ethanporcaro/eric-fulltext-meta huggingface dataset:
Can Student Self-Directed Learning Improve Their Academic Performance? Experimental Evidence from the Instruction of Protocol-Guided Learning in China&apos;s Elementary and Middle Schools
Author: Zhou, Longjun
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Academic Achievement,Personal Autonomy,Teaching Methods,Elementary School Students,Middle School Students,Instructional Effectiveness,Chinese,Mathematics,English (Second Language),Second Language Learning

Autonomous learning not only requires students to self-monitor and adjust their cognition, emotions, motivation, behavior, and environment, but also requires the creation of external environments and the provision and support of teaching strategies. Protocol-guided learning is a localized teaching strategy in the mainland of China. This study sampled students from two municipal middle schools in Zhenjiang City, Jiangsu Province as research subjects, and used education experiments to find out the role of students' autonomous learning in improving student performance, and observed how to promote students' autonomous learning through protocol-guided learning as well. A total of 612 students from the first grade of two schools in Zhenjiang City, Jiangsu Province, China were selected as the subjects. After excluding extreme values, a total of 196 experimental samples and 201 control samples were obtained. By analyzing the experimental data of the experimental group and the control group, it is concluded that a well-designed protocol-guided learning teaching can become an effective carrier for students' autonomous learning. By promoting students' autonomous learning, students' performance can be effectively improved. At the same time, we further found that in the three subjects of Chinese, Mathematics, and English, students' autonomous learning has the most obvious effect on Chinese learning.
Impact of Governance Factors over Lecturers&apos; Scientific Research Output: An Empirical Evidence
Author: Truong, Hue Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Governance,College Faculty,Teacher Researchers,Productivity,Scientific Research,Educational Objectives,Leadership,Administrative Organization,Educational Policy,Resources,Measures (Individuals),Psychometrics,Higher Education

This study aims to determine the governance factors that influence the scientific research output of lecturers through the application of PLS-SEM, in conjunction with ANOVA and &quot;t&quot;-test. Based on a survey of 398 lecturers in twelve higher education institutions (HEIs) in Vietnam, the psychometric properties of the scales measuring the considered dimensions of scientific research outputs were initially examined through the Exploratory Factor Analysis (EFA) procedure, prior to being input into the PLS-SEM model. The SEM model comprised six constructs for the scientific research outputs: scientific research objectives of HEIs, leadership, decentralization, policies for lecturers, support for scientific research activities, and resources for scientific research. The results reveal that resources for scientific research have the most impact on lecturers' scientific research output, followed by policies for lecturers, support for scientific research activities, scientific research objectives of HEIs, and finally, leadership.
Bibliometric Analysis of Scientific Production on Nursing Research in the Web of Science
Author: Alcalá-Albert, Gregorio Jesús
Date: 2021-00-00
Type: Journal Articles
Subjects: Nursing Research,Nursing Education,Higher Education,Bibliographic Databases,Bibliometrics,Foreign Countries,Publications

The fundamental pillars of nursing science--nursing care, management, and teaching and research--are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the difficulty of finding teaching staff for university nursing degrees. This is closely linked to the production of research, given that minimum criteria must be met for university teacher accreditation. The goal of this study is to analyze scientific production in nursing, nursing research and teaching in The Web of Science in order to establish how this is progressing and to gain further insight into the field of academic nursing. A total of 34,497 documents were analyzed using the Bibliometrix software version 4.1.0. The results reveal an increase in nursing research over time. Most of this is published in English and mainly focuses on specific nursing areas, such as oncology or psychiatry. Spain occupies the eighth place worldwide in nursing research. In spite of this position, the data suggest that other factors are blocking the accreditation of university teachers of nursing in Spain. They also reflect the need to encourage nursing research in this setting in the future.
Development of Online Virtual Laboratory Platform for Supporting Real Laboratory Experiments in Multi Domains
Author: Ahmed, Mohamed Elsayed
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Laboratories,Computer Simulation,Laboratory Experiments,Educational Technology,Technology Uses in Education,College Faculty,College Science,Science Instruction,Program Effectiveness,Program Development,Program Evaluation,Teacher Attitudes,Foreign Countries

The increasing use of online virtual laboratories (OVLs) in educational institutions as a recent educational technology application necessitates developing a new educational platform for assisting instructors in using such technology in the teaching process without web programming obstacles. The OVLs are online environments that provide students with several types of content such as simulations, videos, scientific images, and infographics related to real laboratory experiments. This article proposes a unified online virtual laboratory platform (OVLP) to support instructors who teach real laboratory experiments in multi-domains. To evaluate the proposed platform, five university instructors and five experts of ICT in education have participated in this study. The data were collected using online questionnaires for both specialists, respectively. Regarding the results, they confirm that the proposed platform is acceptable for teaching real laboratory experiments, especially in the tested domains.
Perceived Autonomy Support from Peers, Parents, and Physical Education Teachers as Predictors of Physical Activity and Health-Related Quality of Life among Adolescents--A One-Year Longitudinal Study
Author: Tilga, Henri
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Peer Relationship,Parent Role,Teacher Role,Social Support Groups,Physical Education Teachers,Physical Activity Level,Health Behavior,Quality of Life,Predictor Variables,Adolescents,Motivation,Intention,Correlation,Foreign Countries

The current research adopts the trans-contextual model of motivation (TCM) to examine the role of perceived autonomy support from peers, parents, and physical education (PE) teachers on adolescents' autonomous motivation, intentions, and physical activity (PA) and health-related quality of life (HRQoL) over a one-year period. Adolescents (N = 264) aged between 11 and 15 years (M = 13.24; SD = 0.96) filled in relevant questionnaires during a four-wave longitudinal study. Perceived autonomy support from peers, parents, and PE teachers predicted PA ([beta][greater than or equal to] 0.03, p &lt; 0.009) and HRQoL ([beta] [greater than or equal to] 0.01, p &lt; 0.009) mediated by constructs of TCM over a one-year period. The regressions of PA ([beta] = 0.45, p &lt; 0.001) and HRQoL ([beta] = 0.56, p &lt; 0.001) on themselves over a one-year period were significant. PA significantly predicted the HRQoL measured one year later ([beta] = 0.20, p &lt; 0.001), but not vice versa ([beta] = 0.04, p = 0.52). The unidirectional cross-lagged relationship with the flow from PA to later HRQoL suggests that intervention programs focusing on promoting PA behaviour in adolescents should produce the most pronounced effects if their aim is also to promote HRQoL.
Lessons in the Use of Technology for Science Education during COVID-19 Age under a Teachers&apos; Collaboration Cluster
Author: Delgado, Francisco
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Science Education,COVID-19,Pandemics,Teacher Collaboration,College Faculty,Communities of Practice,Learner Engagement,School Closing,Foreign Countries,Distance Education,Electronic Learning,Computer Mediated Communication,Teaching Methods

The COVID-19 confinement has represented both opportunities and losses for education. Rarely before has any other period moved the human spirit into such discipline or submission--depending on one's personal and emotional points of view. Both extremes have been widely influenced by external factors on each individual's life path. Education in the sciences and engineering has encountered more issues than other disciplines due to specialized mathematical handwriting, experimental demonstrations, abstract complexity, and lab practices. This work analyses three aspects of science education courses taught by university professors in a collaborative teacher cluster, sharing technology applications and education methodologies in science over three semesters when the COVID-19 lockdown was in effect. The first aspect was a didactic design coming from several educational frameworks through adoption or sharing. The second one was an analysis by discipline of multiple factors affecting student engagement during the health contingency. The third analysis examined the gains and losses in our students caused by the university closure and the pandemic's intrusions. The report explores the correlations of the exiting student perceptions with their academic performance in the courses and survey results about the impact of decisions or happenings during the crisis. This work's value lies in the lessons for the future of education concerning the teacher dominions of didactic design, support, and collaboration in a broader sense than only for teaching.
Combining Project Based Learning and Cooperative Learning Strategies in a Geotechnical Engineering Course
Author: Torrijo, Francisco Javier
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Cooperative Learning,Student Centered Learning,Engineering Education,Civil Engineering,Student Satisfaction,Student Motivation,College Seniors,Learner Engagement,Soft Skills,Skill Development,Attendance,Retention (Psychology),Knowledge Level,Foreign Countries

This paper presents the implementation of a learning methodology following a student-centred approach. The methodology is based on the use of project based and cooperative learning and mainly consists of commissioning students to prepare a presentation on a topic of their subject. Students work in groups, and later must deliver a real lecture to their colleagues. The proposed methodology was applied across 7 years and its implementation was monitored via day-to-day observations, annual surveys, the gathering of direct feedback as well as by analysing the students' academic performance. Results show the ability of the proposed learning methodology to enhance motivation and engagement of students, facilitate the improvement of four soft skills (team-working, practical thinking, effective communication and critical thinking), eliminate absenteeism and facilitate long-term retention of the knowledge and skills acquired in a subject.
Does ABRACADABRA Help Improve the English Reading Ability of Chinese Elementary School Students? A Quasi-Natural Experimental Study
Author: Gu, Hui
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Educational Technology,Technology Uses in Education,Spelling,Reading Skills,English (Second Language),Elementary School Students,Grade 1,Grade 2,Grade 3,Program Effectiveness,Teaching Methods,Language Skills,Foreign Countries,Faculty Development,Elementary School Teachers,Second Language Instruction,Age Differences

ABRACADABRA (abbreviated as ABRA) is a software developed by Concordia University in Canada that focuses on natural spelling and aims to improve English reading ability. This research is based on 129 first graders, 213 second graders, and 275 third graders in the elementary school of Lianyungang Ganyu Huajie Bilingual School. We carried out a one-semester pre-and post-test and quasi-natural experimental research design to explore the effect of ABRA on students of different grades. The study results showed that ABRA improved students' abilities in all grades to varying degrees, but the impact of the first graders got the most significant. The results of classroom observations and interviews with teachers showed that teachers needed to apply systematic teaching strategies and the control of class attention play a key role in it. To improve students' English ability, teachers need to effectively improve their ability to apply information technology, especially in English class. Particularly in low-grade classrooms, attention should be paid to the management of class discipline to maintain its efficiency.
Supporting the Transition from Primary to Postprimary Education in 2021: Perspectives from Irish Postprimary Practitioners
Author: O'Connor, Hilary
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Adjustment,Secondary School Students,Secondary School Teachers,Teacher Attitudes,School Administration,Social Adjustment,Emotional Adjustment,Secondary School Curriculum,Instruction,Study Skills

The transition from primary to postprimary education is a significant milestone in children's education and can be characterised by the multiple challenges that they experience, specifically the move from childhood to adolescence, from one institutional context to another, and from established social groups into new social relations. This research employs a theoretical framework that describes this transition from the perspective of secondary school inservice practitioners as they aim to help students to make a successful transition. An incremental, sequential mixed-methods data collection strategy took the form of an exploratory survey followed by qualitative semistructured interviews. Current transition practices in the context of the challenges presented in Irish secondary schools are reported on in five key areas: administration, social and emotional supports, curriculum support, pedagogical support, and management/autonomy of learning. The findings of this research also highlight a need to reflect on the purpose and timing of current practices, along with calls for continuing professional development programmes to be developed that specifically target the challenges faced by Irish inservice teaching practitioners. It is hoped that this paper will spark discourse relating to the development of transitional supports for students and associated training for those who are best placed to provide those supports.
How Do Differences in Exposure Affect English Language Learning? A Comparison of Teenagers in Two Learning Environments
Author: Muñoz, Carmen
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Environment,Early Adolescents,Cultural Differences,Language Proficiency,Environmental Influences,Incidence,Leisure Time,Learning Activities,Grade 8

This study investigates whether potential differences in the weight of out-of-school and in-school learning environments affect the acquisition of L2 English by teenagers in two geographical contexts, more and less English-rich, and with less and more linguistic distance to English, respectively. Participants were two groups of 14-15-year-olds, from Denmark and Spain. Language measures included a listening comprehension test, a metalinguistic knowledge test, and a grammaticality judgment test. Data about out-of-classroom exposure was elicited via a questionnaire. The study showed that: (1) the Danish group attained a significantly higher level in all language tests except for the metalinguistic knowledge test; (2) the Danish group engaged longer in out-of-school activities although the preference for some activities over others was similar in the two groups; and (3) the types of associations between out-of-school activities and language measures were different between the two groups. These results suggest that the potential influence of out-of-school activities on different language aspects is related to the particular context in which the L2 is learned and to the language proficiency of the learner.
Chinese Secondary School Teachers&apos; Conceptions of L2 Assessment: A Mixed-Methods Study
Author: Ma, Maggie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,English (Second Language),Second Language Instruction,Student Evaluation,Evaluation Methods,Teacher Attitudes,Social Influences,Cultural Influences,Educational Policy,Teacher Characteristics,Correlation,Language Teachers

Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers' conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers' conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers' different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers' assessment literacy.
Translanguaging in a Chinese University CLIL Classroom: Teacher Strategies and Student Attitudes
Author: Zhou, Xiaozhou
Date: 2021-00-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Content and Language Integrated Learning,Chinese,Classroom Communication,Feedback (Response),Student Attitudes,College Freshmen,Language Teachers,Humanities,Learning Strategies,Foreign Countries

Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers' classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students' attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher's modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students' learning process in multilingual classrooms.
Implementation of a Thematic Analysis Method to Develop a Qualitative Model on the Authentic Foreign Language Learning Perspective: A Case Study in the University of Northern Cyprus
Author: Mortazavi, Mohsen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),College Students,Educational Research,Language Research,Research Methodology,Electronic Learning,Authentic Learning,Qualitative Research,Models

Environmentally friendly occasions allow foreign language learners to further concentrate on realizing their extensive knowledge of the English language. Exercises and activities performed in foreign language classes have been criticized for a lack of authenticity, which prevents language learners from learning the real-life usage of language. In this paper, we developed a qualitative model based on the thematic analysis method (TAM) to distinguish the efficacy of research strategies. The number of participants was defined based on theoretical saturation. To collect the data, 18 participants were selected from the Eastern Mediterranean University (EMU) in Cyprus. The selection of participants was according to their involvement in research-based projects. Theoretical saturation occurred after 15 semi-structured interview forms from participants; however, we selected three extra participants to obtain more reliable results. The reliability of the qualitative model was explicitly illustrated by colleagues who were experts in this field by reviewing and analyzing the proposed model with previous models. It was concluded that the two principles of motivation (principle 11) and provision of collaborative opportunities (principle 4) had the highest frequencies, of 22.47% and 19.66%.
Creative Writing for Publication: An Action Research Study of Motivation, Engagement, and Language Development in Argentinian Secondary Schools
Author: Banegas, Darío Luis
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing for Publication,Action Research,Student Motivation,Learner Engagement,Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Secondary School Teachers,Teacher Attitudes,Attention

There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study. [Note: The page range (401-422) shown on the PDF is incorrect. The correct page range for this article is p401-421.]