ethanporcaro/eric-fulltext-meta huggingface dataset:
First Language Interference in Learning the English Language
Author: Fontiveros-Malana, Maribel
Date: 2018-12-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Interference (Language),Undergraduate Students,Business Administration Education,Ethnic Groups,Language Proficiency,Language Tests,Writing Tests,Error Analysis (Language),Speech Communication,Remedial Instruction,Teaching Methods,Pronunciation Instruction,Language Patterns,Intonation,Second Language Instruction,Foreign Countries

This research investigated on the first language interference in learning the English language among three cultural groups -- the Ilocano, the Ibanag, and the Itawes. The subject of the study were sixty sophomore students from the College of Education and the College of Business Entrepreneurship, and Accountancy who are officially enrolled at Cagayan State University, Andrews Campus, Tuguegarao City for the school year 2010-2011. This research ascertained that the students, regardless of their ethnic affiliation, had similar proficiency levels in the written proficiency test. The students did not do well in the oral test, specifically on intonation and pronunciation. They had several errors in their performance and that their first language, to a great extent, interfered with their English language learning. However, the students' L1 facilitated in the completion of a given task on speaking. The students had to turn to their L1 in some instances. Their first language, therefore, served as a mechanism or strategy to realize an objective in language learning. On the other hand, while the researcher believed that the L1 serves to facilitate in learning the L2 and that the students should be allowed to use their L1 in the English language classroom, she stressed that teachers can strategize to provide students with opportunities to practice their speaking skills in the target language. The researcher also emphasized that this study becomes a basis for constructing a prototype remedial instructional module for learning speaking particularly on intonation and pronunciation focusing on contrast analysis of patterns of intonation and sound production between L1 and L2.
Characteristics of Non-Native English-Speaking Teachers&apos; English Development: Voice from Vietnam
Author: Mai, Khoi Ngoc
Date: 2018-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Learning Activities,Language Proficiency,Teacher Attitudes,Foreign Countries,Language Teachers,Rating Scales,Guidelines,Teacher Characteristics,Learning Processes,Computer Assisted Instruction,Conventional Instruction,Faculty Development,Models

This research was conducted in Vietnam, responding to a practical situation as most teachers of English failed to attain the B2 standard of the Common European Framework of Reference for Languages. It presents findings regarding the characteristics of these teachers' process of English proficiency development. From the analysis, four themes emerged: the spontaneity of teachers' learning, three motivational factors driving English proficiency development, the dominance of traditional over internet-mediated learning activities and the popularity of individual rather than collaborative learning activities. The paper conceptualizes teachers' development in a model with four continua which can cater for the differences between individual teachers and also allow shifts on these axes as the English proficiency development activities and motivations change over time. The paper ends by emphasizing the need to listen to teachers' voice to understand their English development before long-term and meaningful support programs can be drafted.
English-Medium Instruction in Turkish Higher Education: The Current State of English in Psychology Departments
Author: Arik, Beril T.
Date: 2018-06-00
Type: Journal Articles
Subjects: Undergraduate Students,English (Second Language),Language of Instruction,Psychology,Second Language Learning,Foreign Countries,Higher Education,International Education,Language Usage,Student Attitudes,Departments

English-medium instruction in non-English speaking countries has gained prominence around the world in the last decades due to the internationalization of higher education but the way English is used in higher education varies. To investigate this further, we focused particularly on the use of English in psychology departments across Turkish universities because psychology is one of the fields in which English is the dominant language globally. Data were collected from official reports and from 287 psychology students who evaluated the use of English in their programs by responding to a questionnaire. English was the medium of instruction in 31 out of 79 programs (about 40%) of all offered undergraduate psychology degrees in Turkey in 2015, but their measures for students' proficiency varied. Students reported that the amount of English used in their classes did not change over the course of their undergraduate psychology program. Students also stated that their comprehension level increased during their study. They also reported that some core courses should be taught or supported by materials in Turkish. The results showed that as the internationalization of higher education continues increasing, so does English-medium instruction especially in the fields such as psychology.
Error Analysis of Verb Tenses among Japanese ESL Learners
Author: Mencias, Yaweh Lady E.
Date: 2018-12-00
Type: Journal Articles
Subjects: Error Analysis (Language),Verbs,Morphemes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Error Patterns,Sentences,Japanese,Native Language,Classification,Correlation,Student Characteristics,Mass Media Use,Writing (Composition),Test Preparation,Specialists,Language Teachers,Educational Attainment,Elementary Secondary Education,Higher Education,Time Management,Language Tests

The study anchors on the Linguistic research tradition of Error Analysis (EA), focused on the grammatical errors, specifically on &quot;verb tenses&quot; manifested in the sentences of Japanese ESL learners. The entire respondent population was drawn from the pool of registered learners in 2017 at the Clark Institute of the Philippines Foundation, Inc., Angeles City, Pampanga. The researcher classified the learner errors using Corder's Taxonomy of Errors, with a tripartite error typology that includes &quot;selection&quot;, &quot;omission&quot;, and &quot;addition&quot;. Moreover, the frequency and types of errors were statistically correlated to the learners' profile variables that include age, sex, years of exposure to English, educational level, and hours spent per day on different mass media in English. Descriptive and correlational research designs were employed, with the use of a researcher-developed data-gathering instrument. The instrument includes two parts, i.e. a questionnaire for profiling the respondents and a writing activity. Aside from the researcher's assessment of the written discourses, professional assistance was sought from three (3) ELT experts, namely: the Training Director of the research locale's academic team, an IELTS/TOEFL trainer, and a TESOL trainer who co-evaluated the respondents' written compositions using the Cambridge Grammar of English Language. As to the learners' profile, majority of them are female and register to ages ranging from 11 to 30 years old. The learners' highest educational attainment ranges from Elementary School graduate to Post-Graduate Studies. All learners spend from one to more than three hours accessing a variety of mass media in English. From the error analysis of the learners' written discourse, they accounted for errors in certain types of verb tenses. Moreover, the errors are distributed in all the three types of errors in Corder's taxonomy, with most of their errors registered under &quot;selection&quot;, followed by the frequency of their errors in &quot;omission&quot;. The learners have few traces of errors under &quot;addition&quot;. On the merits and essentials drawn from the study's findings and conclusions, several recommendations are offered. Also, learners are advised to spend more time on the internet to reduce their omission errors. Likewise, teachers have to exploit the use of mass media in the instructional design, taking advantage of the learners' high frequency of access to these social amenities.
Teaching English as an International Language: Variables Affecting Vietnamese EFL Lecturers&apos; Beliefs
Author: Mai, Hang Thi Nhu
Date: 2018-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Experience,Foreign Countries,Teacher Attitudes,Intercultural Communication,Attitude Change,Language Teachers,Educational Experience,Study Abroad,Teacher Qualifications,Gender Differences,Doctoral Programs,Graduate Study,College Faculty

Teachers' classroom practices are influenced by their beliefs and are unlikely to change if these influencing factors are not changed (Webster, McNeish, Scott, Maynard &amp; Haywood, 2012). Current roles and functions of English as an international language (EIL) require changes in teachers' perspectives in teaching English for intercultural communication. This paper reports findings from a quantitative study which provides insights into the factors that likely inform the changes of teachers' beliefs. In the study, a close-ended questionnaire was distributed to 57 Vietnamese lecturers. Their answers were converted into an Excel spreadsheet and analyzed using a deductive approach. A Mann-Whitney U test, a nonparametric alternative for the independent samples t-test, was conducted to determine if there was a statistically significant difference in teachers' rating scores towards the teaching of EIL among teachers of English who had pursued their postgraduate and doctoral studies overseas and in Vietnam. The results revealed that teachers' international learning experience had a significant influence on teachers' perspectives whereas teaching experience, teachers' qualifications, and gender had no significant impact. The study suggests teachers are to be exposed to intercultural environments in order for them to develop beliefs and attitudes which will result in their adaptation of teaching EIL.
Low-Fee Private Schools: Case Studies from Ghana
Author: Brion, Corinne
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,School Choice,Barriers,Religious Education,Christianity,Educational Quality,Proximity,Teacher Competencies,Administrator Qualifications,Small Classes,Extracurricular Activities,Teacher Persistence,Labor Turnover,Fees,Parent Attitudes,Teacher Attitudes,Administrator Attitudes

This article focuses on Christian low-fee private schools (LFPSs) in the Greater Accra region of Ghana. This qualitative study uses a case study approach to longitudinally examine who these schools serve, why parents chose them, and what challenges the schools face. Findings reveal that parents choose Christian LFPSs for religious reasons and the quality of the education these schools provide. Other reasons include proximity, teacher and administrator quality, small class sizes, and extracurricular offerings. Challenges for these schools were financial and related to retaining teachers. This research is significant because Christian LFPSs have a role to play in helping Ghana's educational system and in achieving the United Nations' Sustainable Development Goals by 2030.
Inclusive Methodologies from the Teaching Perspective for Improving Performance in University Students with Disabilities
Author: Lorenzo-Lledó, Alejandro
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Teaching Methods,Students with Disabilities,Higher Education,Access to Education,Academic Achievement,College Faculty,Teacher Attitudes,Visual Aids,Foreign Countries,College Students,Knowledge Base for Teaching

One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.
A Web-Based Formative Feedback System Development by Utilizing Isomorphic Multiple Choice Items to Support Physics Teaching and Learning
Author: Kusairi, Sentot
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,Formative Evaluation,Feedback (Response),Computer Assisted Testing,Multiple Choice Tests,Science Teachers,High School Teachers,Physics

Formative feedback plays an important role in assisting students in their learning process. However, administering information about student weaknesses and strengths is one of the challenges faced by teachers when implementing formative assessment. This study aims to develop a web-based formative feedback system that is able to provide specific feedback. This is a development research with steps including needs analysis, model design, model development, and limited model trial. The research has succeeded in developing a web-based formative feedback system through utilizing isomorphic multiple choice items, namely &quot;Tryout&quot; and &quot;Webvoting&quot; applications. The results of the initial trial, involving 22 high school physics teachers and 44 prospective physics teachers, showed that the model can be used by both students and teachers. The use of &quot;Tryout&quot; application allows the teachers to administer individual and groups of students' feedbacks. Based on the feedbacks and information, teacher also can discuss student's learning difficulties using &quot;Webvoting&quot; application. More extensive trials are needed to find out the effectiveness of this system.
The Arab Digital Generation&apos;s Engagement with Technology: The Case of High School Students in the UAE
Author: Alaleeli, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Information Technology,Incidence,Generational Differences,Computer Use,Technological Literacy,Social Media,Educational Change,Elementary Secondary Education,Technology Uses in Education,Educational Technology,Telecommunications,Handheld Devices,Leisure Time,Internet,Media Literacy,Foreign Countries

This paper investigated the extent to which senior high school students who typified the profile of the Arab Digital Generation (ADG) engaged with technology while outside the school. Data was collected using a questionnaire that measured the extent of the students' engagement with digital technologies and their perceived media literacy. The results showed that the students had a lower frequency of engagement with digital devices for advanced purposes. Moreover, the results on the ADG and their media use patterns reflect an age characterized the generational change of technological practices and the dynamic stream of technological innovation that has occurred during the digital revolution. Given technology's established position in the lives of the ADG, knowledge on the extent of technology use and the potential social and psychological implications of plasticity can and should be harnessed to stimulate greater positive engagement of the students in a digital economy and by extension, the entirety of the UAE society.
Educational Toolkit Based on Design Methodologies to Promote Scientific Knowledge Transfer in Secondary Schools: A Graphene-Centered Case Study
Author: Guasch, Blanca
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Early Adolescents,Design,Knowledge Level,Technology,Interdisciplinary Approach,Science Education,Secondary School Science,Teamwork,Teacher Role,Scientific Concepts,Concept Formation,Student Satisfaction,Barriers,Educational Environment,Student Projects,Workshops,Resource Units

Nanoscience and nanotechnology are two key areas in the development of new technologies. However, scientific advances in these fields are still far removed from the contents taught in schools. But what if basic concepts within these areas were introduced in secondary schools? We believe science is an essential facet of culture and the most recent scientific advances should be within everyone's reach. With this in mind, we have developed and tested an educational toolkit to transfer complex scientific concepts in classrooms. The toolkit is based on design and creative thinking methodologies, and graphene is used as an example of a subject that is challenging to communicate within the area of nanoscience. This paper highlights the development of the toolkit and it being tested out in a secondary school by 93 students between the ages of 11 and 13. The testing was carried out through the creation of a workshop called &quot;Graphene in the Classroom.&quot; We determined five evaluation categories: Acquiring Knowledge, Satisfaction, Challenges, Teamwork, and Facilitator's Role. The results show that integrating scientific content and design methodologies is a complex yet profitable strategy. The toolkit demonstrated to allow the translation of a complex language into friendlier, more approachable, and easier language. The classroom climate was positive and the presence of a facilitator enhanced motivation, empathy, scientific rigor, and adequate adaptation of contents.
Teachers&apos; Decisional Participation and Job Satisfaction in Secondary Schools in Ekiti State, Nigeria
Author: Taiwo, Ayegbusi Emmanuel
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Decision Making,Teacher Participation,Job Satisfaction,Secondary School Teachers,Foreign Countries,Correlation,Educational Administration,Educational Finance,Conflict Resolution,Work Environment,Discipline,Assignments,Interdisciplinary Approach

This study investigated the relationship between teachers' decisional participation and job satisfaction in secondary schools in Ekiti State. The study also examined the level of teachers' participation in decision making and level of job satisfaction. A descriptive research design of correlation type was adopted for the study while the population for the study comprised all the teachers' teaching in the public secondary schools in Ekiti State. The sample consisted of 270 teachers selected through multistage and simple random sampling techniques. Data were collected with the aid of a questionnaire. The reliability coefficient for the instrument used was 0.84. The data obtained were analyzed using frequency counts, mean, standard deviation, Pearson product moment correlation and multiple regression analysis. Hypotheses formulated for the study were tested at 0.05 level of significance. The study revealed that the level of teachers' participation in decision making in their respective schools was low. The study also revealed that there was significant relationship between teachers' decisional participation and their job satisfaction. It was also revealed that teachers' job satisfaction was significantly related to the level of teachers' decisional participation in school financial matter, conflict resolution, examination matters, staff welfare, disciplinary matters, school academic work and co-curricular activities. Based on the findings, that the levels of teachers' decisional participation in school management were relatively low, government and stakeholders in education should ensure that teachers actively participate during school decisions making which would somehow influence their profession. Effort to bridge the communication gap and alienation, principals of senior secondary schools should allow their teachers to participate in decision making process on school financing, conflict resolution, staff welfare, disciplinary matters, academic work, and co-curricular activities. This could boost teachers' level of job satisfaction.
How School Climate Predicts Teachers&apos; Organizational Silence
Author: Alqarni, Saleh Ali Y.
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Teacher Behavior,Organizational Climate,Foreign Countries,Elementary School Teachers,Private Schools,Administrator Behavior,Principals,Teacher Administrator Relationship,Leadership Styles,Collegiality,Self Expression,Teacher Attitudes,Psychological Patterns,Educational Environment

This study aims to explore the relationships between school climate constructs and teachers' organizational silence (OS) and to analyze how school climate predicts teachers' OS. The study population comprised all teachers (2,237) working in private primary schools in Jeddah, Saudi Arabia. The sample consisted of 329 responses, which represented 14.7% of the original population. Structural equation modeling for path analysis between the main constructs (teacher behavior, principal behavior) and teachers' organizational silence revealed the influence of principal behavior on teachers' silence was significant. However, the influence of teachers' behavior on teachers' silence was found to be non-significant. The relationships between teachers' OS and four school climate constructs (supportive principal behavior, directive principal behavior, collegial teacher behavior, intimate teacher behavior) were negative, while the relationships between teachers' organizational silence and two school climate scales (restrictive principal behavior, disengaged teacher behavior) were positive. It is recommended that top educational management officials develop relevant policy procedures, such as legislating necessary regulations to protect whistle-blowers in the school environment. Given the increased popularity of the Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE) in measuring school typology, we encourage the use of this questionnaire to predict other teachers' behaviors in the school environment.