ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Portrayals in Indonesian and International English Language Textbooks for Primary Students: A Critical Image Analysis
Author: Fithriani, Rahmah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Textbooks,English (Second Language),Second Language Instruction,Content Analysis,Textbook Content,Sex Fairness,Sex Stereotypes,Control Groups,Sex Role,Family Environment,Textbook Publication

It is widely acknowledged that textbooks play a critical role in instilling sociocultural norms, values, and ideologies in learners. Within this role, they are also recognized to significantly contribute to the development of learners' gender roles, particularly during primary education. A great deal of information about gender-appropriate behavior, traits, and social roles projected in the textbooks is available for children to model and imitate. As a result, textbooks can be effectively used to promote or perpetuate gender (in)equality. Unfortunately, in the last few years, Indonesia has witnessed little improvement in gender equity, despite the continuously growing awareness in global contexts. Since textbooks play a paramount role in canalizing gender ideologies or values, this study is aimed at examining whether differences in gender equality in global and Indonesian contexts are reflected in gender representation patterns in English language textbooks (ELTs) distributed internationally and locally. Through a critical image analysis perspective, this study discloses emerging differences between the two ELTs in terms of the frequency of male-to-female appearances, where the international ELT depicts a fairer distribution between the two genders. However, the prevalence of gender stereotyping in three social domains, namely, family, occupation, and leisure activities is evident in both ELTs under examination. This study suggests that ELT authors present an equal direction of learning materials that delineate gender equity in EFL textbooks, particularly those used in Indonesia.
Language Learning Strategies of Kurdish EFL Learners: High Achievers versus Low Achievers
Author: Abdullah, Kameran Noori
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Strategies,Foreign Countries,English (Second Language),High Achievement,Low Achievement,Measures (Individuals),Individual Differences,High School Students

It has been long believed that students' learning techniques and strategies could distinguish between successful and unsuccessful student performance. Therefore, this study aimed to examine high- and low-achieving students' use of the most common learning strategies. For this purpose, 160 students (80 high achievers, and 80 low achievers) were selected as student-participants, and Oxford's (1990) &quot;Strategy Inventory for Language Learning&quot; (SILL) was used as the data collection instrument. The results showed that high achievers use metacognitive strategies most frequently, while they use affective strategies the least frequently. On the other hand, low achievers use compensation strategies most frequently and social strategies the least frequently.
Developing a Financial Literacy Scale for Primary School Students: A Validity and Reliability Study
Author: Özer, Sinan
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Literacy,Elementary School Students,Grade 4,Foreign Countries,Public Schools,Student Attitudes

This study aims to develop a valid and reliable measurement tool to determine the financial literacy levels of primary school 4th-grade students. The research sample consists of 567 4th-grade primary school students studying in the Kahta district of Adiyaman. The prepared scale items were sent to the field experts for content and opinion validity, and the scale was and finalized according to their feedback. As the second step, exploratory factor analysis (EFA) was performed to determine the scale's construct validity. As a result of the EFA, a draft scale consisting of 17 items and 3 subdimensions was obtained, which explained 40.9% of the total variance. The factor loads of these 17 items ranged from 0.439 to 0.840. Confirmatory factor analysis (CFA) was performed to verify this draft scale. According to the CFA results, the goodness of fit indices are as follows: X[superscript 2]/df = 1.138, RMSEA = 0.023, GFI = 0.95, SRMR = 0.049, CFI = 0.98, and NFI = 0.82. The values found due to CFA show that the scale items were well validated. The significance of the item discrimination coefficients was tested using the test-retest reliability coefficient, lower and upper 27% values calculated to increase the scale's reliability. The Cronbach Alpha internal consistency coefficient was 0.77 for the overall scale and between 0.65 and 0.67 for the sub-dimensions. It can be said that the Financial Literacy Scale for Primary School Students, which was developed according to the results of the analysis, is valid and reliable.
Teaching Practices in Inclusive Classrooms from the Perspective of Primary School Teacher Candidates: An Observation Study
Author: Sanir, Hanifi
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Inclusion,Elementary School Teachers,Instructional Effectiveness,Preservice Teachers,Special Needs Students,Behavior Problems,Foreign Countries

As a result of the nature and outcomes of classroom education, questions concerning what constitutes successful teaching persist. This study intends to characterize, from the perspective of primary school teacher candidates, the practices of primary school teachers in terms of effective instruction in inclusive classrooms. Observations of nonparticipants were used to collect qualitative data for this study. The research study group consists of the final-year primary school teaching students and the teachers at the schools where these students do their internships. Students' observations yielded qualitative data that was examined using content analysis. The study revealed that classroom teachers are deficient in their use of teaching tactics, particularly in adjusting instruction, classroom management, and behavior management. The acquired results were reviewed within the context of the issues encountered by classroom teachers in terms of successful teaching in inclusive classrooms and the suitability of undergraduate programs that prepare teachers for general education.
Secondary Level English Language Teachers&apos; Pedagogical Skills: A Case Study in Bangladesh
Author: Rouf, Md. Abdur
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Teachers,Homework,Grammar,Memorization,Foreign Countries,Teaching Methods,Teaching Skills,Constructivism (Learning),Case Studies,Language Teachers,Teacher Attitudes,Classroom Techniques,Teacher Student Relationship,Attention Control,Vocabulary Development,Teacher Effectiveness,Instructional Materials

The study was carried out to explore the pedagogical skills of secondary-level English language (EL) teachers in Bangladesh. Classroom teaching is a challenging job, and more so for English language (EL) teachers as English is a skill-based subject. Teachers are supposed to demonstrate the required pedagogical skills for effective classroom EL teaching-learning. Following the constructivist research paradigm and a multiple case study approach, qualitative data were collected through direct non-participant classroom observations and face-to-face interviews with six EL teachers and other secondary informants. The collected data were analysed by a qualitative data analysis software, NVivo 11 Pro, using thematic analysis. The main findings of the study substantiated that the participating EL teachers had poor pedagogical skills in classroom management, ignored the four skills, built no rapport with learners, failed to retain learners' attention, encouraged memorization, could not motivate the learners, assigned ritualistic homework, taught grammar and vocabulary without contextualization, used teaching aids insufficiently and ineffectively, and exhibited poor planning and preparation for classroom teaching. The paper also discusses the implications of the key findings and proposes some recommendations for the EL teachers and other stakeholders concerned.
Promoting EFL Learners&apos; Pragmatic Awareness through Test-Teach-Test (TTT) Method via &quot;Telegram&quot; and &quot;Edmodo&quot;
Author: Niaghi, Mansoureh Rahman
Date: 2022-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Test Preparation,Language Tests,Comparative Analysis,Instructional Effectiveness,Computer Assisted Instruction,Metalinguistics,Females,Student Placement,Social Networks,Foreign Countries,Adult Students

This study was designed to see if using Test-Teach-Test (TTT) method via &quot;Telegram&quot; and &quot;Edmodo&quot; can promote EFL Learners' pragmatic awareness. To fulfill this aim, the researcher selected 93 learners from an initial pool of 130 female, pre-intermediate learners based on their performance on the Preliminary English Test (PET). The selected 93 learners were placed into three groups including: experimental group one (N=31), which received TTT via &quot;Edmodo&quot;; experimental group two (N=33), which was exposed to TTT through &quot;Telegram&quot;; and the comparison group (N=29), which received face-to-face (F-to-F) instruction using the TTT method. Prior to the treatment, the three groups took the pragmatic awareness test as the pretest. After the treatment, the researcher gave the three groups the pragmatic awareness test as the posttest. The results of One-way ANOVA revealed that TTT via both &quot;Telegram&quot; and &quot;Edmodo&quot; significantly improved Iranian EFL learners' pragmatic awareness. Moreover, the results demonstrated that TTT employed via &quot;Edmodo&quot; was more effective in enhancing English as a Foreign Language (EFL) learners' pragmatic awareness compared to TTT used through &quot;Telegram.&quot; Based on the findings, EFL teachers are recommended to use social networking tools in general and &quot;Edmodo&quot; in particular to promote EFL learners' pragmatic awareness.
Testing a Model of Entrepreneurship Intention among Iranian ELT Learners
Author: Fallah, Nasser
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Entrepreneurship,Intention,Foreign Countries,Second Language Learning,English (Second Language),Self Efficacy,Self Concept,Aspiration,Expectation,Norms,Predictor Variables,21st Century Skills,College Students,Majors (Students)

Within the last two decades, research on entrepreneurship has received increasing attention throughout the world. However, most of the research in this area has been done in business and vocational fields and more research is needed in educational and non-business contexts. This study took the initiative to explore the connections among entrepreneurship intention (EI), entrepreneurial self-efficacy (ESE), entrepreneurial identity aspirations (EIA), entrepreneurial outcome expectations (EOE), and subjective norms (SN) in an English language teaching (ELT) context. To this end, 382 Iranian ELT students were conveniently chosen and requested to complete a questionnaire survey. Structural equation modeling (SEM) was run. The findings of SEM analysis revealed that ESE and EIA directly predicted EI. Further, SN proved to be a significant predictor of ESE, EIA, and EOE. The results also showed that ESE could significantly predict EOE and EIA. EOE also significantly predicted EIA. In addition, ESE, SN, and EOE could indirectly affect EI through the mediation of EIA. Altogether, this study can help enhance the realization of the stated entrepreneurial concepts, and guide potential entrepreneurship education programs in the ELT context.
College Students&apos; Belonging and Loneliness in the Context of Remote Online Classes during the COVID-19 Pandemic
Author: Hansen-Brown, Ashley A.
Date: 2022-12-00
Type: Journal Articles
Subjects: College Students,Psychological Patterns,Distance Education,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics

The COVID-19 pandemic has drastically affected how higher education operates, but relatively little is known about its effects on students enrolled in remote online classes. Across two data collection timepoints, we sought to examine college students' experiences, focusing particularly on their sense of belonging/loneliness, their course formats, and their experiences in the pandemic. Though some findings differed between data collected in fall 2020 and in spring 2021, we generally found that students' belonging/loneliness was linked with their class format, aspects of their virtual classes, social contact, and experiences in the pandemic. This research demonstrates the importance both of understanding students' experiences in general and of continuing to study students' experiences as we progress from one stage of the pandemic to the next.
The Concurrent Contribution of Input Flooding, Visual Input Enhancement, and Consciousness-Raising Tasks to Noticing and Intake of Present Perfect Tense
Author: Behbahani, Hossein Kargar
Date: 2022-00-00
Type: Journal Articles
Subjects: Linguistic Input,Morphemes,Metalinguistics,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Visual Stimuli,Comparative Analysis,Intervention,Goodness of Fit,Instructional Effectiveness,Scores,Language Tests,Student Placement,High School Students,Sentences,Foreign Countries,Grammar

The present research sought to explore the combined contribution of input flooding, visual input enhancement, and consciousness-raising tasks on noticing and intake of the present perfect tense among Iranian EFL learners. Using a nonrandomized control group pretest-posttest design, the researchers attempted to see if instruction could enhance the intake and noticing of the targeted form. To this end, through convenience sampling, 65 lower intermediate learners of English were selected. The subjects were divided into a control group (N=32) and an experimental group (N=33). The experimental subjects were exposed to the three pedagogical techniques while the control subjects did not receive the techniques. The results of the independent samples t-test showed that the experimental group who had received seven teaching interventions significantly outperformed the control group. Furthermore, the obtained results from a chi-square goodness of fit revealed that during the consciousness-raising phase of the study, the experimental participants paid attention the most to the targeted form. The pedagogical implication of the current investigation is that ESL/EFL teachers can simultaneously implement these three techniques in their classes for the learners to both notice and intake the targeted form. Another implication of this research is that material developers can apply the findings of this study in the materials they are going to develop in the future.
First-Time Chinese Online Students&apos; Expectations of Their Instructors in Fully Online Learning Environments
Author: Lin, Xi
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Technology Uses in Education,Expectation,Educational Environment,COVID-19,Pandemics,College Students,Teaching Methods

The global COVID-19 lockdowns caused universities to shift from face-to-face instruction to online. Since online teaching was used as a supplement to the traditional in-person instruction before the pandemic in China, Chinese college students were forced to learn in fully online learning (FOL) environments with very little preparation. These first-time online students faced challenges that significantly impacted their confidence and ability to succeed as online learners. Fortunately, the instructor can play a crucial role in conducting early interventions to reduce students' online learning anxiety but understanding these students' expectations of their online instructor is necessary for using appropriate teaching strategies. As a result, this study investigates 439 first-time Chinese online students' expectations of their instructor in FOL environments during the emergent transition. Results indicate that several characteristics are highly expected by new online Chinese learners, such as being familiar with technology, being knowledgeable about the subject, and respecting other students. This study is expected to point Chinese universities and others toward best practices in preparing their faculty members for online course instruction, thus further enhancing first-time online students' learning experiences.
The Effect of Blended Learning through Meaning-Focused Input and Output Activities on Learning Collocations
Author: Noroozi, Masood
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Phrase Structure,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Linguistic Input,Student Placement,Language Tests,Comparative Analysis,Instructional Effectiveness,Conventional Instruction,Adult Students,Private Education,Foreign Countries

This study examined the effect of blended learning through meaning-focused input and output activities on learning collocations. The participants were 124 EFL learners selected from an initial pool of 162 participants, based on their performance on an Oxford Placement Test. The 124 learners were divided into four groups consisting of a conventional group (N=32), a blended group (N=28), a meaning-focused input group (N=33), and a meaning-focused output group (N=31). A collocations test was given to the four groups as a pretest. Then, the first group received the face-to-face conventional treatment. The second group was exposed to blended learning. The third group was treated with meaning-focused input activities in a blended learning environment. The last group was given meaning-focused output activities in a blended learning environment. After the treatment, the collocations posttest was administered. The results of one-way ANOVA indicated that blended learning significantly improved EFL learners' collocational knowledge. Moreover, it was revealed that both meaning-focused input and output activities in a blended learning environment significantly enhanced EFL learners' collocational knowledge. However, the meaning-focused output group outperformed the meaning-focused input group. The results are discussed and implications for English language teaching are presented.
Visually Impaired Students&apos; and Their Teacher&apos;s Perceptions of the English Teaching and Learning Process
Author: Guanoluisa, Fabiola Soledad Cando
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Impairments,Students with Disabilities,Student Attitudes,Teacher Attitudes,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Learning Processes,Teaching Methods,Secondary School Students

In the English teaching context, teachers encounter students who have different special educational needs, such as visual impairment (VI), which refers to a disability of the sense of sight ranging from low vision to total blindness. This kind of problem has a negative impact on English language learning because it does not allow learners to complete learning activities in the same way as sighted learners. Therefore, this phenomenological qualitative research explored the experiences in the teaching and learning process of two VI learners and their teacher in a public school in Latacunga, Ecuador. Data were collected by interviewing and observing these learners and their teacher during their English classes. Then the collected data were transcribed, coded, and thematised using Braun and Clarke's (2006) thematic analysis framework. The study showed that there were positive attitudes towards the English teaching and learning process. These attitudes were an indication of inclusive education and progress in the teaching-learning process. Furthermore, the teaching strategies and materials used successfully provided VI learners with better opportunities to learn English despite the teacher's lack of training. However, there were some negative aspects, such as learning difficulties associated and not associated with the disability, the lack of training and specialized resources for the teachers, and problems of communication and classroom management, all of which hindered these students' learning.
The Potential of Translanguaging Pedagogy for Promoting Iranian Bilingual Students&apos; English Development
Author: Khonamri, Fatemeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Code Switching (Language),Translation,Bilingualism,English (Second Language),Second Language Learning,Grade 12,Males,High School Students,Grammar,Native Language,Student Attitudes,Indo European Languages

This explanatory mixed-methods study investigated the use of bilingual students' linguistic repertoire for teaching and clarifying grammar. A repeated-measures design was used in which the quantitative data were complemented with follow-up qualitative data. Data were collected in six treatment sessions and from twenty-five all-male twelfth-grade state-school students from Bandar Turkman, Golestan, Iran. A three-phase experiment was carried out involving teaching six grammar lessons to one group: (1) in English only; (2) in the students' local language; and (3) their official language, which was followed by a semi-structured interview. The results of the quantitative data analysis indicated that translanguaging through incorporating students' linguistic assets proved to be an effective strategy which allowed students to have a deeper understanding of grammar. The analysis of the qualitative data showed that language learners had a positive attitude towards this pedagogy and believed that it promoted their language learning, motivation and self-confidence. Implications of the study for language teachers and researchers are discussed.