ethanporcaro/eric-fulltext-meta huggingface dataset:
Foreign Language Speaking Anxiety: A Psycholinguistic Barrier Affecting Speaking Achievement of Saudi EFL Learners
Author: Al-Khotaba, Hussein Hammodeh Ahmad
Date: 2019-12-00
Type: Journal Articles
Subjects: Psycholinguistics,Anxiety,Speech Communication,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Language Tests,Foreign Countries,Barriers,Correlation,College Students,Classroom Communication,Interpersonal Communication

This study is oriented towards the analysis of the speaking achievement of the learners of English as Foreign Language (EFL) in Saudi Arabia. It aims to examine the influence of foreign language speaking anxiety as a psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. It primarily attempts to answer the research question, &quot;is there a correlation between foreign language speaking anxiety and the speaking achievement of Saudi Arabian EFL learners?&quot; The data of the study were collected using questionnaires and speaking achievement tests. Samples of the study were 100 (50 male and 50 female) Preparatory Year Students studying English at Northern Border University, in the Kingdom of Saudi Arabia. Descriptive statistics and Spearman's correlation coefficient were used to analyze data in &quot;Statistical Package for the Social Science&quot; (SPSS) version 25. The results of the study revealed that there is a weak correlation between the speaking language anxiety and achievement of Saudi EFL learners in speaking, the effect size of the value of r is -0.242. Based on this result, the EFL learners with high language anxiety have less achievement in speaking test while EFL learners with low language speaking anxiety have high achievement in speaking test. The value P = 0.000 (sig. 2-tailed), which is smaller than 0.05%, indicating that language anxiety has significant negative effect on the respondents' achievement in speaking. In other words, this indicated that 1% increase in anxiety would lead to a 88.8% decrease in EFL learner's performance in speaking at 0.000 level of significance. In conclusion, the study suggested different language anxieties such as personal and interpersonal anxiety, classroom anxiety, and learners' perceptions about foreign language anxiety need to be decreased.
Monitoring the Own Spatial Thinking in Second Grade of Primary Education in a Spanish School: Preliminary Study Analyzing Gender Differences
Author: Contreras, María José
Date: 2020-00-00
Type: Journal Articles
Subjects: Spatial Ability,Grade 2,Elementary School Students,Gender Differences,Metacognition,Foreign Countries,Mathematics Education,Thinking Skills

Previous studies on metacognitive performance have explored children's abilities during primary school (7-11 years) in abstract and mathematical reasoning tasks. However, there have been no studies evaluating the metamemory processes with spatial tasks in primary school children, and even more generally, only a few studies have explored spatial metacognition in adults. Taking as a preliminary study a Spanish school, the present work explores the validity of the confidence judgment model when thinking about one's own performance in a spatial test, for boys and girls in Second Year of Primary Education (mean age of 7 years). A total of 18 boys and 15 girls applied a 4-point scale to evaluate, item by item, the confidence of their responses in the Spatial aptitude test &quot;E&quot; of the EFAI-1 (Factorial Assessment of Intellectual Abilities to mentally process visual stimuli). Accessibility and Accuracy Indexes were calculated for each item of the spatial task. The effect of gender was analyzed too. The tasks were administered in small groups; at the end examiners interviewed each participant, performing the confidence judgment task, item by item, of the EFAI-1 previously answered. The results (analyses carried out by SPSS) showed a high mean confidence (3 mean points out of a maximum of 4), without finding any significant differences either in the spatial performance or in the mean confidence rating between boys and girls. A significant relationship between confidence judgments and spatial task performance accuracy was found. The relationship between confidence judgments and spatial performance cannot be confirmed. The procedure adapted for testing spatial judgments about the own responses has been useful for showing the well calibrated perception about performance at this stage. The implications of the results of this exploratory study and the potential of the application of the procedure to promote thought about one's own spatial performance and the development of strategies that modulate the effective approach of this type of spatial tasks are discussed within an educational approach.
A Student Primer on How to Thrive in Engineering Education during and beyond COVID-19
Author: Qadir, Junaid
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,COVID-19,Pandemics,College Students,Outcome Based Education,Distance Education,Online Courses,Equal Education,Computer Simulation,Laboratories,Educational Objectives,Metacognition,Holistic Approach,Coaching (Performance),Active Learning,Cooperative Learning,Teamwork,Skill Development,Authentic Learning,Lifelong Learning

In this paper, we strive to provide a primer for students on how to thrive and learn effectively in engineering education in the volatile, uncertain, complex, and ambiguous (VUCA) times following the onset of the COVID-19 global pandemic, which has disrupted the educational enterprise massively with universities physically closing in many parts of the world and students and faculty transitioning to remote learning. Although the immediate audience assumed in this paper comprises engineering students (such as those enrolled in electrical, electronics, or computer engineering programs) studying in an outcome-based education (OBE) environment--the global educational paradigm mandated by the Washington Accord that aims to standardize engineering competencies in terms of the attained student learning outcomes--the presented ideas are more general and broadly useful for learners of all types. We will describe seven evidence-based steps that the students can adopt to thrive in OBE settings in these challenging times. The main contribution of this paper is practical: we present a synthesis of the vast research literature on effective student learning in normal, online, and disrupted settings to present practical insights that students can leverage to substantially improve their learning. At the end of the paper, we also present a discussion of important issues related to remote teaching and online education such as ensuring equity and the handling of lab work for engineers in such settings (e.g., through simulators and virtual labs).
Institutional Support for Online Teaching in Quality Assurance Frameworks
Author: Pedro, Neuza Sofia
Date: 2020-09-00
Type: Journal Articles
Subjects: Online Courses,Web Based Instruction,Educational Quality,Quality Assurance,Higher Education,College Faculty,College Instruction,Electronic Learning,Foreign Countries,Distance Education,COVID-19

The widespread growth of online education at higher education institutions necessitates institutional support for the development, implementation, and sustenance of online education. Faculty who teach online are at the forefront of implementation and play a critical role in online student success. In this scoping review, 13 online education quality frameworks were analyzed for the types of support needed by higher education faculty who teach online. The results are discussed in the context of implications for ensuring quality online education at higher education institutions.
Indicators of Regional Innovation Clusters&apos; Effectiveness in the Higher Education System
Author: Lysenko, Iryna
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Innovation,Educational Indicators,Competition,Regional Characteristics,Global Approach,Educational Quality,Educational Development,Foreign Countries

Under globalization conditions, the main priority of the state education policy in many countries of the world is to ensure higher education quality. This is possible through close and efficient cooperation between the state, higher education institutions, future specialists, employers and innovative structures (clusters). This study focuses on the development of indicators that can comprehensively assess the effectiveness of regional innovation clusters in the higher education system. The main attention is given to the analysis of innovations, business, education development and competitiveness, as indicators of the effectiveness of regional innovation clusters in the higher education system. The following methods have been used within the research: content analysis, statistical, correlation and regression analysis, econometric modeling and the graphical method. As a result of the research, indicators of the effectiveness of regional innovation clusters have been identified and the impact of these indicators on the higher education system has been evaluated. The authors have shown that there is a close relationship between the level of development of regional innovation clusters, indicators of business and innovations development, and the level of competitiveness. The direct impact of those on the higher education system has been established and confirmed by the provided calculations.
Developing a Motion Infographic-Based Learning System for Effective Learning
Author: Tsai, Shih-Ting
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Aids,Instructional Effectiveness,Video Technology,Information Dissemination,Foreign Countries,Elementary School Teachers,Special Education Teachers,Teacher Developed Materials,Academic Achievement,Students with Disabilities,Pretests Posttests

The motion infographic system combines the characteristics of continuous images and the simplification of information, which can make up for the disadvantages of content in static images, and may have the advantage of deepening the impression of infographics. As Taiwan's elementary school resource classes (elementary school pupils with mild disabilities or learning challenges) do not yet have exclusive learning content, resource class teachers prepare their own teaching content, but they cannot integrate existing learning lists and network resources. Therefore, this study designed and developed a motion infographic system to assist with resource class learning. The theme of this motion infographic system uses a very rare natural phenomenon in Taiwan, the Arctic oscillation, which in early 2016 brought to Taiwan the lowest recorded temperature on the flat ground. The study analyzed the learning effectiveness of this system applied to resource classes through an experimental and control group. The final result shows that the motion infographic system was different from the original content used in the resource class. The improvement in the academic achievement and the grasp of the image shapes of the experimental group was better than the control group, which verified that the motion infographic system can improve learning outcomes in a resource class.
Online Mathematics Teacherpreneurs Developers on Teachers Pay Teachers: Who Are They and Why Are They Popular?
Author: Sawyer, Amanda G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Developed Materials,Entrepreneurship,Social Media,Curriculum Development,Mathematics Education,Advertising,Open Educational Resources

Online teacherpreneurs are teachers who use social media platforms to create, sell, and distribute educational resources to others. For many teachers, they have become the new curriculum developers in our virtually intensive world. Curriculum development in mathematics education has a large impact on how students understand concepts, but little is known about these online mathematics teacherpreneurs influences on the curriculum. Therefore, as part of a larger study investigating the top 500 free elementary mathematics educational resource developers on TeachersPayTeachers.com (TpT), we surveyed the teacherpreneurs who created these top resources. Using the constant comparative method, we analyzed 58 responses to learn more about the online mathematics TpT teacherpreneurs: who they are, how they believe they became popular, and what they believe their teacher customers want when searching for resources. We found these teacherpreneurs identified themselves as teachers with typically over 10 years of experience creating classroom resources. Many attributed their popularity to advertising their resources via social media and having a large number of products available for teachers. They identified beliefs that teachers want easy to use, free, quality materials that are visually appealing. Implications, including findings that indicate a misalignment between what teachers say they want and what the teacherpreneurs believe teachers want, are discussed.
An Investigation of Cyberbullying and Cyber-Victimization of Mathematics and Science Pre-Service Teachers
Author: Önal, Nagihan Tanik
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Victims,Preservice Teachers,Mathematics Teachers,Science Teachers,Gender Differences,Individual Differences,Social Media,Foreign Countries,Antisocial Behavior

The purpose of this study is to examine mathematics and science pre-service teachers' cyberbullying behaviors and victimization conditions by gender, year in university, time spent on the Internet, and social media usage status. Survey study model was employed in the study. The sample of the study was comprised of 219 mathematics and science pre-service teachers whose ages ranged between 18 and 24 years. The data of the study were collected via the Cyber Victim and Bullying Scale and the data were analyzed by using Mann-Whitney U test and Kruskal Wallis test. Based on the average scores, it was revealed that the cyberbullying and cyber victimization scores of mathematics and science pre-service teachers participating in the study were significant in terms of gender variable. However, they were not found to be significant regarding their year in university, time spent on the Internet and social media usage status.
The Use of Information Tones in Obama&apos;s Speech: A Phono-Pragmatic Analysis
Author: Shitwi, Zahrah Hussein
Date: 2019-09-00
Type: Journal Articles
Subjects: Intonation,Speeches,Presidents,Political Attitudes,Discourse Analysis,Pragmatics,Interviews,Phonology,Second Language Learning,Second Language Instruction,English (Second Language),Acoustics,Phonetics

Intonation plays an important role in understanding the intended meaning of speech since neglecting the study of intonation in the discourse leads to a misunderstanding of some pragmatic meaning. This study attempts to answer these two questions: what is the pragmatic function of the information tone types that are employed in Obama's speech concerning the termination component? and what are the pragmatic function of the proclaiming and referring tones that are employed in Obama's speech concerning the dominance and non-dominance factor?. It aims to investigate the types of information tones in Obama's speech concerning the termination component and dominance/non-dominance factor based on Brazil's model (1997) of discourse intonation. This study confines itself to the American political interview and it is a qualitative study. The findings show that all the information tone types (proclaiming, referring, and level) are used in Obama's speech and the high termination is most common level, which is used by Obama in his speech in order to emphasize the information and capture the attention of the interviewer. Generally, it was found that the dominance factor was higher than the non-dominance factor, which reflects that Obama took his status as the controller of the discourse during his speech with the interviewer and most of his speech carries contrastive information, which contradicts the interview's expectation. This study is beneficial for foreign learners and those who are specialists in phonology and pragmatics since it can clarify the function of intonation through the interaction of participants in context.
A Collaborative Peer-Consulted Text Analysis: Students&apos; Perspectives
Author: Listyani
Date: 2019-12-00
Type: Journal Articles
Subjects: Cooperative Learning,Content Analysis,Student Attitudes,Second Language Learning,English (Second Language),Academic Language,Constructivism (Learning),College Students,Foreign Countries,Class Activities

Collaborative learning has long been done in the field of language learning. Collaborative learning is one of the characteristics of student-centered learning. Students are actively engaged in activities in which the teacher acts as the facilitator. Different from a teacher-centered classroom, the teacher gives instructions and students have to do what is instructed by the teacher. One of the applications of collaborative learning is working in groups or what is commonly known as group work. This study deals with collaborative work involving peer consultations done by twenty second-year students in an Academic Writing class. The students were required to analyze journal articles in groups of two or three. Data was gathered from journals submitted at the end of the semester, which was the Compact Semester of the 2018/2019 Academic Year. There were two questions to be answered in this research. The first question was &quot;How is a Collaborative Peer-Consulted Text Analysis (CPCTA) applied in an Academic Writing class, in ELEP at UKSW?&quot; The second question was &quot;What are students' perceptions about the collaborative peer-consulted text analysis?&quot; The aim of this study was to show how a Collaborative Peer-Consulted Text Analysis (CPCTA) was applied in an Academic Writing course, and what students' perceptions were. Data was also gathered from observations and interviews with two students. The findings showed that 90% of the students (18 students) liked working in small groups. The reason mentioned by most of the students was because of the partners. The rest (10%) admitted that they did not like group work because they got partners whom they did not feel comfortable to work with and because of unfulfilled expectations. This study can hopefully be useful both for students and teachers of writing courses who are trying to apply a collaborative peer-consulted text analysis for their students.
Assessing the ESP Needs of Saudi Engineering Undergraduates: A Diagnostic View
Author: Muhammad, Iftikhar
Date: 2019-12-00
Type: Journal Articles
Subjects: English for Special Purposes,Engineering Education,Second Language Learning,Student Needs,Undergraduate Students,Public Colleges,Departments,Specialization,Foreign Countries,Course Descriptions,Program Effectiveness

The recent development in the field of science, technology and commerce has revived the significance of English language teaching and learning in Saudi Arabia. The Saudi educational policies are envisioned to configure the students' communicative competence in English to the demands of the specific professional disciplines as well as the global market. Engineering undergraduates studying at Saudi public universities rely on the Preparatory Year Programme (PYP) to meet their English language needs. However, it seems that no empirical study to date has been conducted to analyse the English language needs of the engineering undergraduates. This study aims at analysing the English for Specific Purposes (ESP) needs of engineering undergraduates studying at a Saudi university. It intends to identify what academic tasks they often carry out in English. The researcher adopted a mixed-methods approach by employing a questionnaire and interviews to collect data from 257 engineering undergraduates and 32 content-subject teachers. Quantitative data analysis was performed using SPSS, while qualitative data were analysed through NVivo software. The participants' perceptions of target tasks were compared and examined to see if there are significant differences between the groups based on the specialty of department or year of study. Overall, 27 tasks were identified as most frequently performed by undergraduates across all engineering departments at the university. The findings also revealed significant differences in the undergraduates' responses across all four levels of study. The findings suggest incorporating those tasks into the current ESP syllabus which are aligned to the immediate needs of undergraduates of engineering departments.
Exploring College Students&apos; Perspectives on Global Mobility during the COVID-19 Pandemic Recovery
Author: Wu, Shu-Jing
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Student Mobility,Barriers,College Students,Travel,Intention,Decision Making,Foreign Countries,Foreign Students,Communication Skills,Cultural Awareness,Knowledge Level,Skills,Study Abroad

At the time of writing, more than 22 million cases of COVID-19 have been reported worldwide, and at least 770 thousand deaths. Under the pressure of the pandemic, promoting global mobility has become an emerging issue in higher education settings. Although various methods of enhancing student mobility have been implemented, little research has as yet confirmed the pandemic challenges for students. This study investigates the global mobility of Chinese college students and the factors influencing their travel decisions. A self-designed questionnaire, consisting of 15 critical indicators of mobile capabilities, intentions, and implementation decisions, was administered to collect data from 2226 participants. The Minitab and Amos software were used to conduct exploratory factor analysis (EFA) and to detect latent relationships among the data with structural equation modeling (SEM). The SEM and logistic regression model provide a clear picture of the relations among the variables, and show that international intention is the key indicator of global mobility implementation under pressure.
Portuguese Principals&apos; Professional Development Needs and Preferred Learning Methods
Author: Serrão Cunha, Rosário
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,School Administration,Preferences,Professional Continuing Education,Management Development,Leadership Training,Instructional Leadership,Educational Needs,Training Methods,Reflection,Cooperative Learning,Individualized Instruction,Skill Development,Standards,Foreign Countries

Due to the crucial role principals have on school outcomes, investing in their training is a cost-effective approach for schools' improvement. Research shows that principals attribute pertinence to their ongoing professional development. However, little research has been conducted on principals' training needs from their viewpoint, particularly in Portugal. Through individual interviews (n = 19) and a questionnaire (n = 117) to principals, we collected data that enable us to understand principals' perceptions on their training needs, focusing on learning areas, skills to be developed and learning methods. Results show considerable variability, reinforcing the relevance of tailored and contextualised approaches to professional development. Globally, principals request management skills and training opportunities that enable them to develop leadership skills (e.g., personal, interpersonal/socioemotional). Moreover, principals need training on instructional and distributed leadership practices. Collaborative and reflective methods are the ones principals prefer. Practical implications for the design of systematic professional development practices, in a lifelong perspective, are also discussed.