ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia
Author: Alamri, Bushra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Preferences,Error Correction,Feedback (Response),Speech Communication,English (Second Language),Second Language Instruction,Statistical Analysis,Check Lists,Questionnaires,Likert Scales,Emotional Response,Teacher Attitudes,College Second Language Programs,Observation

Error correction has been one of the core areas in the field of English language teaching. It is &quot;seen as a form of feedback given to learners on their language use&quot; (Amara, 2015). Many studies investigated the use of different techniques to correct students' oral errors. However, only a few focused on students' preferences and attitude toward oral error correction techniques, which determine students' success in language learning. This quantitative research explored teachers' and students' preferences as well as students' attitude toward the use of oral error correction techniques in the language classroom. The participants of the study were English language students and English language teachers at Yanbu University College (YUC) in Yanbu Industrial City, Saudi Arabia. A classroom observation checklist and questionnaires were used to collect the data. The study findings revealed that recast and explicit correction are the preferred techniques by the majority of the students and teachers. The findings also indicated that students have positive attitude toward oral error correction. As the classroom observation revealed that recast was highly used by teachers, it is recommended that teachers should also use other techniques to correct students' oral errors. In addition, it is recommended that before correcting students' oral errors teachers should always take into account the purpose of the activity and the proficiency level of students.
Defender of Humanism in the Alienated World--Citrine's Humanistic Journey in &quot;Humboldt's Gift&quot;
Author: Xiang, Fang
Date: 2016-00-00
Type: Journal Articles
Subjects: Humanism,Alienation,Didacticism,Commercialization,Cultural Influences,Poetry,Poets,Spiritual Development,Literary Criticism,Literature Appreciation

The novel &quot;Humboldt's Gift&quot; reveals the dilemma of two intelligentsia in the modern society where consumerism and materialism further aggravates the alienation among people and the culture is degraded into a capital form and is commercialized, so the dignity and even the survival of poets are threatened by this material-centered society. The thesis intends to discuss the destructive force of culture commercialization on the life of writers through Humboldt's failure life, and further analyze 3 stages Citrine takes to overcome his life crisis and be a defender of humanism in the absurd world.
Between Good and Evil: Deconstructive Interpretation of &quot;Noon Wine&quot;
Author: Wang, Ru
Date: 2016-00-00
Type: Journal Articles
Subjects: Novels,Literary Criticism,Literary Styles,Literature Appreciation,Didacticism

Katherine Anne Porter (1890-1980) is an eminent novelist in the history of American literature, especially famous for her short novels. &quot;Noon Wine&quot; is her important masterpiece, its plot and motif always lead to reader's deep meditation, and researches focus more on its narrative art, myth archetypes and themes. This paper tries to interpret &quot;Noon Wine&quot; from the perspective of deconstruction and selects several important characters to combine with the subversion of binary opposition in deconstruction, which aims to conclude that the relationship of good and evil in this story is consistent with Derrida's definition for the relation of binary opposition--supplementation. Therefore, when people interpret things or person, it would be better to be mo
Teaching and Learning Vocabulary through Reading as a Social Practice in Saudi Universities
Author: Altalhab, Sultan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Reading Instruction,Teaching Methods,Learning Strategies,Reading Teachers,Mixed Methods Research,English (Second Language),Questionnaires,Semi Structured Interviews,Textbook Content,Content Analysis,Personal Autonomy,Social Environment,Reading Attitudes,Student Interests,Undergraduate Students,Second Language Learning

The study explores the social practice of vocabulary learning by examining vocabulary teaching techniques employed by teachers, the vocabulary learning strategies (VLSs) identified by students as most useful and the ones they felt most competent in using when reading and teachers' and students' attitudes towards learning vocabulary through reading. While most vocabulary research is quantitative, this study used a mixed methods approach of quantitative and qualitative data collected from a range of sources. One hundred and fifty students majoring in English from four different universities completed a semi-structured questionnaire and twenty-two of them were interviewed. In addition, nine teachers of vocabulary and reading subjects were interviewed and their classes observed. A systematic analysis for the prescribed textbooks was also conducted. The findings revealed that both teachers and students were negotiating their autonomy on an ongoing basis, which means that the social context of learning has a powerful influence on what students learn. The study concludes that vocabulary learning is a social practice influenced by a range of factors, such as teaching techniques, VLSs, the prescribed textbook, participants' beliefs and attitudes, learners' interests, cultural values and learners' level of competence in English.
Students and the Teacher's Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes through Blogs
Author: Huang, Hsin-Yi Cyndi
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Electronic Publishing,Web Sites,Web 2.0 Technologies,Student Attitudes,Feedback (Response),English (Second Language),Writing Instruction,Writing (Composition),Foreign Countries,Writing Assignments,College Students,Second Language Instruction,Second Language Learning,Questionnaires,Interviews,Observation,Writing Skills,Computer Mediated Communication,Student Projects,Likert Scales,Qualitative Research,Statistical Analysis,Focus Groups

With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 2013). To provide an authentic and motivating writing environment, a blog task was designed and integrated into three writing courses for 57 applied English or English major students at two southern Taiwan universities. Using the triangulated approach, this study collected data from three different angles (students' questionnaires, students' focus group interviews, and the teacher's observation log) to investigate whether participant perceptions empirically supported the theoretical hypothesis that blogging contributes to writing performance. The findings showed that both the teacher and students had a positive attitude towards the blog task and may indicate that blogging is a useful alternative approach but may also be regular incorporated in writing classes to enhance EFL writing motivation. Nevertheless, blogs may not be the most suitable tool for all types of writing tasks and the most appropriate medium for all components of feedback. The conclusions of this study are consistent with previous findings on the practicality and potential of using blog software to promote peer feedback as well as to facilitate effective writing instruction.
Corrective Feedback in SLA: Theoretical Relevance and Empirical Research
Author: Chen, Jin
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,Error Analysis (Language),Second Language Instruction,Educational Research,Educational History,Research Needs,Educational Practices,Teaching Methods

Corrective feedback (CF) refers to the responses or treatments from teachers to a learner's nontargetlike second language (L2) production. CF has been a crucial and controversial topic in the discipline of second language acquisition (SLA). Some SLA theorists believe that CF is harmful to L2 acquisition and should be ruled out completely while others regard CF as an essential catalyst for L2 development. The last two decades have witnessed a dramatic increase in empirical research on the effectiveness of CF. This article, with an aim to provide an informed knowledge of the potential role of CF, briefly traces the history of research on CF and proposes some recommendations for further studies. It starts by surveying a range of theoretical stances on the role of error and error correction (also known as CF) in SLA. It then moves into detailed discussion of three issues on CF heatedly debated either within a cognitive or a sociocultural framework. By examining the empirical findings, some possible topics for further studies are uncovered.
Literacy Globalization and the Demand for Cultural Change Policy
Author: Peykani, Mehraban Hadi
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Global Approach,Social Change,Public Policy,International Education,International Studies,Models,Policy Formation,Citizen Participation,Cultural Influences,Cultural Context

Rapid change has faced, information technology and communications world in the last two decades of the new type of illiteracy, failure to comply with the growth of the doctrine of technology on the one hand and lack of attention to retraining and learning. Traditional methods, educational structures, policies and governing policies and implementations objectives governing this issue as a cultural phenomenon, no longer massive volume of demand for education is not responsive and necessary than of the government is faced with this problem, how can the different sectors of society with the transformation of the educational need. It is important that policies that literacy is part of the culture of each country have formulated policies, which uses different parts of culture and cultural diversity of the lands is written and the synergies necessary for the growth of literacy in society and move towards balanced development to occur and cultural of diseases caused by the global growth of literacy and lack of coordination with different cultures prevent these teachings. This paper, based on the policy objectives of literacy, the dynamics of education, culture and politics and its effects, globalization, education and cultural policies of governments, review modeling literacy policy based on cultural diversity and change and increased participation of all society.
Leveraging Evidence-Based Practices: From Policy to Action
Author: Detrich, Ronnie
Date: 2016-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Educational Practices,Educational Policy,Educational Change,Mental Health Programs,Mental Health,Foreign Countries,Teacher Education Programs,Program Implementation,Educational Improvement,Public Health,Outcomes of Education,Disabilities,Equal Education,Educational Legislation,Federal Legislation

Education is a public health issue. Poor educational outcomes are correlated with many health and social ills. To improve the quality of education, it will be necessary to take advantage of the leverage points of policy, evidence, and implementation science. The idea of evidence informing policy may be non-controversial, but a closer examination of the concept suggests greater complexity than is readily apparent. Even if policy is informed by evidence, it is necessary to utilize what is known from implementation science to assure that policies are actually implemented well enough to achieve the desired benefits. In this paper, we discuss how policy, evidence, and implementation science can be integrated to leverage the impact of evidence-based practices and bring about meaningful, systematic change to the educational system. The change in mental health services in Norway is used as an exemplar for occasioning change. We also review policy initiatives that failed to achieve outcomes because evidence or implementation science was not part of the initiative. Finally, suggestions are made about these three elements that can be applied to bring about change in teacher preparation programs.
Assessment of Integrated Environmental Management in Public and Private Schools in the Copperbelt Province of Zambia
Author: Makisa, Kaponda
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Standards,Public Schools,Private Schools,Foreign Countries,Environmental Influences,Environmental Education,Questionnaires,Employees,Observation,Semi Structured Interviews,Employee Attitudes,Elementary School Teachers,Secondary School Teachers,Administrators,Qualitative Research,Statistical Analysis

Copperbelt Province is one of the ten provinces of Zambia. It has public and private schools which have been faced with escalating levels of environmental problems due to growth in human population and economic growth. The environmental problems which are matters of concern in the schools include, unsound waste management, loss of vegetation cover, runoffs, and water and air pollution. The integrated environmental management approach could help reduce and curb the escalating levels of environmental degradation. The study was aimed at generating information on the levels to which the IEM intervention has been implemented in the public and private schools of Kitwe and Kalulushi districts in the Copperbelt. It focused on the existence of integrated environmental management activities and related IEM plans. It also ascertained the understanding of the IEM approach, the national environmental legislations and compliance. In addition, the research focused on finding out how schools are managing the problems of waste and runoffs. A purposive non- random sampling approach was used to obtain data from the study area, focusing on key stakeholder representatives from ZEMA, local authorities, DEBS, and the teachers from primary and secondary schools.The study showed that participants have a narrow and limited knowledge of the IEM. Integrated environmental management plans were not in existence. There was also lack of understanding of the national environmental legislations and sound waste management. The results also implied that there is little or no collaboration between the schools, local authorities and ZEMA. Important documents regarding national legislations regarding environmental management (such as the EMA. No. 12 of 2011) have not been availed to the public and private schools. It is evident that the stakeholders need to narrow the gap existing between them.
Teacher and Student Use of Gesture and Access to Secondary Mathematics for Students with Learning Disabilities: An Exploratory Study
Author: Hord, Casey
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Nonverbal Communication,Learning Disabilities,Secondary School Mathematics,Secondary School Teachers,Secondary School Students,Urban Schools,African American Students,Observation,Algebra,Grade 8,Tutoring,Preservice Teachers,Equations (Mathematics)

The researchers conducted an exploratory qualitative case study to describe the gesturing processes of tutors and students when engaging in secondary mathematics. The use of gestures ranged in complexity from simple gestures, such as pointing and moving the pointing finger in an arching motion to demonstrate mathematics relationships within equations (e.g., distributive property), to more elaborate gestures such as using arm movements to demonstrate spatial relationships in multi-step geometry problems. These gestures were used both in isolation and in combination with research-supported special education interventions such as helping students with learning disabilities to organize their cognitive process and diagram problems. Findings from this study are described with regards to the potential role gesturing may provide as a support for students with learning disabilities as they engage in challenging mathematics.
Teacher Behavior Unwanted According to Student's Perceptions
Author: Yildirim, Isa
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Student Attitudes,Student Evaluation,Behavior Problems,Semi Structured Interviews,Grade 8,Secondary School Students,Content Analysis,Qualitative Research,Coding,Teacher Student Relationship,Learning Processes,Justice,Violence,Communication Problems,Learner Engagement,Classroom Techniques,Case Studies,Foreign Countries

This study was conducted in the aim of revealing the misbehaviors of the teachers according to the perceptions of the students. In the study, semi-structured interview was done with 8th grade 45 students, 20 males and 25 females, from three secondary school determined through purposive sampling. The interviews were analyzed with content analysis, one of the qualitative research methods. All the data was coded and grouped as sub-theme, theme and main theme. As a result of the analysis, it was determined that misbehaviors of the teachers according to the perceptions of the students was collected under two main themes as relations and learning process. Misbehaviors of the teachers related to the relations was divided into 4 themes as being unfair, violence, communication barriers, characteristics. And violence was divided into two sub-themes as physical and psychological. Misbehaviors of the teachers related learning process was collected under three themes as boring classes, assessment and evaluation and classroom management.
Emerging State Policy in Online Special Education
Author: Basham, James D.
Date: 2016-09-00
Type: Journal Articles
Subjects: Educational Policy,State Policy,Online Courses,Special Education,Elementary Secondary Education,Technology Uses in Education,Educational Technology,Literature Reviews,Documentation,Teamwork,Partnerships in Education,Individualized Education Programs

There has been a dramatic increase and acceptance of online learning in the last decade. In its various forms, online learning has begun to disrupt the status quo of K-12 education and, in turn, special education. The growing prevalence of K-12 online learning provides a grounded opportunity to reflect on traditions and redesign policies, systems, and practices. The most recent report by the Evergreen Education Group (2015), the annual status report for online learning in the United States, found that online learning exists in some form across every district in the country. Yet, even with the tremendous increase in online learning, it is impossible to identify how many students, including students with disabilities, are participating in some form of online learning. This lack of understanding, alongside the involved nature associated with the various forms of online learning, provides complexities in researching as well as evaluating the impact of online learning in practice. The concern is that districts across the United States may be adopting various forms of online learning without considering the complexities that online learning introduces to the teaching practice and how these changes may be impacting students. The purpose of this article is to provide education leaders and educators with a basic understanding of online learning policies in the United States. As the current adoption rates for online learning continue, state and district leaders should be aware of the nuanced models as well as individual practices that might impact student learning. All systems and models in online learning are not equal. Thus, it is critical to ask questions on behalf of students with disabilities. Through collaborative partnerships, data can be gathered to support relevant research, technical assistance, and overcome challenges and barriers to success. Finally, there is an urgent need to consider policy and guidance to support parents and professionals serving students with disabilities across the various online environments.
Presenting of Indifference Management Model of Education System in Ardabil Province Using Structural Equation Modeling
Author: Abolfazli, Elham
Date: 2016-00-00
Type: Journal Articles
Subjects: Sampling,Structural Equation Models,Questionnaires,Computer Software,Statistical Analysis,College Faculty,Teacher Attitudes,Administrator Attitudes,High Schools,Educational Administration,Validity,Administrator Behavior,Administrator Effectiveness,Job Satisfaction,Goodness of Fit,Organizational Climate,Foreign Countries,Teacher Administrator Relationship,Secondary School Teachers,Models

The purpose of the present study is to investigate indifference management structural model in education system of Ardabil Province. The research method was integration study using Alli modeling. Statistical society of research was 420 assistant professors of educational science, managers, and deputies of Ardabil's second period of high schools that 383 individuals were selected by simple random sampling. The data collection tool was a researcher-made questionnaire. Face and content validity of the questionnaire was confirmed by experts and its Cronbach's alpha coefficient was obtained as of 0/80. In order to investigate hypotheses of research, obtained data were transferred to LISREL software to fit Alli model of structural equation and then were analyzed. The obtained findings of the statistical analysis showed that behavior and performance of manager indirectly has a meaningful impact on indifference management variable through employee's empowerment variables, job satisfaction of employee, organization's culture, organizational climate and employee's perception of the organization. Goodness of fit index (GFI) 0/92 and root mean square of residuals latent variables model was RMSEA = 0/045. Therefore, the model has a good fit and has a great ability to measure main variables of research.
The Effects of a Peer-Tutoring Intervention on the Text Production of Students with Learning and Speech Problems: A Case Report
Author: Grünke, Matthias
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Teaching,Program Effectiveness,Intervention,Grade 3,Elementary School Students,Instructional Materials,Teaching Methods,Foreign Countries,Special Schools,Speech Impairments,Prompting,Writing Assignments,Learning Disabilities,Case Studies

The purpose of this single-case study was to evaluate the effects of a peer-tutoring intervention on the text production skills of three third graders with severe learning and speech difficulties. All tutees were initially able to produce only very short stories. During the course of the treatment, higher performing classmates taught them how to apply a graphic organizing strategy (story mapping) to help them plan their texts more systematically. The intervention, which was comprised of between five and seven 45-minute sessions, led to dramatic increases in the number of words that the tutees wrote while producing short stories. Study results provide clear evidence of the effectiveness of teaching students with learning and speech disabilities the use of story maps through peer tutoring. The article ends with a discussion of the limitations of the study as well as suggestions for future research.