: Wahid, Wazira Ali Abdul
Date: 2015-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Computer Software,Telecommunications,Video Technology,Computer Mediated Communication,Surveys,Interviews,College Students

This issue expresses a research study based on the online interactions of English teaching specially conversation through utilizing VOIP (Voice over Internet Protocol) and cosmopolitan online theme. Data has been achieved by interviews. Simplifiers indicate how oral tasks require to be planned upon to facilitate engagement models propitious to language interactions and learning. Collected proficiencies and feature presumably change it to be the best workout which is emanated over two analyzed interviews. Several indications according to utilizing vocal conferencing aim to expand the oral performance in a foreign language interaction.
The Influence of Words Categories on Translating Postgraduate Abstracts in the Field of Evaluation and Measurement at Mu'tah University
Author: Al Khotaba, Eissa
Date: 2015-04-00
Type: Journal Articles
Subjects: Translation,Graduate Students,Universities,Documentation,Foreign Countries,Qualitative Research,Statistical Analysis,Interviews,Student Attitudes,Evaluation,Measurement

The goal of this study is to investigate the influence of words categories on translating postgraduate students abstracts doing their M.A in Evaluation and Measurement at Mutah university in Jordan for the academic year 2014/2015. This qualitative and quantitative study includes 15 postgraduate students' abstracts in the field of Evaluation Measurement. The sample of the study was selected randomly. The researcher used two research instruments; textual analysis and interviews. The findings of this research indicated those words' categories play a significant role in achieving the correct meaning and selecting an appropriate translation equivalent. This study recommends that enough attention should be provided by translators when translating words' categories in postgraduate abstracts especially in areas such as evaluation and measurement. Also, this study recommends that further future research be conducted in this area to overcome problems in English as a foreign translation, particularly in contexts such as Jordan.
Aims or Purposes of School Mediation in Spain
Author: Viana-Orta, María-Isabel
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict Resolution,Peer Mediation,Comparative Education,Educational Environment,Competence

Mediation continues to expand, both geographically and in terms of scope. Depending on its purpose, there are three main consolidated mediation models or schools worldwide: the Traditional-Linear Harvard model, which seeks to find an agreement between the parties; the Circular-Narrative model, which apart from the agreement also emphasizes communicational aspects; and the Transformational model, more focused on relational aspects between the parties than in the adoption of agreements. The aim of this study is to determine which is the goal or purpose of mediation, confining it to the school environment and to the Spanish context. A brief comparative study is presented to this end, in which the comparative units are all the &quot;Comunidades Autónomas&quot; [Autonomous Regions] that make up the Spanish territory (n = 17) and the variable compared is the aim or purpose of mediation in schools as established by all the regional rules on school life (n = 17) with the force of a decree.
Reciprocal Pronouns Binding within Psych-Verb Constructions
Author: Epoge, Napoleon
Date: 2015-04-00
Type: Journal Articles
Subjects: Verbs,Form Classes (Languages),Syntax,Grammar,Sentence Structure,Structural Analysis (Linguistics),Linguistic Theory

This paper aims at giving an analysis of certain syntactic peculiarities of reciprocal pronouns within verbs of psychological state, commonly known as psych-verbs. The analysis reveal that psych-verbs constructions have a peculiar property in that the binding conditions of reciprocal pronouns are satisfied in Experiencer-Subject (ES) psychverbs constructions but are not in the Experiencer-Object (EO) at the surface level; though the latter constructions are grammatical. However, the paper argues that though binding conditions are not satisfied in EO psych-verb constructions at the surface level, they are satisfied in the deep structure (D-structure) construction wherein the reciprocal pronoun, in the theme argument, is bound by a c-commanding Experiencer argument. By so doing, it satisfies binding condition A which holds that a reciprocal pronoun must be bound by an appropriate c-command antecedent. This analysis shows that reciprocal binding in Experiencer-Object psych-verb constructions, at the D-structure, does not reflect the linear order in the thematic hierarchy as proposed by Grimshaw (1990) and the psych-verb in EO D-structure construction is construed as one with two internal arguments.
Generic Structure of Discussion Sections in ESP Research Articles across International and Iranian Journals
Author: Sabet, Masoud Khalili
Date: 2015-04-00
Type: Journal Articles
Subjects: English for Special Purposes,Periodicals,Text Structure,Metalinguistics,Research Reports,Academic Discourse,Writing (Composition),Foreign Countries,Models,Computational Linguistics,Statistical Analysis

Reviewing literature reveals that identifying generic structure of research articles (RAs) in different fields of study, especially ESP, has received much attention. The major purpose behind such trends of research has been raising researchers' awareness of the common conventions in writing RAs. Along with this universal trend, a lot of genre studies have been done in Iranian context; however, it seems that ESP RAs have not been paid due attention yet. Hence this study aimed at investigating the generic structure of ESP RAs in international and Iranian journals. Applying Kanoksilapatham's (2007) model to the compiled corpus, it was found that &quot;contextualizing the study&quot; (Move 1) and &quot;consolidating results&quot; (Move 2) were the obligatory moves in Discussion section of ESP RAs across international and Iranian journals. &quot;Evaluation of the findings&quot; was a new step found in international Discussion sections but absent in Iranian ones. Related discussion of these findings prepares the researchers for publishing in international and Iranian ESP journals.
The Impacts of Individualization on Equity Educational Policies
Author: Francia, Guadalupe
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Policy,Equal Education,Teaching Methods,Compulsory Education,Disadvantaged Environment,Literature Reviews,Foreign Students,Individualized Instruction,Educational Practices,Academic Achievement,Foreign Countries

The present article has as its aim to illustrate and discuss the impacts of individualization strategies on equity educational policies through the analysis of individualized teaching strategies applied within the framework of educational priority policies in Sweden. The methodology used in our research work includes: (a) the study of research literature about the individualization of teaching implemented in the Swedish comprehensive compulsory school; and (b) the study of research literature about educational priority policies aimed at children from socially and ethnically segregated areas. Comparative research of educational policies considers the individualization of teaching carried out in the Swedish comprehensive compulsory school as a relevant explanation for the successful application of equitable educational policies in that country. However, research studies published during the 2000s in Sweden show a more complex perspective regarding the effects of individualized teaching strategies. This contribution reviews European comparative research studies on individualization strategies followed in the context of equity policies. It raises questions about the lack of analyses referring to the impacts of individualization on schools located in socially and ethnically segregated areas. It argues that this ideology tends to reduce the issue of school failure to ethnic segregation and individualized teacher support. This article claims that individualization strategies based on differentiated curricula for students run the risk of increasing the discrimination of students for reasons of language or ethnic background. Even though the present study focuses on the Swedish experience, it can lead to a better understanding of the impacts caused by individualization strategies on equity in other European countries.
Investigating the Performance of Ilami EFL Teachers in Observing the English Intonational Patterns Based on Their Gender
Author: Rajabi, Malihe
Date: 2015-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Gender Differences,Intonation,Suprasegmentals,Statistical Analysis,Language Teachers,Interviews,Teacher Surveys,Teacher Attitudes,Foreign Countries

The current study extracted, first, 17 general patterns of intonation. Additionally, the present study investigated the roles that might be played by the gender of Ilami EFL teachers in observing the 17 patterns of intonation. Finally, the study determined if intonation as a suprasegmental feature of speech is affected by the gender of Ilami EFL teachers. The population of the study encompassed all male and female EFL teachers in Ilam city from which 40 teachers (20 males and 20 females) were surveyed on interviews for their observing of 17 general patterns of intonation. For inferential statistics, Chi-Square tests were conducted to analyze the data. Statistical analysis was run using Statistical Package for Social Sciences (SPSS). Accordingly, male teachers outperformed female teachers on observing the rules of intonation.
A Cognitive-Creative Profile of Emotional Talent
Author: Bermejo, Rosario
Date: 2013-01-00
Type: Journal Articles
Subjects: Emotional Intelligence,Cognitive Ability,Creativity,Secondary School Students,Foreign Countries,Aptitude Tests,Creative Thinking,Creativity Tests,Student Surveys,Statistical Analysis,Intelligence Tests,Scores

Much attention has been paid to emotional intelligence and its correlations with other psychological constructs during the last few years. Nevertheless, studies focusing on emotionally intelligent persons are scarce. The present work aims to study the cognitive and creative profile of students who stand out for their high emotional intelligence. A total of 1,024 Secondary Education students (M = 14 years old, SD = 1.16) took part in our research to that end. Emotional Intelligence was measured using the Emotional Quotient inventory Youth Version (EQ-i:YV, Bar-on &amp; Parker, 2000), the Differential Aptitude Test-5 (DAT-5, Bennett, Seashore, &amp; Wesman, 2000) was used to measure intellectual competency, whereas the Torrance Test of Creative Thinking (TTCT, Torrance, 1974) served to measure creativity. Participants were divided into two groups: those with a high emotional intelligence (pc &gt; 75) and those with a low-average emotional intelligence (pc &lt; 75). The results reveal statistically significant differences in numerical reasoning, spatial reasoning and perceptive speed favouring the low-average emotional intelligence group. No statistically significant differences were found for creativity dimensions depending on the emotional intelligence level.
Practical Experiences for the Development of Educational Systems in the Semantic Web
Author: Sánchez Vera, Ma. del Mar
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Technology,Online Systems,Instructional Development,Instructional Design,Computer System Design,Courseware,Technology Uses in Education,Database Design,Computer Assisted Testing,Design Requirements,Educational Practices,Learning Experience,Foreign Countries,Higher Education

Semantic Web technologies have been applied in educational settings for different purposes in recent years, with the type of application being mainly defined by the way in which knowledge is represented and exploited. The basic technology for knowledge representation in Semantic Web settings is the ontology, which represents a common, shareable and reusable view of a particular application domain. Ontologies can support different activities in educational settings such as organizing course contents, classifying learning objects or assessing learning levels. Consequently, ontologies can become a very useful tool from a pedagogical perspective. This paper focuses on two different experiences where Semantic Web technologies are used in educational settings, the difference between them lying in how knowledge is obtained and represented. On the one hand, the OeLE platform uses ontologies as a support for assessment processes. Such ontologies have to be designed and implemented in semantic languages apt to be used by OeLE. On the other hand, the ENSEMBLE project pursues the development of semantic web applications by creating specific knowledge representations drawn from user needs. Our paper is consequently going to offer an in-depth analysis of the role played by ontologies, showing how they can be used in different ways drawing a comparison between model patterns and examining the ways in which they can complement each other as well as their practical implications.
Assessing Personal Learning Environments (PLEs). An Expert Evaluation
Author: Llorente Cejudo, María del Carmen
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Environment,Computer System Design,Technological Literacy,Faculty Development,Design Preferences,Aesthetics,Web 2.0 Technologies,Usability,Statistical Analysis,Questionnaires,College Faculty,Educational Technology,Likert Scales,Program Evaluation,Computer Software Evaluation,Foreign Countries

On the basis of the Research Project funded by the Spanish Ministry of Education under the title &quot;Design, production and evaluation of a 2.0 learning environment for faculty training in the use of Information and Communication Technologies (ICTs)&quot; (EDU2009-08 893), experts have used the external competence coefficient to evaluate the different dimensions of Personal Learning Environments (PLEs), namely: technical and aesthetic aspects, ease of navigation, or quality of the didactic elements that make up the environment. A quantitative methodology along with a questionnaire prepared by the author served this purpose. The results obtained highlight technical environment operation, the tools forming the PLE, or the learning object repository as being &quot;very positive.&quot; In conclusion, experts emphasise the user-friendliness of environment and tools alike, as well as the educational aspects of the contents available in materials guides.
Didactics of the Use of ICT and Traditional Teaching Aids in Municipal Higher Education Institutions
Author: Lombillo Rivero, Ideleichy
Date: 2012-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Higher Education,Blended Learning,Foreign Countries,Technology Integration,Observation,College Faculty,Teacher Surveys,Teacher Competencies,Teacher Attitudes

Issues related to the use of teaching aids in Higher Education are currently going through constant revision and rethinking due to the rapid advancement of science and technology. Their uses have significantly changed after the introduction of Information and Communication Technologies (ICTs) within the educational field. One of the main tasks to be performed by didactics in Higher Education teaching today is precisely to deepen into rational and effective class-teaching means, understood in a broad sense: from traditional teaching aids to ICTs. This reality has materialized in the current blended learning model which characterizes the New Cuban University. Therefore, it was considered appropriate to characterize the present-day teaching practice, based on the use of teaching aids in Cuba's university classrooms, as part of the second stage within the research project &quot;Improvement of the universalization process in Municipal Higher Education Institutions in the Havana province. Generalization of results and development of contextualized innovative experiences.&quot; The study was carried out at eleven &quot;Physical Culture&quot; Municipal Higher Education Institutions (MHEIs) in two academic periods (2007-2009 and 2009-2011). A descriptive methodology consisting of observation, surveys and the &quot;Osgood Semantic Differential&quot; scale as main methods and techniques was applied. The results obtained showed that teachers make an occasional, non-systematic and reluctant use of teaching aids during the teaching-learning process, especially when it comes to ICT-based teaching aids.
A Complete Review for Metacognitive, Cognitive, and Social/Affective Strategies as Essential Components of Learning Strategies and Their Relationships with EFL Learners' Reading Comprehension Promotion
Author: Nasab, Mahdiyeh Seyed Beheshti
Date: 2015-06-00
Type: Journal Articles
Subjects: Reading Comprehension,Metacognition,Learning Strategies,Statistical Analysis,Correlation,English (Second Language),Second Language Learning,Quasiexperimental Design,Student Placement,Language Proficiency,Language Tests,Teaching Methods,Experimental Groups

This study attempts to shed light on how learners' exact attention can be in line with learning meaningfully and bring about remarkable changes in the learning ability of upper-intermediate EFL learners through employing certain learning strategy items with the aim of enhancing reading scores and consequently injecting into learners a sense of satisfaction with their work. Additionally, this study aimed to investigate the relationship of metacognitive, cognitive, and social/affective strategies with EFL learners' reading comprehension. To this end, the study employed a quasi-experimental design with a placement test as a proficiency test to find the homogeneity of groups. Each group received one main strategy and then, according to Oxford (1990) training model, the students were exposed to those strategies accompanied with reading comprehension texts. Learners' progress and also the relationship of those strategies with reading comprehension were measured during the sixteen sessions of teaching and employing the strategies. Independent sample T-Test with Pearson correlations indicated that metacognitive group significantly outperformed the other groups, so metacognitive strategies were more in line with EFL learners' reading comprehension.
Morphosemantic Attributes of Meetei Proverbs
Author: Singh, Lourembam Surjit
Date: 2015-06-00
Type: Journal Articles
Subjects: Morphology (Languages),Semantics,Proverbs,Verbs,Cultural Differences,Food,Beliefs,Philosophy,Cultural Traits,Sino Tibetan Languages,Indians,Language Usage,Foreign Countries

This study proposes to investigate the functions of morphosemantic in Meetei proverbs, particularly the attribution of different meanings of the lexical items in Meetei Proverbial verbs. Meetei society has been using proverbs in the all ages, stages of development, social changes, and cultural diversifications to mark their wisdom of social expertise. Meetei used proverbs as an important aspect of verbal discourses within the socio-cultural and ethno-civilization contexts in which skills, knowledge, ideas, emotion, and experiences are communicating. The language used in proverbs reflects the Meetei's status of life, food habits, belief systems, philosophy, cultural and social orientations. At the same time, various meanings attribute in Meetei proverbs in the forms of figurative, witty, pithy, didactic etc. The construction of these forms are grammatically insightful thereby creating spaces for a whole range of possibilities for investigating the features, functions and structure of verbal inflectional markers occurred in Meetei proverbial sentences.
Technology and English Language Teaching (ELT)
Author: Kazzemi, Akram
Date: 2014-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Faculty,Teacher Attitudes,Educational Technology,Questionnaires,Semi Structured Interviews,Content Analysis,Technology Integration,Teaching Methods,Instructional Effectiveness,Computer Attitudes,Computer Literacy,Foreign Countries

This paper is a try to investigate the attitudes of English language university teachers in Kerman (Iran) toward computer technology and find the hidden factors that make university teachers avoid using technology in English language teaching. 30 university teachers participated in this study. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyze the data. The findings of the study revealed that a great majority of university teachers attribute positive remarks for integrating technology in language teaching. However, they get difficulty in integrating technology into their instruction effectively.
Iranian Language Teachers' and Students' Perspectives on Top Notch Series (2nd Edition) at Intermediate Level
Author: Azadsarv, Mehdi
Date: 2014-12-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Textbooks,Teaching Methods,Check Lists,Student Attitudes,Textbook Evaluation,Questionnaires,Teacher Attitudes,Interviews,Grammar,Phonology,Statistical Analysis

As the means of transferring knowledge between teachers and students, coursebooks play a significant role in educational practices all over the world. Evaluation of coursebooks is also of great significance as it manages to a better understanding of the nature of a specific teaching/learning situation. The present study is an attempt to evaluate Top Notch coursebook from both Iranian EFL learners' and teachers' perspectives. One hundred students and 20 teachers participated in this study. Sixty four of the students and nine of the teachers were male and 36 of the students and 11 of the teachers were female. The range of teachers' experience of teaching the coursebook was between 2-4 years and the range of students' experience of studying the coursebook was between 1-3 years. The data collection took place in three language institutes of Gilan and Mazandaran provinces. The coursebook, evaluated based on modified version of Cunningsworth's (1995) checklist, was the intermediate level of Top Notch. It was evaluated by both students and teachers based on administering written questionnaires. In order to triangulate the gathered data, 25 percent of the teachers and 10 percent of the students attended an interview session. Data analysis indicated that strengths of Top Notch from teachers' perspective are grammar, visuals, supplementary materials and culture and from students' point of view are content, grammar, phonology and visuals.