ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Mentor Teachers&apos; Roles in Mentoring Pre-Service Teachers&apos; Teaching Practicum: A Malaysian Study
Author: Phang, Biao Li
Date: 2020-00-00
Type: Journal Articles
Subjects: Practicums,Preservice Teachers,Teaching Experience,Teacher Education Programs,Mentors,Teacher Role,Teacher Attitudes,Student Attitudes,Teacher Effectiveness,Secondary School Teachers,Intervention,Foreign Countries

A teaching practicum is a course of study in which pre-service teachers get to experience actual teaching in real classrooms. Mentor teachers who are assigned to mentor and supervise pre-service teachers have many important roles to play in the practicum experience, yet no extensive research has been conducted on these roles. This study sought to determine the roles played by mentor teachers in pre-service teachers' teaching practicum. Using an explanatory, sequential, mixed-methods research design pertaining to the Malaysian context, we recruited 385 pre-service teachers who had attended teaching practicum and 6 mentor teachers who had previously mentored pre-service teachers. Online questionnaires and telephone interviews were used sequentially. Findings showed that mentor teachers played moderate roles in mentoring pre-service teachers; mentor teachers perceived themselves to play many roles yet regarded certain roles as unnecessary and unimportant. Universities, secondary schools, and the Malaysian Ministry of Education must address the importance of producing quality teachers by intervening as early as pre-service teachers' teaching practicum.
Assessment of Acquaintance Techniques at the First Meeting of Adult Education
Author: Nikitidis, Nikolaos O.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Evaluation,Adult Education,Adult Students,Learning Activities,Teaching Methods

The knowledge and the skills acquired in basic education are not sufficient for the entire life as technological and social conditions change rapidly. The solution to this problem is adult learning actions. An essential component of these actions is the first meeting. In order for this process to be implemented without difficulties, the literature provides some techniques. This study assesses these techniques and to highlight their particular characteristics in order to clarify which one is best for each educational program. For achieving this, these techniques are sought in the literature and evaluated by specific criteria. Finally, 15 techniques have been found, differentiating about time, space and media, secondary goals, and the dangers they pose. Based on these data, the adult trainer can choose the most appropriate technique for his educational program.
ESL Learners&apos; Sense of Alienation: An Exploratory Mixed Method Research on the Role of ESL Teachers&apos; Remarking Practices
Author: Khan, Misbah A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Alienation,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Oral Language,Feedback (Response),Class Activities,Student Attitudes,Teacher Student Relationship,Foreign Countries,Speech Acts,Teaching Methods,Anxiety,Classroom Communication,Self Concept,Student Evaluation,Pragmatics,Personal Autonomy,Task Analysis

The study attempts to highlight a major cause of learners' detachment and low performance in ESL classrooms at graduation levels in Bahawalpur City, Punjab, Pakistan. In this connection, this study tries to focus on the role of teachers' feedback remarks as a major cause of either instilling or accelerating sense of alienation among ESL learners. This study underpinned exploratory sequential mixed method research design to prove its hypotheses. The qualitative data shows that ESL learners receive evaluative remarks from their teachers in the form of 'face-threatening acts' more than 'face-saving acts' during classroom activities. Resultantly, they experience a sense of alienation from the language-related tasks and try to avoid the classroom situation feeling it a threat. The quantitative analysis shows the average range of sense of alienation experienced by learners which are highest in oral activities, lower in written tasks and lowest in comprehension-based activities. ESL teachers' evaluative feedback either instils or accelerates the sense of alienation among learners during various classroom activities. The type of alienation experienced more was an accelerated sense of alienation. This is why the majority of learners avoid getting engaged in the activities in which they find chances of losing self-image. Keeping the results in view, training sessions on 'Face Wants, Politeness theory, and Speech Acts' are recommended for ESL teachers to enhance their follow-up remarking practices. Moreover, there is a need to develop an anxiety-free classroom atmosphere to strengthen learners' autonomy and linguistic self-concept.
Early Childhood Education Teachers&apos; Perceptions on the Use of Play as a Teaching Technique in Afadjato South District of the Volta Region, Ghana
Author: Kekesi, Divine Koku
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Positive Attitudes,Teaching Methods,Play,Young Children,Kindergarten,Child Development,Principals,School Supervision,Administrator Attitudes,Instructional Materials,Teaching Experience,Foreign Countries

The study investigated the perception of early childhood educators on the use of play as a teaching technique in the Afadjato South District. The study was a cross-sectional descriptive design using concurrent triangulation mixed method approach. A sample of 120 participants was used comprising100 kindergarten teachers, 10 basic school heads and 10 school supervisors. Purposive, simple random and convenience sampling techniques were used to select the participants. Questionnaire and interview guide were used to collect data. Descriptive and inferential statistics were used to analyse the quantitative data while thematic analysis was used for the qualitative data. The findings showed that early childhood teachers in Afadjato South District had positive perception on the use of play as a teaching technique. Kindergarten teachers' perception positively influenced their use of play as a teaching technique. Among other factors such as availability of play materials, the kind of motivation teachers received as teachers influenced the use of play as a technique of teaching. Teaching experiences were the most influential factors to kindergarten teachers' use of play as a teaching technique. It was concluded that early childhood teachers in Afadjato South District had good intentions on the use of play as a teaching technique. Also, kindergarten teachers' could use play as a teaching technique depending on their perception towards play. Moreover, factors that contributed to kindergarten teachers' use of play as a teaching technique were: availability of play materials, the kind of motivation teachers receive and their teaching experiences. It was recommended that through in-service training, head teachers should encourage early childhood teachers in Afadjato South District to continuously have positive perception towards play as a teaching technique. Also, personnel in charge of supervision at the Afadjato South District Education Directorate should educate kindergarten teachers to use play as a teaching technique.
Foreign Language Virtual Class Room: Anxiety Creator or Healer?
Author: Kaisar, Mohammad Tanvir
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,Virtual Classrooms,Distance Education,Teaching Methods,Pandemics,COVID-19,Information Technology,Student Attitudes,Measures (Individuals),Student Participation,Classroom Communication,Private Colleges,State Universities,Foreign Countries

Virtual classroom using technology is a novel dimension in distance learning and teaching pedagogy during the pandemic situation across the globe. Researchers regard e-learning as an opportunity for future teaching and learning approach. Therefore, recent pieces of literature on Foreign Language Anxiety, Technological anxiety and E-learning using virtual classroom inspires the current researchers to foster a real picture of Bangladeshi educational institutions. The study aims at investigating whether the virtual classroom situation creates anything new in Foreign Language Anxiety or heals the learners from anxiety experienced in the physical classroom. A self-made Foreign Language Virtual Classroom Anxiety Scale (FLVCAS) was conducted through 104 students' participation from three public and three private universities of Bangladesh. Through the tertiary level learners' physical language classroom and virtual language classroom participation, the quantitative data has been collected. In-depth interview and focus group discussion have also been conducted to collect qualitative data. The study also shows findings and important recommendations for the concerned so that virtual language classroom environment and anxiety-free 'Foreign Language Virtual Classroom' can be implemented.
Employing the Subsequent Four Years of the Libyan Education Reform Strategy: Administrations and Contributors
Author: Elabbar, Ageila Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Public Education,Educational Strategies,Educational Policy,Curriculum Design,Social Work,Caseworkers,Educational Finance,Budgets,Teacher Education,Schools of Education

This paper is the third continuation of the previously published paper &quot;National Libyan Public Education Reform: Entire Transformative Strategies, 2020-2026&quot; (November 2017), which proposes a complete framework for reforming Libyan public education and reflects on the difficulties that educators and learners have faced due to existing confusing conditions. It divides the entire reform plan into six years of gradual reform actions to overcome their complications; these complications stem from the discouraged forms of education, changeable curricula, bureaucratic schools and university administrations, the conservative community, and uncertain education strategies. Another factor is the way that learners acquire information (that is, their learning styles). In addition, upheavals all over Libya have affected the overall stability of education in Libya and led to there being two ministries of education (East and West Libya). Thus, six years of gradual reform stages were proposed so that a new generation of students would start with pre-kindergarten in the academic year 2026 or the equivalent. This paper also is subsequent to the prior published paper (16 May 2018) on the same reverence project, &quot;Contextualizing the First Two Years of the Libyan Education Reform Proposed Strategies (2020-2026): Targeted Candidates and Reflective Activities,&quot; which explains in depth the suggested Phase I of the first two years (2020-2022) of the proposal for reforming Libyan education (2020-2026 or equivalent years). The purpose of this paper is to explain in depth the suggested subsequent four years (2022-2026 or equivalent years) of the proposed strategy of a six-year reform and come out with clearly constructed strategy without conflicting laws or regulations in the country.
Evidence-Based Practices of English Language Teaching: A Meta-Analysis of Meta-Analyses
Author: Alsowat, Hamad H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Meta Analysis,Evidence Based Practice,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Grammar,Teaching Methods,Learning Strategies,Information Technology,Outcomes of Education,Language Skills,Instructional Program Divisions,Handheld Devices,Telecommunications,Blended Learning,Audience Response Systems,Technology Uses in Education,Computer Games,Language Proficiency

This meta-analysis aims at investigating the impact of English language teaching practices on language outcomes. The literature search yielded 90 meta-analyses that were published between January, 1995 and December, 2019. The current study analyzed 90 meta-analysis and these studies comprised 3496 studies, 7870 effect sizes and nearly 700,000 students. Three moderator variables were examined: year of publication, setting and educational level. The results showed that a) language learning strategies had medium impact on language outcomes in general and generated the largest impact on speaking (d=0.90), b) technology-based language learning had medium impact on language outcomes in general and generated the largest impact on vocabulary (d=0.98), c) explicit instruction had medium impact on language outcomes in general and generated the largest impact on grammar (d=1.26), d) mobile-based language learning had small impact on language outcomes in general and generated the largest impact on listening (d=0.73), and e) setting and educational level significantly moderated the impact of teaching practices on language outcomes. The findings were discussed and implication and future research were proposed.
A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction
Author: Chen, Zhiying
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students),Writing Instruction,Persuasive Discourse,Writing Skills,College Faculty,Revision (Written Composition),Teaching Methods,Teacher Attitudes,Undergraduate Students,Evaluation Criteria,Writing Evaluation,Student Attitudes,Teaching Styles,Foreign Countries

Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students' response are revealed to understand the effects of those instructions accordingly.
Children&apos;s Books by Canonical Authors in the EFL Classroom
Author: Ortells, Elena
Date: 2020-00-00
Type: Journal Articles
Subjects: Childrens Literature,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Negative Attitudes,Reading Material Selection,Language Teachers,Authentic Learning,Student Interests,Authors,Learning Activities,English Literature

Students' imperfect grasp of the target language is cited by educators as one of the main tenets and conundrums against the use of real literature in the EFL classroom. However, previous reviews have proven that children and teenagers are likely to become interested in texts of their own choice and in line with their current concerns. Hence, since encouraging them to read for pleasure and providing them with motivating and level-appropriate materials are basic requirements for success, instructors should receive essential support on how to supply their students with literary texts suitable for both their language level and interests. My intention in this article is thus two-fold. On the one hand, I aim to provide several strategies to overcome the negative attitudes against the use of real literature in the EFL classroom, which are deeply rooted in the educational community, by equipping educators with a theoretical framework that allows them to critically select the most appropriate literary materials for their students. On the other hand, my intention is to present in-service teachers with an illustrative sample of texts and activities that clearly show that authentic literature can be successfully implemented in the teaching sphere.
The Views of Physical Education Teachers on the Management Approaches of the School Principals
Author: Yalçinkaya, Ahmet
Date: 2020-08-00
Type: Journal Articles
Subjects: Physical Education Teachers,Teacher Attitudes,Leadership Styles,Participative Decision Making,School Administration,Leadership Effectiveness,Principals,Teacher Administrator Relationship,Public Schools,Foreign Countries,Secondary School Teachers

The objective of this research is to investigate the views of physical education teachers on the management approaches of the school principals. The research was conducted using the phenomenological design, which is used in the qualitative research methods. The respondents for the study group in the research comprised 17 physical education teachers who were randomly selected and working in state schools in Kayseri province during 2019-2020 academic year. The interview method was used in the research. In this method, the interview form was used as the data collection tool which comprises three sets of questions. The research data were analyzed through the content analysis method. Based on the results of the research, it was discovered that the physical education teachers in the study group considered that the school principals generally have an autocratic management approach. The physical education teachers in the study group reported that they were influenced by this approach of the school principals mostly in a negative way. Moreover, the physical education teachers in the study group suggested that the views of teachers should be sought by the school managements more in order to democratize the management approaches of the school principals.
Implementing CA-T Model Lessons in Schools: A Preliminary Study in Southern Border Provinces of Thailand
Author: Sinwongsuwat, Kemtong
Date: 2020-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Teaching Methods,Oral Language,Language Proficiency,Second Language Learning,Second Language Instruction,Feedback (Response),Language Teachers,Teacher Workshops,Lesson Plans,Foreign Countries,Familiarity,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Pilot Projects,English (Second Language),Faculty Development,Role Playing,Scoring Rubrics,Longitudinal Studies

Encouraged by previous studies which recommended incorporating insights from Conversation Analysis (CA) into English conversation teaching to improve EFL students' oral proficiency, this paper reports on the findings from Phase I of a longitudinal study designed to investigate the impact of employing a CA-informed teaching (CA-T) model to improve Thai students' oral English proficiency. The aim of Phase I of this study was to engage local teachers in co-developing and piloting the CA-T model. In this phase, 16 purposively sampled primary and secondary English teachers from Thailand's southern provinces participated in an intensive 6-day workshop designed to (1) familiarize them with the instructional value of CA insights and key features of the CA-T model and (2) assist these teachers in creating CA-T lesson plans. Following the workshop, teachers piloted the lesson plans, provided feedback on the implementation process, reported on the perceived effects of the lessons, and offered recommendations for improving the CA-T model. This paper describes the content of the workshop, shares teachers' feedback about the CA-T lessons and implementation process, and presents preliminary findings as to the potential challenges and benefits of employing the CA-T model in Thai primary and secondary classrooms.
A Comparison on the Learning Styles of Chemistry Students and Chemistry Education Students in Universities in Turkey
Author: Çelikler, Dilek
Date: 2020-11-00
Type: Journal Articles
Subjects: Chemistry,Cognitive Style,Undergraduate Students,Science Education,Comparative Analysis,Universities,Foreign Countries,Measures (Individuals),Student Attitudes,Teacher Education Programs,Departments

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.
Internally Displaced and Refugee Students in Cameroon: Some Pedagogical Proposals
Author: Safotso, Gilbert Tagne
Date: 2020-00-00
Type: Journal Articles
Subjects: Refugees,War,School Closing,Emergency Shelters,Geographic Regions,Class Size,Teacher Education,Teaching Methods,Stopouts,Foreign Countries,French,English (Second Language),Second Language Learning,English,Language of Instruction,Trauma,Secondary School Students,Teacher Student Relationship,Teacher Student Ratio,Teacher Responsibility,Administrator Responsibility

For some six years now, Cameroon has been experiencing unprecedented war disturbances. Since 2014, its three northern regions have been undergoing the hardship of Boko Haram ruthless attacks leading to thousands of internally and externally displaced families and hundreds of schools closed down. The Minawao Refugees Camp near Mokolo with over 60 000 inhabitants, mostly Nigerians, somewhat testifies to the gravity of the situation. A similar Camp is located in Gado-Badzere near Garoua-Boulaï in the East Region, populated by Central African Republic refugees. The Zamay Camp is occupied by internally displaced Cameroonian families of the far North Region. The troubles in the South and North-West which started in 2016 considerably increased the number of internally displaced Cameroonians in the neighbouring French-speaking zones of the West and the Littoral Regions. In the refugee camps or in the invaded zones, class sizes have simply become unmanageable with many of them rising from simple to double or triple. Teachers who were trained to teach around 50 to 100 students per class have suddenly found themselves managing 150-200 learners in some classes without any preparation. Among the learners of the same class, some have abandoned school for two to three years. Those learners thus need a special pedagogy. This paper aims to propose some pedagogical solutions to such classes.