ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Flipped Learning Instruction on Tertiary English Learners&apos; Writing Achievement
Author: Daulay, Syahnan
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Second Language Learning,English (Second Language),College Students,Writing Achievement,Foreign Countries,Instructional Effectiveness,Second Language Instruction

Flipped Learning (FL) instruction is flipping teaching where the learners study the contents at home by using technology equipment such as video, pods, e-books, websites, or blogs, and the classroom is used to do the assignment or homework to strengthen students' important knowledge understanding. The current tertiary students are the new generation who are so much interrelated with technology. This study investigated the effect of FL instruction on tertiary English learners' Achievement in writing. Two groups of 40 Diploma in Maintenance Engineering (DME) students (experimental and control) participated in this study. Moreover, the data were collected from the score of essay-writing tests (pre-test and post-test). The experimental group was taught through FL instruction while the control group was taught through the Traditional Method. Furthermore, the data were statistically tabulated by employing ANOVA in the Statistical Package of Social Science (SPSS). The result shows that the score mean of the experimental group was significantly higher than the score mean of the control group. Accordingly, there was a significant effect of FL instruction on tertiary English learners' writing achievements. Hence, the implementation of the FL instruction is highly recommended for teaching writing at the tertiary level.
Customization and Validation of a Scale Measuring Second Language Teachers&apos; Motivation for Professionalization
Author: Khokhar, Sameena
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Teacher Motivation,Professionalism,Measures (Individuals),Teacher Attitudes,Validity,Models,Teacher Improvement,Teacher Collaboration,Reliability,English (Second Language),Factor Analysis,Correlation,College Faculty,State Universities,Foreign Countries

This paper describes the process of customization and validation of scale that measures motivation for professionalization of English language teachers. This paper illustrates a systematic process to assist researchers in adapting, customizing and validating scale. This study presents results of a pilot survey of the five motivational factor scale, aimed to measure English language teachers' motivation to pursue professionalization with the help of HEC trainings. Study adapted and revised original Hildebrandt and Eom model of motivation for professionalization scale (MPS) aimed to measure five motivational dimensions such as improved teaching, financial gain, internal validation, external validation, and collaboration for professionalization. The revised scale contained 43 items whose reliability and validity were established. Self-administrative questionnaires were distributed among English language teachers of public sector institutions across Sindh for data collection to establish reliability and validity. Cronbach's alpha, corrected item total-correlation and confirmatory factor analysis tests were carried out to validate the scale. The customization and validation process along with results of the study have been discussed in detail in the methods and results section of the paper. The paper concludes by stating the findings of the research. [Note: The volume number (10) shown in the header of the PDF is incorrect. The correct volume number is 16.]
Obstacles to Effective Use of E-Learning in Higher Education from the Viewpoint of Faculty Members
Author: Qashou, Abeer
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Electronic Learning,Barriers,Teacher Attitudes,College Faculty,Access to Computers,Correlation,Developing Nations,Technological Literacy,Student Attitudes,College Role,Curriculum

E-learning has reached advanced levels in developed countries, but it is still in its early stages in developing countries, such as Palestine. There are still many obstacles to E-learning using. This study therefore aims to identify the most important obstacles to using E-learning in higher education in Palestine from the viewpoint of lecturers. Palestine Technical University &quot;Kadoorie&quot; was chosen to apply the study. The sample included 95 faculty members selected using convenient sample from all colleges of the university. Data was collected using an electronic questionnaire. The data was then analyzed using SPSS 25. The results reveal the following arrangement for the obstacles from the highest impact to the lowest: technological infrastructure-related obstacles, university-related obstacles, student-related obstacles, curriculum-related obstacles and lecturer-related obstacles. The results also show that there is a moderate positive correlation between the lecturer-related obstacles and the student-related obstacles with the curriculum-related obstacles. Moreover, there are no statistically significant differences in the obstacles due to the academic degree. However, the results show that there are differences due to gender, age, teaching experience, and college. Therefore, it can be concluded that there is a necessary need to take more activities related to the technological infrastructure and to develop strategies and incentives in order to reach the effective use of E-learning.
Online Education Experiences of the Students Studying in Health Care Departments during the COVID-19 Pandemic
Author: Baykal, Dilek
Date: 2022-01-00
Type: Journal Articles
Subjects: Online Courses,Student Experience,COVID-19,Pandemics,Distance Education,Foreign Countries,College Students,Psychological Patterns,Allied Health Occupations Education,Student Attitudes

The COVID-19 pandemic interrupted face to face education and lead the transition to online education in Turkey, as it happened all around the world. The aim of this study is to describe the feelings, opinions, and experiences of the students of health departments about online education. In this qualitative study, interviews were conducted with 40 students in Turkey. The content analysis revealed five themes: (1) ambivalent feelings, (2) feelings of advantages and disadvantages, (3) differences of online education from face to face education, (4) problems experienced, and (5) recommendations. The students of health departments had various feelings such as happiness and worry in the first days of online education. Throughout the online education, students also could not benefit from applied courses. Moreover, the students experienced problems stemming from themselves, the system, and, even if a little, from the teaching staff.
Teachers&apos; Perceptions of Culturally Appropriate Pedagogical Strategies in Virtual Learning Environments: A Study in Colombia
Author: Ricardo-Barreto, Carmen
Date: 2022-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Culturally Relevant Education,Teaching Methods,Electronic Learning,Educational Environment,Foreign Countries,College Faculty,Cultural Awareness

This article presents the results of the first phase of the project &quot;Design, development and evaluation of an App to promote the development of Intercultural Competence and ICT Competence in teachers of Higher Education&quot; that was carried out in the Department of Antioquia in Colombia. The main objective of the first phase of the study was to analyze the perceptions of higher education teachers about their Intercultural Competence &quot;Culturally Appropriate Pedagogical Strategies&quot; in Virtual Learning Environments. The study has a quantitative approach, with a descriptive and non-experimental design that allows observing and analyzing the phenomena of the study. To identify participants' perceptions, a survey was conducted in which 69 teachers from various educational institutions in the Department of Antioquia in Colombia participated voluntarily.
Digital Age and Reading Habits: Empirical Evidence from Pakistani Engineering University
Author: Mirza, Quratulain
Date: 2021-00-00
Type: Journal Articles
Subjects: Influence of Technology,Social Media,Reading Habits,Foreign Countries,Undergraduate Students,Computers,Handheld Devices,Blended Learning,Nonprint Media,Preferences,Telecommunications,Online Searching,Recreational Reading,Technological Literacy,Access to Computers,Electronic Publishing,Course Content

The development of technology has transformed the lifestyle of the people at the global level. With technological development, the social networking sites and apps have also developed a lot. That has brought a significant transformation in the methods of communication. Various studies have been conducted to identify their impacts on the reading habits of the individuals/ students. The study aimed to explore the application of the technology and social networking sites by the students of Pakistan. This study adopted a mixed-methods research approach. The data was collected from the first-year undergraduate students of Mehran University of Engineering and Technology, Jamshoro, Sindh Pakistan. For the quantitative analysis, the descriptive statistics were applied including 366 students (male and female), 281 were male students and 85 female students. The qualitative data was conducted with 20 students and the responses were examined through content analysis. The findings revealed that the majority of students had prior access to smartphones than desktops, laptops and tablets. However, some students had no internet experience. For academic reading, most of the students preferred electronic books and there was no preference of formats for leisure reading. Most of the students use Social Networking sites for fun. Additionally, the findings also suggested the problems faced by the students related to searching online reading.
EFL Vision Impaired Teacher&apos;s Classroom Management in the Eyes of His Sighted Teenaged Students
Author: Effendi, Taufiq
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Visual Impairments,Classroom Techniques,Foreign Countries,Second Language Instruction,Student Attitudes,Educational Environment

Studies on how a visually disabled educator is able to teach a regular class of sighted teenaged learners are rarely available. In commemoration of the international day of disability on December 3, this article is intended to foreground a blind teacher's practices of EFL classroom management through the lens of his sighted teenaged students. This article will illustrate some evidences discovered from a bigger unpublished research carried out in 2010. However, due to the absence in the academic literature, these evidences are immediately relevant and critical for contemporary society in Indonesia and other countries in similar situation to have adequate understanding of how a blind educator is equally capable to manage a regular classroom. This present study was conducted to explore what blind teacher's classroom management-related insights sighted teenaged students revealed. The data for this study were taken from the interviews with ten students and were qualitatively analysed. Eight themes were generated: students' presuppositions; contrasting views regarding their vision impaired teacher and sighted teachers; vision impaired teacher's competences; classroom atmosphere, proximity and appropriacy; monitoring, movement and awareness; speaking manner, audibility and voice adjustment; seat, instructional and class organisation; and supports. In general, it turned out that all participants unexpectedly had significantly engaging and encouraging learning experiences from their vision impaired teacher. Accordingly, the study offers valuable recommendations for legislators, teacher training institutions and employers in Indonesia and other countries. [Note: The volume number (10) shown in the header of the PDF is incorrect. The correct volume number is 16.]
A Few Ways of Memorizing Intermediate Japanese Grammar for Students Majoring in Japanese Language
Author: Hoi, Huynh Tan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grammar,Japanese,Second Language Learning,Memorization,Majors (Students),College Students,Learning Strategies

Grammar is one of the important parts in the pursuit of Japanese language by all Japanese language students in particular and those who have a passion for Japanese in general. Grammar is always necessary when creating a complete sentence to be able to communicate and communicate with the opponent. However, especially at the intermediate level of Japanese, many students will find it confusing and difficult to understand and remember for a long time. Therefore, this article is completed based on survey results from 26 students of FPT University in Ho Chi Minh City. The article uses analytical and qualitative methods to find appropriate and effective methods of memorizing intermediate Japanese grammar in the learning process. Through the survey results, it shows that FPT University students have many methods of memorization through various forms such as books and newspapers, application to daily communication and practice. These methods are all effective for improving the Japanese grammar learning process of Japanese language students at FPT University.
An Investigation of Curriculum Adaptation Efforts of Teachers Working in Disadvantaged Secondary Schools
Author: Tas, Mükerrem Akbulut
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Disadvantaged Schools,Economically Disadvantaged,Curriculum Implementation,National Curriculum,Family Structure,Student Characteristics,Family Characteristics,Fidelity,Curriculum Development,Instructional Materials

There is a consensus that the national curriculum cannot be implemented in its original form in local context. Adaptations are made in curriculum due to factors such as school and classroom context, student characteristics and needs, teacher's professional competence and characteristics. This study aims to investigate the curriculum adaptation efforts of teachers working in socioeconomically disadvantaged secondary schools. This study used a phenomenological inquiry. The participants, who were selected using criterion sampling method, included the voluntary eight female teachers who worked in socio-economically disadvantaged secondary schools. Data were collected through standardized open-ended interviews and were analyzed using the inductive content analysis method. This study indicated four main findings: a) Students' family structure is the main factor determining disadvantageousness in socio-economically disadvantaged secondary schools. b) Student and family characteristics, curriculum and curriculum materials are the factors that frequently prevent fidelity to curriculum. c) Teachers made adaptations, such as reorganizing, supplementing, omitting/delaying, completing and reducing/simplification. d) In the adaptation process, teachers were found to experience difficulties associated with planning the instruction process and organizing and presenting the content. They were found to cope with these difficulties by benefitting from their postgraduate education experiences, collaboration with colleagues, and internet sources. Based on the findings from this study, families' awareness could be improved by preparing family education programs. Instructions could be prepared about how and in what situations adaptations need to be made while developing curriculum; curriculum materials could be developed, and professional development opportunities could be increased.
Perceived Usefulness of Jitsi Meet in an EFL Classroom
Author: Octaberlina, Like R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Videoconferencing,Educational Technology,Student Attitudes,Second Language Learning,English (Second Language),Usability,Electronic Learning,Computer Oriented Programs,Distance Education,Undergraduate Students

Particularly in the field of education, technological developments are both quick and vast. Technology such as video conference utilization is a requirement that must be fulfilled. The goals of this study were to: (1) investigate students' perceptions of Jitsi Meet as an effective educational tool; and (2) investigate the impact of Jitsi Meet on EFL learners' perceptions of it as an aid to teaching. The qualitative technique was employed in this study, and the TAM (Technology Acceptance Model) by Davis (1989) served as the theoretical foundation. This research used three instruments: the researcher, an online questionnaire, and interviews. The findings of this study revealed that students had a good attitude about the usage of Jitsi Meet as a learning tool in the EFL classroom, particularly for virtual learning. Jitsi Meet is the ideal option for use as a meeting or discussion tool in and out of the classroom. This research also indicated that some students are willing to utilize Jitsi Meet in the upcoming by its time and location flexibility, minimum internet bandwidth requirements, and multitasking capabilities. However, there are other factors to consider, such as internet reliability and the development of additional learning functions.
An Examination of the Effects of Figure Notes on Sensory Processing and Learning Behaviors on the Young Children
Author: Lee, Liza
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Music Education,Autism,Pervasive Developmental Disorders,Preschool Education,Perceptual Development,Student Behavior,Foreign Countries,Holistic Approach,Program Effectiveness,Study Habits,Academic Achievement,Visual Perception,Auditory Perception,Tactual Perception

This study investigates the effects of FigureNotes on sensory processing abilities and the learning behaviors of young children. The settings for this research were a non-profit early-intervention center and a private preschool in the metropolitan, where one hundred and twenty private preschool children and 32 children with Autism Spectrum Disorder, aged 40-63 months, were selected as the research participants by purposive sampling. The research design incorporated HMEAYC with FigureNotes. Each participant participated in one 40-minute session per week for 16 weeks. The research results showed the positive effects of FigureNotes on the children's sensory processing abilities and learning behaviors. The research illustrated FigureNotes not only enhanced visual processing and learning habits in young children, but also enhanced tactile processing in children with Autism Spectrum Disorder (ASD). In this first of its kind, research in Taiwan we propose to prove that FigureNotes can improve young children's visual processing and positive learning habits, and it can enhance the tactile processing of children with ASD. Therefore, we highlight the benefits to promote the use of FigureNotes to assist and support the effective development of young children at different developmental levels.
Distance Education Experiences of Middle School 7th Grade Students in the Turkey during COVID-19 Pandemic: Virtual Museum Example
Author: Elbay, Sezgin
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Grade 7,Middle School Students,Museums,Educational Technology,Technology Uses in Education,Distance Education,School Closing,Program Effectiveness,Student Attitudes,Barriers

The purpose of the research is to examine the contributions and limitedness of virtual museum visits according to 7th grade students. Therefore, the research was conducted in accordance with the holistic single case study. The study group of the research was 14 students ranging in age from 11 to 12, determined by the criterion case sampling method. Semi-structured interview form and various documents (daily, draws and text) were used as data collection tools. According to the thematic analysis, virtual museum visits have been found to contribute to academic and occupational development, contextualization in terms of past and present. On the other hand, it has been found that virtual museum visits have some limitedly in visual elements and socialization. Based on the results of the research, it is recommended to use virtual museum visits to increase students' participation in lesson and support their multifaceted academic development during the distance education process.
Attachment Relationships and Learned Resourcefulness Levels of Institutionalized Adolescents
Author: Subasi, Hacer
Date: 2022-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Emotional Response,Self Control,Adolescents,High School Students,Foster Care,Residential Institutions,Foreign Countries,Institutionalized Persons,Family Relationship,Place of Residence,Trust (Psychology),Interpersonal Communication

Attachment as a very important regulator of both emotions and the self and learned resourcefulness (LR) as a both cognitive and emotional-regulation strategy seems very interrelated. It is thought that, more secure attachment relationships lay the foundations of high capability of learned resourcefulness. This cross-sectional survey study aims to investigate the relationship between LR and attachment relations among adolescents according to whether they reside in care or with their families. To this end, data was collected from 61 adolescents with convenience sampling method, including 31 living with their families from Istanbul's Huseyin Avni Sozen High School and 30 residing at foster care institutions. The total number of participants in this study came to 61, with an average age of 17. The Adult Attachment Scale (AAS), Inventory of Parent and Peer Attachment (IPPA)-Short Form and Rosenbaum's Learned Resourcefulness Scale (RLRS) were used for data collection. It was found that institutionalized adolescents (IA) had a higher sense of insecurity in their attachment relationships than adolescents who stayed with their families (ASF). In addition, while there was a significant relationship between learned resourcefulness and attachment styles, those living with their families had higher scores on a number of RLRS sub-dimensions than those who stayed in institutions (p&lt;0.05). Discussion: The study findings already present in current literature on the issue were discussed and interpretations drawn, and it was deemed that institutional factors were important in terms of attachment relations and learned resourcefulness in adolescents living in care homes.
Corpus Analysis on Students&apos; Counter and Support Arguments in Argumentative Writing
Author: McCarthy, Philip M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Connected Discourse,Discourse Analysis,Readability,Classification,Language Usage,Language Processing,Cognitive Ability,Persuasive Discourse,College Students,Essays,Writing Evaluation,Computer Software,Advanced Students,Writing Instruction,Grades (Scholastic),Structural Analysis (Linguistics)

This study analyzes the linguistic features of counter-arguments and support arguments using two computational linguistic tools: Coh-Metrix and Gramulator. The research question investigates whether counter-argument paragraphs and support paragraphs are different in terms of their linguistic features. To conduct this study, a corpus of 78 argumentative papers was collected. The paragraphs in the papers were categorized in terms of their function. The categories included functions of Support, Counter-argument, Expostulation, Counter-argument and Expostulation, Background, and Other. The paragraphs were analyzed for their readability and writing quality through Coh-Metrix. With the exception of the measure of Deep Cohesion, the Coh-Metrix results suggest minimal differences in terms of readability and writing quality between counter-argument and support paragraphs. Following the Coh-Metrix analysis, both counter-argument and support corpora were analyzed through Gramulator for their lexical features. The Gramulator results suggest the presence of causal language and fixed expressions in counterarguments, as well as some tagged language in support arguments.