ethanporcaro/eric-fulltext-meta huggingface dataset:
Roles of Career Maturity Mediating the Effects of Locus of Control and Socioeconomic Status on Career Readiness
Author: Sholikah, Mar'atus
Date: 2021-09-00
Type: Journal Articles
Subjects: Vocational Maturity,Career Readiness,Locus of Control,Socioeconomic Status,Student Characteristics,College Students,Late Adolescents,Public Colleges,Correlation,Foreign Countries

This study aimed to analyze students' readiness for careers out of their professions by considering the effect of locus of control and socioeconomic status. Career maturity acted as the variable intervening. The quantitative method was chosen to test the hypothesis. A total of 80 students were selected to be respondents based on purposive sampling. Model testing was done by using PLS-SEM. The findings of this study found that the locus of control influenced student career readiness. Conversely, socioeconomic status had no significant effect on their career readiness. On the other hand, this study's career maturity partially mediates between locus of control and career readiness. Regarding the effect of socioeconomic status on career readiness, career maturity in this study was known to have a role as an explanatory or predictor. This study concluded that if students wanted to improve their career readiness, they should pay attention to the locus of control and achieve career success. This study's results contribute to institutions, educators, students, and counselling, informing that individual career maturity is an effective way to facilitate students' readiness in their career decision-making process. Future studies should adopt essential variables related to career readiness that is not examined in this study.
Student Satisfaction in E-Learning along the COVID-19 Pandemic with Importance Performance Analysis
Author: Bismala, Lila
Date: 2021-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Online Courses,Student Satisfaction,Barriers,Foreign Countries,College Students,Student Attitudes,Teacher Student Relationship,Educational Practices

The COVID-19 pandemic caused learning to be done with an online system, one of which is by using e-learning. The use of e-learning received a lot of reactions, both from the student and lecturer side. Lecturers should be able to make the best preparation, both in terms of materials, media, content, interaction and flexibility in the use of e-learning, so that students do not have difficulty in distance learning done. While students should prepare themselves as best as possible, both in terms of technology, ability, interaction with colleagues and lecturers, as well as motivation in conducting distance learning using e-learning. This study aimed to investigate student satisfaction in using e-learning as a method of distance learning during the COVID-19 pandemic, using Importance Performance Analysis (IPA). The number of respondents in this study was 132 students. The results showed that there are several factors that need to be improved, such as materials presented in e-learning, interaction with lecturers, availability of facilities, and lecturers. Factors that should be maintained included flexibility, assessment in e-learning that is felt to be appropriate, the benefits of e-learning, and students' ability to allocate time. Meanwhile, factors that are considered less important and do not obtain priorities include peers, easy-to-understand materials, ability to learn independently and understand tasks. In addition, students consider there are several factors that are considered too excessive, namely self-motivation, ability to understand the use of e-learning, independent learning process.
Satisfaction on the University Frontline Services: From the Lens of Transacting Students and Employees
Author: Gorospe, Marivic A.
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Teacher Attitudes,School Personnel,Satisfaction,Services

Client satisfaction is an influential predictor of academic life, such as services delivered with suitable standards. Thus, the study focused on determining the level of client satisfaction on the frontline services of Cagayan State University in Aparri, Philippines from the perspective of students and employees. To assess suitability, relevance, and to ensure adequate and reliable information for the evaluation of the study, the researchers adopted the descriptive- evaluative design and ascertained the level of clients' satisfaction on the frontline services received and experienced on the campus. The study, however, was limited to the assessment of the respondents on their level of contentment only on the frontline services and providers they have encountered. The results indicated a very high level of satisfaction with which heads of offices have gained higher satisfaction ratings than that of their staff. When grouped according to the respondents' profile, the older students rated higher the frontline services and providers than the younger ones. At the same time, regular employees have a higher level of satisfaction as compared to non-regular. The result of the study manifests students' and employees' very high contentment with the actual performances of the frontline service providers.
Student Experience of Using Mobile Devices for Learning Chemistry
Author: Lok, Wai Foong
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Experience,College Bound Students,College Preparation,Handheld Devices,Technology Integration,Chemistry,STEM Education,Scientific Concepts,Concept Formation,Multimedia Materials,Animation,Self Management,Affordances,Barriers,Electronic Learning,Foreign Countries

Mobile devices have been utilized as an emerging learning tool in the 21st century to support the learning of chemistry. This study aimed to identify matriculation students' learning experience with regards to the use of mobile devices for learning chemistry. The study employed a qualitative case study approach, which was carried out in a matriculation college. Online diaries and interviews were utilized as the instruments of the study. A total of 84 students initially reflected their learning journey using an online diary, whereas 17 students who were active in mobile learning were purposely selected for the interview. The findings revealed that students have positive and negative experiences towards the use of mobile devices for learning chemistry. They positively perceived that using a mobile device for learning chemistry promotes knowledge construction, visualization of abstract concepts, self-control in learning and intellectual discourse. However, the issue of learning resources quality challenged their available cognitive capacity for learning chemistry. This study offered educators with insights about the importance of incorporating mobile devices for learning chemistry. Educators can plan the appropriate instructional strategies for chemistry based on the students' learning needs.
The Influence of Curriculum and School Climate on the Academic Attitude of &quot;Tahfiz&quot; Students in Malaysia
Author: Taat, Muhamad Suhaimi
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Attitudes,Elementary School Students,Preadolescents,Institutional Characteristics,Religious Education,Memorization,Islam,Elementary School Curriculum,Educational Environment,Private Schools,Student School Relationship,Foreign Countries

This study aimed to examine the influence of curriculum and school climate on the academic attitude of &quot;tahfiz&quot; (memorizing Al-Quran) students in Sabah, Malaysia. A total of 81 students (age 10-12) from three private &quot;tahfiz&quot; primary schools around Kota Kinabalu were involved in this study. This quantitative study used cross-sectional survey method by distributing questionnaires to the respondents. The questionnaire was developed by the researchers to suit the unique environment of the &quot;tahfiz&quot; schools and has gone through the process of validity and reliability. Descriptive analysis showed that student attitude variable showed a high level of mean score (above 3.80), while for school climate variable, the finding was at moderate level (Mean=3.56, SD=0.530). As for curriculum variable, most students learnt the same main subjects as studied in government-aided primary schools, with addition to Quranic subject. However, no one learnt Computer Education subject. Multiple regression analysis showed that only the school climate variable significantly influenced the academic attitude of &quot;tahfiz&quot; students (R2=0.251, Beta=0.503, p&lt;0.001). This study will be able to provide useful information and benefit for the improvement of &quot;tahfiz&quot; institutions in Malaysia.
Exploratory and Confirmatory Factor Analysis of PERMA for Chinese University EFL Students in Higher Education
Author: Yang, Lan
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Validity,Reliability,Undergraduate Students,Factor Structure,Well Being,Cultural Context,Foreign Countries,Questionnaires,Anxiety,Student Attitudes,Goodness of Fit

The purpose of this research is mainly to explore the validity and reliability of PERMA instruments to determine the nature of PERMA for Chinese university EFL students. A total of 309 Chinese university EFL students from 10 universities in Gansu province were investigated. Selected by cluster random sampling, the extracted data from the survey design underwent exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) with the use of SPSS version 24 and AMOS version 23 to verify the factor structure of the PERMA. The results of EFA indicate similar structures from prior research and the present study. The CFA results testify that the PERMA instrument is satisfactory for Chinese university EFL students. Therefore, this research indicates that the PERMA of Chinese university EFL students also has a five-factor structure, which implies the perceived PERMA in the Chinese university EFL context to be adequately invariant and is an effective measurement tool supporting the research of Chinese university students' well-being. The findings highlight the significance of validating and confirming the PERMA structure and provide new insights into its application across different cultural contexts.
The Correlation between Students&apos; Reading Anxiety and Their Reading Comprehension in ESP Context
Author: Mardianti, Nunung
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Reading Comprehension,Knowledge Level,English for Special Purposes,Second Language Learning,Correlation,College Freshmen,Social Sciences,Vocabulary,Grammar,Classroom Environment,Foreign Countries

This study was aimed at analyzing the correlation between reading anxiety and reading comprehension of ESP students in Universitas Muhammadiyah Malang. The participants in this study were 50 first-year Governmental Science students who took intensive reading I. This study used correlational design to analyze the relationship between two variables (Reading anxiety and Reading comprehension). In collecting the data, the English Foreign Language Reading Anxiety Inventory (EFLRAI) questionnaire was used to investigate the level and potential causes of reading anxiety. Moreover, in assembling students' reading comprehension data, the researcher constructed a reading comprehension test specifically for governmental science students. Based on the study results, the non-English department students belong to moderate a level of reading anxiety. Specifically, reading anxiety is divided into three main aspects; top-down reading anxiety, bottom-up reading anxiety, and classroom reading anxiety. It was found out that the most potent sources of reading anxiety were bottom-up reading anxiety, that is to say unclear-meaning vocabulary in English written text. Regarding students reading comprehension level, the ESP students have a low reading comprehension score. The research findings also illustrated a negative moderate-strong relationship between reading anxiety and Comprehension of ESP students. It means, the higher anxiety the students have, the lower their comprehension score they obtained.
The Role of Technology in ELL Classes in Turkish Republic of Northern Cyprus
Author: Barzani, Sami Hussein Hakeem
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,English (Second Language),Second Language Instruction,Second Language Learning,Affordances,Barriers,Educational Equipment,Handheld Devices,Integrated Learning Systems,Language Skills,Technological Literacy,Language Teachers,College Faculty,Foreign Countries

In today's English language classrooms, technology keeps important to support language learning. However, the present research focuses only on the tools, i.e., Smart Boards, tablets/laptops, and Moodle (online learning management system). Modern English language teachers utilize English Preparatory School, BS, and Master in the Turkish Republic of Northern Cyprus (TRNC). Moreover, the present qualitative and observational research examines the role of technology utilized at the English Preparatory School in Cyprus International University to teach English to the learners who learn English as a Second Language. For the present research, data are collected through two interviews from the teachers who teach at Cyprus International University (CIU) and from an in-depth literature review. Through the findings, the researchers observe that: a) all the teachers in TRNC utilize technology, i.e., Smart Boards, tablets, and Moodle; b) technology helps the English Language Learners (ELLs) to enhance their language skills; c) teachers and students who utilize technology in language learning process face technical challenges due to lack of knowledge or less familiarity with the technology. Hence, the present research would explore the pros and cons of technology and intend to know a teacher interested in teaching language through technology.
Students&apos; Grammatical Errors in Essay Writing: A Pedagogical Grammar Reflection
Author: Fitrawati
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Grammar,Verbs,Error Patterns,Writing Skills,Writing Instruction,Instructional Effectiveness,English (Second Language),Second Language Learning,Essays,Foreign Countries

Students of English as a Foreign Language (EFL) are expected to master the fundamental of grammar so they can produce good essays. However, despite having learned English at the secondary or university level, students tend to make many grammatical errors in their writing. This study presents the grammatical errors made by college EFL students in their essays and the pedagogical implications viewed from those errors. This is descriptive research with 30 second-year students who enrolled in an Essay Writing class as participants. Thirty written essays produced by the students were analyzed for grammatical errors. The findings revealed that there were 368 grammatical errors found in the students' essays. The most common one was in verb use (48%). If teachers do not assist students to comprehend the concept of parts of speech, and essential and nonessential clauses, these students will continue to make errors in their more advanced writing. The findings may have useful pedagogical implications for English language teachers, syllabus designers, and test developers. Understanding students' difficulties and providing appropriate grammar instructions are the keys to teach grammar.
Learners&apos; Perceptions on WhatsApp Integration as a Learning Tool to Develop EFL Vocabulary for Speaking Skill
Author: Khan, Raja Muhammad Ishtiaq
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Mediated Communication,Technology Integration,English (Second Language),Second Language Learning,Vocabulary Development,Speech Skills,Foreign Countries,Student Behavior,Intention,College Students

Technology integration has a great impact on learners' learning styles and everyday life, where various encouraging responses come across in language learning institutions through the use of mobile technology. WhatsApp application instantly transfers information in different modes. At the present time it can be effectively used as a platform to engage learners with conventional classroom setting. The present study is an attempt to investigate learners' attitudes towards WhatsApp application and their intention for future use. 32 EFL learners were exposed to learn vocabulary by the use of WhatsApp application for a period of 6 weeks. Data were collected by using questionnaire and semi-structured interviews. The result exhibited higher levels (M= 4.4 and Mode 4.37) of the mean scores of the learners' perception and (M= 4.3) on WhatsApp Usage attitudes. The finding of the study indicated that learners expressed positive attitudes in using WhatsApp applications for vocabulary development. The present study also suggests that the integration of WhatsApp should be fortified to learners, instructors and institutions in developing other language learning process.
A Conceptual Model of Analogue Gamification to Enhance Learners&apos; Motivation and Attitude
Author: Mee, Rita Wong Mee
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Student Motivation,Student Attitudes,Learner Engagement,Elementary School Students,Foreign Countries,Teaching Methods

The concept of gamification has spread widely in recent years supported by the development of technology, especially due to the plethora of computers and video games and game apps for other devices. Gamification is the use of game thinking and game mechanics in non-game contexts that support play to engage users in solving problems or created for teaching and learning purposes. Gamification does not mean creating games but making education more engaging and fun with play for learners, without undermining its credibility. In modern education, lessons delivery is associated with the lack of engagement and motivation of learners to participate actively in the learning process. Teachers are increasingly faced with the problem of how to integrate technology and to impart good language learning habits at the level of primary school in Malaysia. Hence, the aim of this study is to propose a conceptual model of analogue gamification to enhance primary school learners' motivation and attitude.
Maintaining Equitable and Inclusive Classroom Communities Online during the COVID-19 Pandemic
Author: Barrett, Sarah Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Equal Education,Inclusion,Educational Quality,At Risk Students,Foreign Countries,Communities of Practice,Distance Education,Elementary Secondary Education,Student Needs,Student Diversity,Trust (Psychology),Beliefs,Interaction,Teacher Attitudes

This paper explores the ways in which face-to-face classroom communities were disrupted and/or transformed by the move to online platforms and the effect of this disruption on equitable access to a quality education. Quality education is defined as engaged pedagogy, where students learn to interact with other students and engage with ideas in a way that promotes their ability to be part of a community while still feeling free to disagree with, critique, and take care of each other. To examine the extent to which such communities were created when schooling migrated online during the pandemic, this paper examines online schooling communities in terms of sense of belonging, trust, shared purpose, and quality of interactions. The analysis of the experiences of 11 teachers in Ontario, Canada, whose face-to-face classes were moved to online formats, establishes that equity was one of the first casualties of the change, with the most vulnerable students facing disproportionate academic, psychological, and social consequences.
Schooling, Interrupted: A Critical Account of Motivation and Education during the First Wave of the COVID-19 Pandemic in Quebec
Author: Thompson, Jennifer A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Secondary School Students,Adolescents,COVID-19,Pandemics,Well Being,Equal Education,Public Schools,Private Schools,Distance Education,School Closing,Electronic Learning,Educational Environment,Personal Autonomy,Psychological Needs,Video Technology,Photography,Foreign Countries

Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: &quot;How&quot; are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people's experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth's accounts of motivation into conversation with youth's concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth's analyses urge us to revisit the conceptualization of &quot;structure&quot; within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research.
Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
Author: Vázquez-Cano, Esteban
Date: 2021-08-00
Type: Journal Articles
Subjects: Social Media,Integrated Learning Systems,Student Satisfaction,Preferences,College Students,Foreign Countries,Technology Uses in Education,Electronic Learning,Communities of Practice,Interaction,Distance Education

This article describes an investigation into the level of satisfaction among students at Spain's National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master's degree students at UNED's Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED's official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.