ethanporcaro/eric-fulltext-meta huggingface dataset:
Language Mediation Development in Teaching a Foreign Language
Author: Morozova, Anna L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,Language Proficiency,Pilot Projects,Models,Universities,Communicative Competence (Languages),Cultural Awareness,Teaching Methods,Intercultural Communication,College Students,Dialogs (Language)

The relevance of foreign language proficiency of university graduates led to the design and pilot study of the of non-linguistic students' language mediation development model. This model was implicated at the MGIMO of the Ministry of Foreign Affairs of Russia, the Odintsovo branch (Moscow Region) in the I-IV courses, Plekhanov University of Economics and the Kuzbass Institute of the Federal Penal Service of Russia (Novokuznetsk, Kemerovo region, in the I-II courses) in 2019-2021. The authors have disclosed the components of the model based on a set of cultural, competence and communicative approaches. Besides, mediation training methods and amendments to the content of language education were presented here. The working concepts of the study are specified: types of mediation (interactive, non-interactive and hybrid), approaches and methods of developing mediation skills. The principles of selecting the content of language education (development and development of practice-, cultural and professionally-oriented variable topics; priority of dialogical forms of communication in the language in the field of the studied concept with an emphasis on mediation; conducting negotiations in the language, etc.) based on the results of mediation are substantiated. The pilot study highlighted that the content of education and teaching methods were the most flexible components of the designed model, that were quite easily transformed into any type of training (standard, mixed, hybrid and/or distance). The analysis of the language teaching methods used (debates, case studies, etc.) proved their compliance with the requirements of the current standard. The presented results of the pilot study, under the implementation of the developed model, including the period during the COVID-19 pandemic, verified by the data of control and pilot groups and measurement procedures, proved the effectiveness of the nonlinguistic students' language mediation development model.
The Connectivist Design Studio
Author: Petrova, Miroslava
Date: 2021-11-00
Type: Journal Articles
Subjects: Design,Student Projects,Active Learning,Cooperative Learning,Online Courses,Educational Change,Pandemics,COVID-19,Learning Theories,Social Change,Influence of Technology,Foreign Countries,Universities,Student Attitudes,Instructional Effectiveness,Learning Experience,Studio Art,Undergraduate Students,Interior Design

The design studio is the core element in the design curriculum where students gain key knowledge and skills. Typically implementing a project-based approach, it is characterised by learning by doing, collaborative learning and a prominent studio culture. The traditional notion is that the social domain of the studio has a counterpart in the physical environment. However, with the pervasion of information and communication technologies, the design studio was inevitably transferred to the digital realm. When the traditional face-to-face studio had to be transferred to an online modality enforced by COVID-19 pandemics, re-conceptualization of the structure was required in order to ensure the quality of the teaching and students' satisfaction. Based on the premise that the contents should not be simply adapted to an online version but an entirely new learning experience should be created, the redesign of the class was inspired by the principles of connectivism (Siemens, 2005). Connectivism as an alternative learning theory recognizes the societal shifts and the impact of technology on the learning processes. This new framework for understanding learning, states that knowledge is derived externally of the individual through a process of connecting nodes and patterns recognition. The paper explores the potential of connectivism applied in two online design studios at the University of Monterrey, Mexico. It describes the structure of the course and the results obtained in the online learning environment. The outcomes are verified in a survey on the perceptions of the students about their satisfaction and the effectiveness of their knowledge acquisition.
Money Management, Savings and Investment as Central Topics in Financial Education: How Do High School Students Perceive Them?
Author: García-Santillán, Arturo
Date: 2021-00-00
Type: Journal Articles
Subjects: Money Management,Investment,Economic Climate,Family Income,High School Students,Student Attitudes,Concept Formation,Knowledge Level,Decision Making,Adolescents,Foreign Countries

The purpose of the study focused on analyzing how high school students perceive the topics of money management, savings and investment. For this purpose, it was necessary to use the instrument designed by the National Commission of Retirement Savings Systems (2017) from which the items on money management, savings and investment were taken. The sample was nonprobabilistic by self-determination, and the instrument was applied to a total of 207 young people born between 2000 and 2001 in the municipalities of Cosamaloapan and Carlos A. Carrillo belonging to the state of Veracruz. The data were captured in SPSS v23 software for descriptive analysis. The main findings suggest that there are diverse conceptions about the financial terms under study, such is the case of the effect of inflation, likewise the participants had difficulty in performing arithmetic operations that would lead them to answer correctly, they did not know what type of mathematical operation they should do and selected an answer option at random. In selecting the best option for saving money, most participants appropriately chose the financial tool. Regarding the protection of family savings in the face of inflation, four savings possibilities were presented. However, the decision for a specific instrument is not clear. This exposes the lack of knowledge of the operating mechanisms and purpose of each financial tool. The deficiencies identified in making decisions regarding money expose the need to formalize financial education for young people.
The Impact Plan: Anticipating the Impact of University Students&apos; Final Projects
Author: Lelis, Catarina
Date: 2021-11-00
Type: Journal Articles
Subjects: Student Projects,Design,Selection Tools,Visualization,Graduate Students,Decision Making,Student Motivation,Visual Aids,Planning

University students often struggle with choosing a topic for their final projects due to the lack of a supporting and defining framework for said selection. Should the student be oriented toward reflecting on how each of the possible topics to choose from can become an impactful project in the short, mid and long run, maybe that selection becomes a less anxious moment and the engagement with the project activities more relevant and meaningful to the student, being particularly pertinent when students can anticipate different levels of impact that range from their own life to a wider community. In this paper a visual tool is proposed, aiming at simplifying the moment of choosing a project by matching its anticipated impact with the users' motivations, capacities, ambitions, and perceptions of value. A prototype was designed and tested with a group of students enrolled at a creative postgraduate course, in a professionalisation-led module, under the UK's first 2020 lockdown restrictions. The tool proved helpful in supporting the students' decision making when having to select a topic to be developed in the context of a communication design project, and to which they were able to align their personal interests, their career ambitions, and the way they perceived themselves as contributing to a better world. Since this is a cyclical experience, both during a design learning environment, but also in design practice, the Impact Plan, which was conceived with design students in mind, configures as fully replicable in other academic (and professional) contexts too.
Parents&apos; Involvement in High-Stakes Language Assessment: A Review of Test Impact on Parent Behavior
Author: Zhang, Jing
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,High Stakes Tests,Language Tests,Parent Child Relationship,Tutors,Parent Aspiration,Parent Attitudes,Educational Background,Educational Attainment,Intervention,Test Preparation,Research Reports,Elementary Secondary Education

This paper reviews a total of 20 empirical research studies concerning parents' behavior under the context of high-stakes language assessment, aiming to reveal the impact of the assessment on parents' behavior. The results show that (1) parents are typically involved in high-stakes language assessment process; (2) their involvement practice includes general (such as hiring tutors for children) and extreme involvement behavior (such as participating in movement against high-stakes testing); (3) no unanimous conclusion is reached concerning the effectiveness of parents' involvement in high-stakes language assessment; (4) multiple factors that affect parents' involvement in high-stakes language assessment are identified, including parents' perceptions of tests, their educational background, and the time they spend with their children. This study concludes that tests might influence the ways parents are involved in children's education. However, not all parents might be influenced by testing, and testing might have a positive impact on some parents but a negative impact on others. This synthesis has several practical implications. Firstly, it indicates that parents' involvement behavior in the context of high-stakes language assessment deserves to be further investigated. Secondly, it points that various intervention programs should be provided for parents to help them better support their children's learning and test preparation. The paper also offers several suggestions for future research.
Which Visualisation Tools and Why? Evaluating Perceptions of Student and Practicing Designers toward Digital Sketching
Author: Ranscombe, Charlie
Date: 2021-11-00
Type: Journal Articles
Subjects: Visualization,Design,Industrial Education,Engineering Education,Computer Assisted Design,Skill Development,Expertise,Fidelity,Graduate Students,Student Attitudes,Foreign Countries

An ever-increasing array of design visualisation tools are available to designers. As such, design education is constantly challenged to keep up with these trends so that students are best equipped for entering industrial practice. This paper reports a study into the use of digital sketching, a relatively new digital visualisation tool. The study aims to identify thematic differences in how students and practitioners perceive digital sketching. These are given in terms of the tool's characteristics, and how these characteristics guide its application in early stages of the design process. Data on perceptions is captured using design diaries and semistructured interviews. Results show key differences in the way that practitioners perceive the intent of visualisation. Practitioners focus on iterating towards a solution during the design process. Students are much more focused on the task of creating visualisations. This reveals an underlying contradiction in the way tools are perceived between creating visualisations to gain expertise or skill, versus creating them to advance the design process. The insights help improve our understanding of how the different characteristics of digital sketching inform its use. We reflect on how we educate students with respect to selecting and using digital sketching. We conclude with implications for education of digital sketching, as well as other emerging digital visualisation tools.
Challenges of Implementing Technology in ESL Writing Classrooms: A Case Study
Author: Alamri, Basim
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Barriers,Language Teachers,Educational Technology,Technology Uses in Education,Writing Instruction,Teacher Attitudes,Technology Integration,Student Attitudes,Time,Access to Computers,Technical Support,Teaching Methods,College Faculty

The present study aimed to investigate the challenges and barriers encountered by ESL teachers when they implement technological tools in writing classroom. It also explored teachers' perceptions towards integrating technology in writing classroom. The study involved observing a number of writing classes from different levels at an English Language Institute at a southwestern university in the United States. Next, an interview was conducted with one of the observed teachers to enquire about implementing technology in the classroom and reasons behind possible challenges. The study revealed some challenges that hindered or prevented teachers from applying technology in writing classroom. Such challenges were technical problems, students' attitudes towards using technology, lack of time, lack of computers and other devices, and lack of technical support. Moreover, the study showed that teachers had positive perceptions toward using technology to facilitate teaching process. Pedagogical implications and solutions to overcome technical issues are provided for ESL/EFL writing teachers and policy makers.
Teacher Perceptions of Student Developmental Needs: It&apos;s All Emotional
Author: Hinchcliff, Elizabeth B.
Date: 2021-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Middle School Teachers,Middle School Students,Student Needs,Teacher Student Relationship,Emotional Development,Social Development,Adolescent Development,Early Adolescents,Security (Psychology),Classroom Environment,Caring,Public Schools,Charter Schools

Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore teachers' perspectives of students' needs, then to explore the ways that teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned to the emotional domain, interpreting all needs displayed by students through an emotional lens. Additionally, teachers used emotion as an entry point to connect with students and sought to support student development through attending to personal relationships, creating safe learning spaces, and showing care for students. Teachers' sources of emotional awareness varied through personal histories and experiences in the profession. Implications for teacher preparation programs are discussed, including the need for greater focus to prepare teachers for the emotion needs of their students.
Using an Online Numeracy Practice Test to Support Education Students for the Numeracy Component of the LANTITE
Author: Thai, Thuan
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,Mathematics Tests,Numeracy,Standardized Tests,Integrated Learning Systems,Learning Analytics,Mathematics Achievement,Preservice Teacher Education,Preservice Teachers,Test Preparation,Time on Task,Success,Failure

In Australia, teacher education students must pass the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) to meet accreditation requirements. Although this has been mandated since 2016, there are currently few resources available for students to use in preparation for the test. To help students prepare for the numeracy component of the LANTITE, we developed an online Numeracy Practice Test (NPT) through the institution's learning management system. This study assessed the learning analytics from the NPT between students who subsequently passed the numeracy component of the LANTITE with those that failed. Our results show that students who passed performed significantly better in the NPT, had fewer attempts, spent less time on the NPT, and accessed it closer to the date of the LANTITE, which demonstrate students' ability to self-assess the level of support required.
Implementation of a National Teacher Education Strategy in Finland through Pilot Projects
Author: Lavonen, Jari
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Teacher Education Programs,Educational Strategies,Pilot Projects,Program Evaluation,Goal Orientation,Active Learning,Educational Objectives,Teacher Collaboration,Reflection

The implementation of a teacher education strategy in a decentralised Finnish education system is analysed. Altogether, 31 pilot projects, involving teacher educators from all universities, were funded to support the implementation of the strategy and professional learning of autonomous teacher educators in the context of the strategy. In this mixed-methods research, the directors and active partners of the pilot projects were asked how they perceived the characteristics of the pilot projects that have been recognised as supportive for the implementation of the strategy. The directors were also asked to evaluate the impact of the projects. The projects have supported the achievement of the strategy's aims. Research and goal orientation, active learning, collaboration, contextualisation and reflection were emphasised in the pilot project activities. Common goal setting and evaluation of the pilot projects should be emphasised more in the implementation of the strategy.
Haiku Poetry: An Innovative Approach to Contemporary Music with Primary School Children and College Students
Author: Berbel, Noemy
Date: 2021-09-21
Type: Journal Articles
Subjects: Poetry,Music Education,Elementary School Students,Graduate Students,Interdisciplinary Approach,Workshops,Foreign Countries

This article presents one of the actions of the project titled &quot;Re-inhabiting the Neighborhood: Transformation Processes of Empowerment among University-School-Society through Artistic Practices.&quot; Its aim was to introduce haiku poetry in terms of its potential for vocal exploration through collective musical interpretation. Four workshops took place, two in a primary school, and two with students enrolled in the third year of a graduate program for primary school teachers. Results indicate the potential of this kind of poetry as a learning tool in the approach to contemporary music, encompassing such values as collaboration, group cohesion, and a humane music education.
Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca
Author: Huttayavilaiphan, Rutthaphak
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Native Speakers,Language Teachers,Teaching Methods,Learning Processes,Language Role,Language Attitudes,Language Usage,Teacher Characteristics,Foreign Countries,Language Variation

Currently, the role of English language has changed from being a language used among native English speakers (NESs) to being a language spoken by people of various backgrounds or known as English as a lingua franca (ELF). This phenomenon has affected different aspects of global English usage and users across the world. However, in Thailand, this issue does not seem to be taken into account with regard to English language teaching (ELT) and learning practices as different ELT stakeholders continue to conform to traditional teaching methods related to NESs. This action is reflected in an English language ideology called 'native speakerism' which has long been entrenched in Thai society. It has repeatedly caused different problems for both Thai teachers and students of English language until the present day. This review article aims to demonstrate the impacts of the native speakerism ideology on Thai teachers and students of English language in the period of English as a global lingua franca. The article begins with an explanation of how the changes of role and status of English challenge traditional perspectives of English language and how the ELT industry around the world, including in Thailand, should adapt to such changes. Then, the article gives brief conceptualizations of native speakerism and its effects on English teachers and students. Finally, it moves on to discuss the native speakerism ideology in Thailand and reports different negative effects of native speakerism on Thai teachers and students of English language.
Peer Scaffolding during EFL Reading Activities: A Sociocultural Perspective
Author: Yawiloeng, Rattana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Scaffolding (Teaching Technique),Reading Comprehension,Peer Influence,Peer Teaching,Problem Solving,Reading Skills,Undergraduate Students,Instructional Effectiveness,Student Behavior

The purpose of this study was to identify the types of peer scaffolding used by Thai EFL students while completing reading activities. Pre-test, post-test and reading test procedures were implemented to measure the impact of peer scaffolding on students' reading comprehension. The peer scaffolding checklist was employed to identify the types of peer scaffolding the EFL students used in the reading classroom. This study found that the EFL students gained higher post-test mean scores after engaging in reading activities along with peer scaffolding strategies. The beginner and elementary EFL students mostly used procedural assistance, whereas the intermediate EFL students frequently used sharing and questing as peer scaffolding. These findings may provide sociocultural theoretical and pedagogical implications for EFL teachers when supporting peer scaffolding and assisting EFL students to develop reading comprehension.
L2 English Speakers&apos; Perception of Their English Accent: An Investigation of European and Asian Attitudes
Author: Shibata, Miki
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Attitudes,Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Pronunciation,Language Variation,Cross Cultural Studies,Native Language,College Students,Self Evaluation (Individuals),Comparative Analysis,Questionnaires

According to previous studies, Japanese learners of English (JLEs) have a negative perception of their own variety of English along with a strong desire to sound native-like. Language attitudes toward L2 (second language) English accents may affect their active participation in English communication situations. The present study is cross-national and investigates whether other L2 English learners from different L1 (first language) backgrounds negatively perceive their own variety of English and English pronunciation as JLEs do. A total of 290 college students in Austria, Germany, Denmark, Malaysia, China, Japan, and Kazakhstan evaluated their own accent by responding to 10 statements on a 6-point scale. By comparing the responses as percentages and the binomial test, the analysis revealed that the Japanese perceived their accent most negatively, followed by the Chinese, whereas the Europeans, Malaysians, and Kazakhs perceived their accents positively to varying degrees. Among the seven countries, the L1 Danish group perceived their own variety as native-like most and non-native accent least, where the JLEs showed the opposite results. On the other hand, the endorsement for native accent was recognized across the countries. Based on the results, I claim that individual socio-contextual settings could have a critical impact on developing distinct attitudes toward one's own accent among EFL speakers.