ethanporcaro/eric-fulltext-meta huggingface dataset:
Cooperative Practices to Enhance the Quality of Work-Integrated Learning at Nong Khai Technical College
Author: Sarapoom, Chatchawal
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Educational Quality,Educational Improvement,Experiential Learning,Work Experience Programs,College Students,Action Research,Participatory Research,Foreign Countries,Educational Change,Technical Institutes

This study aimed at investigating the outcomes of the cooperation practices, which were utilized to enhance the quality of work-integrated learning at Nong Khai Technical College. The investigation covered the following three aspects: 1) the changes that had arisen from the development of specified indicators; 2) the learning that occurred, and 3) the body of knowledge, which had been obtained from the practice. A participatory action research methodology was adopted during two semesters. There were 19 teachers and 30 students involved in the project. The results of the study revealed three key features. Firstly, the post-practice evaluation in both the first and the second cycles was higher than in the pre-practice evaluation. Secondly, the researcher, research participants and the college learned from various issues of the practice. This learning included gaining an awareness of the importance of collaborative work, the importance of studying the theoretical perspective in order to enhance the existing knowledge and experiences, and the importance of planning, practice, observation, and reflection in comprehensive work. Finally, the knowledge gained was found to correlate with Kurt Lewin's Force-Field Analysis which consists of the following elements: 1) expected change, 2) driving factors for change, 3) resistance to change, and 4) overcoming resistance.
An Overview of Educational Technology for Preservice Teachers in the Digital Age
Author: Adipat, Surattana
Date: 2021-09-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Educational History,Technological Advancement,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Language Teachers,English (Second Language),Language Skills,Listening Skills,Speech Skills,Reading Skills,Teaching Skills,Technological Literacy

Technological tools, including networking hardware, media, and machines, have been incorporated into education to facilitate learning for many decades. The conveyance of knowledge through technology becomes fast, easy, and enjoyable for the learner while vastly improving the understanding of concepts. Research insights reveal that through the use of technological tools, the participatory capacity of students increases, and interest levels are raised. Education has evolved, over the centuries, in its form, nature, and manner of deliverance. When written communication had not yet developed, word of mouth and observation were the most common means of passing knowledge from one generation to the next. Teaching was mostly verbal, delivered through plays, songs, and poems. Writing as a means of communication only gained significance by the end of the 15th century. The use of chalkboards and blackboards as a method of learning and teaching gained popularity at the end of the 18th century. Still, now in the 21st century, more advanced technological tools play an important role in facilitating learning and teaching. This study examines the effectiveness of educational technology in English teacher education programs, emphasising the development of preservice teachers' language and pedagogical skills.
Views of High School Students on the Effectiveness of &quot;English&quot; Course by Means of a Distance Education
Author: Bayar, Adem
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,High School Students,Student Attitudes,Educational Technology,Distance Education,Technology Uses in Education,COVID-19,Pandemics,School Closing,Web 2.0 Technologies,Teaching Methods

The purpose of this study is to provide an insight into the views of students related to the effectiveness of the &quot;English&quot; course using distance education. This qualitative study has been carried out by phenomenological research design. The sample group of this study consists of 10 students studying at formal high schools. They were determined using criterion sampling technique. Data was collected by a semi-structured interview method. The data collected was analysed by a descriptive analysis technique. Students have expressed that, according to them, distance education means education using technology, education resulting from the pandemic and inefficient, insufficient education and waste of time for students. Furthermore, students have expressed that they think web2 tools are useful, EIN is insufficient technical installation and resources, and the English course is more fun and attention-grabbing via web2 tools in learning English. Students have listed the following recommendations for obtaining necessary skills in the English language during the distance education period: Writing and translation homework should be assigned to students and students should be provided with more writing exercises for writing skills, students should be provided with more reading comprehension texts and exercises for reading skill, technological obstacles should be removed for speaking skill, teachers should ask random questions to random students so that students get a chance to speak to obtain the speaking skill and more listening exercises should be presented to the students. Lastly, the students have made suggestions like Web2 tools should be used, a number of videos, visual materials and resources should be increased, internet infrastructure should be improved, teachers should give the floor to the students more frequently, E-twinning projects should be run, students should focus on the course, the number of English courses should be increased, students should be motivated by their teachers to increase the effectiveness of English course in the distance education period. In line with the findings, the researchers have concluded that learning English during distance education may become more effective via web2 tools and connection problems should be removed. Therefore, suggestions that have been made by high school students should be taken into consideration and put into practice during the distance education period.
A Comparison of the Effects of Revision-Mediated and Attention-Mediated Indirect Coded Feedback on EFL Learners&apos; Written Syntactic Accuracy
Author: Nia, Zahra Azari
Date: 2021-09-00
Type: Journal Articles
Subjects: Instructional Effectiveness,English (Second Language),Second Language Instruction,Second Language Learning,Revision (Written Composition),Attention,Accuracy,Syntax,Writing Improvement,Feedback (Response),Essays,Error Correction,Adolescents,Foreign Countries

This study investigated the immediate and sustained effects of revision-mediated (RICF) and attention-mediated (AICF) indirect coded corrective feedback on the written syntactic accuracy development of 50 upper-intermediate Iranian EFL learners assigned to two RICF and AICF groups. They received eight-session treatments, followed by an immediate posttest and then a delayed posttest after a four-week time interval. The collected written scripts were co-rated for syntactic accuracy by the researcher and her colleague. Descriptive and inferential statistical analyses were conducted with SPSS 21. The Wilcoxon Signed Rank Test and the paired-samples t-tests revealed that each treatment separately (i.e., revision-mediated and attention-mediated CF) had a statistically significant impact on EFL learners' written syntactic accuracy both in the short and long term. Moreover, the independent samples t-tests indicated no significant difference between the effects of revision-mediated and attention-mediated CF on EFL learners' written syntactic accuracy both in the short and long term. The paper provides discussion and implications.
Does Size Matter? Animal, Living and Non-Living Classification, Implications for Teaching
Author: Espinoza, Fernando
Date: 2021-00-00
Type: Journal Articles
Subjects: Classification,Animals,Elementary School Teachers,Preservice Teachers,Misconceptions,Teacher Education Programs,Science Instruction,Teaching Methods,Scientific Concepts,Concept Formation,Pedagogical Content Knowledge,Science Tests,Identification,Role

An empirical investigation of elementary school teacher candidates on classification activities dealing with animate and inanimate objects in terms of being living or non-living demonstrates that as the size of the objects increases, subjects are more likely to classify them correctly as either being an animal or having living characteristics. Despite a variety of misconceptions having an impact on the results, size magnitude is shown to play a significant role on proper classification. The subjects' performance on these activities at an advanced stage of their preparation suggests that their factual and procedural knowledge are deficient due to a lack of opportunities for conceptual development of the items tested. The identification of the role of size on the proper classification of objects in the activities bears significantly on the science curricular structure at the elementary school level. As the results of this study indicate, both pre-service elementary school teachers and by extension their prospective students need longer practice dealing with living and non-living classification activities, particularly in tasks where the microscopic features of matter can be investigated so that the proclivity to regard size as the defining characteristic is effectively addressed.
Usability Evaluation of E-Textbooks by EFL Teachers
Author: Soruç, Mustafa
Date: 2021-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Electronic Publishing,Textbooks,Usability,COVID-19,Pandemics,School Closing,Distance Education,Program Effectiveness,Grade 8,Language Teachers,Teacher Attitudes

Electronic textbooks (e-textbooks) provide great convenience to teachers and students in both being activity-oriented and having more than one media in it. Especially during the COVID-19, e-textbooks have become much more important than any other time for the effective teaching of online courses. Therefore, many publishers rearranged e-textbook versions of their printed publications in Turkey. Regarding human-computer interaction, making the usability tests of these e-textbooks will give ideas to e-textbook content developers. Thus, three of these e-textbooks were carefully analysed for this research. They are the products of Kurmay, Speed Up and YDS publishing houses. The study was carried out with seven voluntary English teachers who teach 8th grades, work at the Ministry of Turkish National Education and have at least 3 years of teaching experience. Due to the pandemic, the sessions were held online by using the 'Zoom Meetings', which is an online meeting software. The usability was analysed according to effectiveness, efficiency and satisfaction principles of the International Organization for Standardization (ISO). At the end of the test, it was observed that the usability of Reading Alley and Marathon Plus e-textbooks were high and the usability of Speed Up was very high.
Educational Data Mining: The Analysis of the Factors Affecting Science Instruction by Clustering Analysis
Author: Eser, Mehmet Taha
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Analysis,Learning Analytics,Science Education,Scores,Scientific Literacy,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Science Tests,Teaching Methods,Science Teachers,Feedback (Response),Inquiry,Active Learning,Cross Cultural Studies

Science literacy, which is included in Programme for International Student Assessment (PISA) as an assessment area, is an important research and discussion area of science education literature with all its dimensions. In this study, the clustering results of the students from 34 Organization for Economic Cooperation and Development (OECD) countries participating in the PISA 2015 test and sampled by systematic sampling method are obtained by K-Means Clustering and Two-Step Cluster Analysis using the factor scores and PISA science literacy average scores. It is thought that the study is of great importance in terms of dividing individuals into clusters according to science instruction methods and the mean of plausible values and having an idea about how each cluster is defined. As a result of the K-means cluster analysis, it was determined that the input variable with the highest level of importance in the formation of the first and third clusters in which the students with the highest scores were included was teacher-directed science instruction, and after this variable, the input variable with the highest level of importance was the perceived feedback from science teachers. Within the scope of the Two-Step Clustering Analysis, it was determined that teacher-directed science instruction has the most importance in terms of the decomposition of clusters, followed by adaptive instruction in science lessons in terms of importance level.
Investigating Challenges Facing Afghan University Students during COVID-19 Outbreak
Author: Haidari, Sayed Masood
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,College Students,Pandemics,COVID-19,School Closing,Educational Technology,Technology Uses in Education,Student Attitudes,Online Courses,Access to Computers,Teaching Methods,Instructional Materials,Distance Education,Interpersonal Communication,Student Evaluation

This study aimed to examine the challenges students experienced during the lockdowns imposed by the government to contain the spread of the novel coronavirus outbreak in Afghanistan. A qualitative study with a phenomenological research design was employed in this study. Eight university students, including five males and three females, enrolled at different universities participated in the study. Six of them studied at Afghan universities, and two studied abroad but perused their education from Afghanistan due to lockdowns. The data were collected through semi-structured interviews and analysed using a thematic analysis method. The interview data showed that Afghan university students experienced many challenges and hardships in their education process when all educational institutions were closed once the coronavirus began spreading in the country and the world. Students expressed dissatisfaction due to many technical and practical issues that minimised the effectiveness of online learning. Most of these challenges stemmed from inadequate technological infrastructure, poor course delivery, unavailability of educational materials, poor communication, and other similar factors.
The Impact of COVID-19 Pandemic on EFL Classes through the Lenses of Secondary Learners
Author: Tümen-Akyildiz, Seçil
Date: 2021-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,English (Second Language),Second Language Instruction,Secondary School Students,Student Attitudes,Teaching Methods,Conventional Instruction,Preferences,Educational Technology,Technology Uses in Education,Foreign Countries

With Corona Virus Disease 2019 (COVID-19), a major change to the remote education arrangements has arisen. As it is clear, the pandemic has got side effects, especially in the scope of education and English as foreign language (EFL) teaching. Students at all levels were encouraged to continue learning despite the difficulties they had throughout the crisis. This study aims to investigate the impacts of the COVID-19 pandemic on the field of EFL, particularly by revealing the viewpoints of secondary school students on pandemic remote education and its impact on their English language learning process. Thus, it was designed as qualitative research; interviews were held to probe in-depth into their perceptions on EFL teaching throughout pandemic remote education. Interviews were conducted with thirty secondary school students chosen voluntarily. The participants were chosen from different schools. The data obtained from the interviews were analysed through qualitative content analysis by NVivo 8 software program. The results revealed that participants declared that most of the teachers used course books and gave pencil-paper assignments. It was also highlighted that teachers emphasised reading and listening skills in their lessons rather than writing and speaking. Another significant finding of the study is that the participants preferred face-to-face foreign language teaching to remote teaching. Nevertheless, they admitted that online language teaching has several advantages comparing to traditional face-to-face education besides its challenges such as technical, economic, contextual, and individual problems. Lastly, several noteworthy suggestions were made regarding teachers, policymakers, families, and students themselves.
Teachers&apos; Perceptions about School Characteristics Supporting Professional Development: A Scale Development Study
Author: Eroglu, Mehmet
Date: 2021-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Participation,Secondary School Teachers,Professional Development,Communities of Practice,Institutional Characteristics,Test Construction,Test Validity,Test Reliability,Attitude Measures,Academic Achievement,Correlation,Foreign Countries,Organizational Climate

The aim of the study is to develop a scale that measures teachers' perceptions about school characteristics that support professional development (PD). The 40-item pool was created for the scale to be developed by examining similar measurement tools and literature. According to expert opinions, a 32-item trial form was created to conduct. The data were collected from 322 branch teachers. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was carried out using the collected data. A three-factor structure with 19 items, explaining 61.43% of the variance, was obtained in the EFA. The fit index values (X[superscript 2]/Df = 1.47, CFI = 0.96, TLI = 0.95, RMSEA = 0.056, RMR = 0.038, SRMR = 0.063) calculated in CFA to support the findings of the structure showed good fit. Cronbach Alpha coefficients were calculated as .91 for administrative support, 0.89 for collaborative structure, 0.74 for structural support, and 0.92 for the total scale. The results indicate that the scale is a valid and reliable measurement tool that can measure teachers' perceptions of supportive school characteristics that are effective in their participation in professional development.
Content Analysis of Teaching Competency in CBSE Textbooks in Mathematics of VI Standard
Author: Manimozhi, G.
Date: 2021-09-00
Type: Journal Articles
Subjects: Content Analysis,Teacher Competencies,Mathematics Instruction,Textbooks,Textbook Evaluation,Teacher Effectiveness,Learning Activities,Mathematics Activities,Foreign Countries,Grade 6,Middle School Teachers

Educational institutions are more concentrated on preferable measured outcomes rather than theoretical ones. Measuring subject knowledge obtains through written examination is easy, even as skills such as critical and logical thinking, decision making, problem-solving ability, creative thinking are difficult to measure. The education field is mostly based on students and teachers; teachers want to one kind of knowledge is competency, it is important for making the teachers professionally content and teaching competency is the ability to teach efficiently in clearing up the activities, manifesting activities, enjoin maintaining activities, documentation and record-keeping activities, task making activities, curriculum development activities and many kinds of activities. This study is analyzing the teaching competency in school textbooks. The main aim of the study is based on to compare the teaching competency dimensions to 6th standard CBSE mathematics textbook content.
Non-Equivalence at Idiomatic and Expressional Level and the Strategies to Deal With: English Translation into Persian in &quot;Animal Farm&quot; by George Orwell
Author: Valizadeh, Mohammadreza
Date: 2021-09-00
Type: Journal Articles
Subjects: Language Patterns,Translation,Novels,Indo European Languages,English Literature,Twentieth Century Literature

This paper makes an effort to investigate the obstacles in nonequivalence at the idiomatic and expressional level and then presents some certain factors to face such difficulties in &quot;Animal Farm&quot; novel (1945) by George Orwell and its translation by Amir Amirshahi (1969). The researchers in the current study try by analyzing six certain strategies as using an idiomatic expression of similar meaning and form, similar meaning but dissimilar form, borrowing the source language, translation by paraphrase, translation by the omission of a play on idiomatic expression and translation by the omission of entire idiomatic expression (Baker, 2011). Moreover, the present research is a descriptive, non-judgmental, comparative and corpus-based analysis of English-Persian parallel study. The findings demonstrate the fact that the practical ways in the translation of idiomatic expressions presented by Baker (2011) are applicable, and the most useable strategy is using an idiomatic expression of similar meaning but dissimilar form at 35.96%.
Online Learning during the COVID-19 Pandemic from the Perspectives of English as Foreign Language Students
Author: Alodwan, Talal
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Student Attitudes,English (Second Language),Second Language Instruction,Foreign Countries,Program Effectiveness,Barriers

This study aimed at exploring the advantages and disadvantages of the online learning system implemented during COVID-19 Pandemic from English as foreign language (EFL) students' perspective. To achieve the objectives of the study, qualitative approach was used. The sample of the study consisted of 20 students who were chosen purposely from the World Islamic Sciences and Education University in Amman, Jordan. A semi-structured interview was used to collect data and Braun and Clarke's thematic approach (2006) was used to analyse the data. The study generated the following findings: E-learning saves time, money and effort; it is active in humanities faculties to some extent but it is inactive in science faculties; it encourages students' self-learning and it enables them to listen to recorded lectures many times; it causes social isolation between students; some students resort to cheating in exams; most students face technical problems while using online learning.