ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Influencing Teachers&apos; Professional Learning: A Study of Turkish EFL Teachers
Author: Pinar, Selim
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Language Teachers,English (Second Language),Beliefs,Schemata (Cognition),Teacher Motivation,Teacher Characteristics,Psychological Patterns,Job Satisfaction,Context Effect,Teaching Conditions,Teaching Experience,Educational Attainment,Pedagogical Content Knowledge,Foreign Countries

The primary aim of this study is to investigate the factors influencing teachers' professional learning the most among four factors; (a) Teacher cognition and beliefs, (b) teacher emotions, (c) teacher motivation, and (d) contextual variables and find out whether or not there is a difference among teaching experience and degree in terms of teacher learning. The research sample consisted of 1015 teachers of English from different cities, teaching levels, and various ages in Turkey. In order to find out what factors influence English Teachers' professional learning the most, English Language Teacher Learning Scale (ELTLS) was used. According to the results, teacher cognition and beliefs factor influenced teacher learning the most and contextual variables were the second influencing factor. When the differences were examined it was found out that there was a significant difference only between teacher cognition and beliefs, and teacher experience. The post-hoc test revealed that there was a significant difference between 21 and above year-experienced teachers and 0-5 year-experienced in teacher cognition and beliefs factor (p&lt;0.05).
False Friends and Lexical Borrowing: A Linguistic Analysis of False Friends between English and Arabic
Author: Al-Athwary, Anwar A. H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistic Theory,Linguistic Borrowing,Semitic Languages,Metalinguistics,English (Second Language),Second Language Learning,Second Language Instruction,Communication Problems,Language Classification,Semantics,Interference (Language),Pronunciation,Definitions,Contrastive Linguistics,Language Usage,Intercultural Communication,Error Analysis (Language)

This theoretical study aims at raising awareness of the existence of lexical false friends (FFs) in English and Arabic as genetically unrelated languages. It also provides a general categorization for FFs from a semantic point of view. A sample of more than fifty FF pairs is examined by contrasting their form, pronunciation and meaning. The analysis reveals that English Arabic FFs are of two types: Chance FFs (occur by coincidence) and semantic FFs(exist via lexical borrowing), the former being more frequent than the latter. This taxonomy is in line with those introduced by Chamizo-Domínguez (2008) and Roca-Varela (2015). Semantic FFs can be total (due to semantic shift, ellipsis, or figurative extension) or partial (through the process of semantic narrowing). Chance FFs are more problematic in the sense that they cause various degrees of embarrassment and confusion due to the fact that some constituents of FF pairs involve taboo and offensive words. Thus, such lexical FFs are considered potential agents that may create misunderstanding, miscommunication and confusion among L2 learners.
Gender Differences in Classroom Interactions and Preferences
Author: Alshebl, Alia
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Classroom Communication,Foreign Students,Student Attitudes,Task Analysis,Risk,Preferences,Teacher Characteristics,Interaction Process Analysis,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Peer Relationship,Cultural Awareness,Learning Strategies,Nonverbal Communication

The purpose of this study was to investigate gender differences in classroom interactions and preferences by analysing data collected by a questionnaire, observations and interviews. The data were collected focussing on male and female attitudes towards the teacher's gender, teacher's body language, the task partner's gender, the task type, speaking tasks, risk taking, using computers in the tasks, learning about English culture, misunderstanding and clarification, and oral correction feedback, in addition to the differences in the use of reading strategies and gender differences in topic preferences. Forty-seven international students in the UK participated in the research, 26 females and 21 males who were studying on a pre-sessional course in the Language Academy. The results of the quantitative and qualitative data revealed a number of differences in the participants' interaction patterns. Further, many preferences between the participants mediated by gender factor was recorded. The study has provided many recommendations and suggestions for the future studies.
Dialogic Reflection for Social Justice - He Anga Huritao
Author: Gander, Tim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Reflective Teaching,Social Justice,Secondary School Teachers,Equal Education,Inquiry,Knowledge Base for Teaching

This article conceptualises and presents the authors' framework for critical reflection-on-action. 'He Anga Huritao' (translated as a 'framework for reflection') was developed as part of the dialogic discourse intended to transform how New Zealand beginning teachers reflect on their practice. The framework makes reference to concepts of teacher learning and 'inquiry as stance' by Cochran-Smith and Lytle (1999) as well as literature pertaining to both critical reflection and education for social justice, placing emphasis on a dialogic approach and the tuakana-teina (or mentor/mentee) relationship. The authors' exposure to how critical reflection was experienced by beginning secondary teachers in low decile settings across New Zealand acted as a catalyst for the development of He Anga Huritao. The article describes He Anga Huritao with individual considerations at each phase of the reflective framework, making reference to beginning teachers' experience of reflection using the framework. He Anga Huritao is an informed approach at rethinking critical reflection and aims to improve the quality of teaching for secondary school learners in inequitable settings.
Intercultural Practicum: Perceptual Learning through Video in the Pandemic Context
Author: Joseph, Dawn
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Practicums,Preservice Teachers,Cultural Awareness,Multicultural Education,Teaching Methods,Video Technology,Instructional Effectiveness,International Education,Diversity

In our work with Australian initial teacher education (ITE) students our emphasis is on encouraging students to understand different cultural practices. Drawing on narrative reflection, we discuss intercultural and pedagogical concerns in which ITE students undertake international practicums (school placements). We recognise these students have a predominantly Western lens when undertaking practicums in Asian countries. To address this issue a video A Day in the Life… of Tamil School Children (https://youtu.be/vPdiogRR-Ig) in India was produced to change, improve and help students learn about the social and cultural environment of the 'international student'. Students who took part in previous international practicums agreed that the video was an effective tool for cultural familiarisation. During this time of COVID-19 with travel restrictions abroad, the video resource serves as an effective visual pedagogy to build cultural understanding, embrace diversity, enable perceptual learning and empower students to cultivate intercultural understandings of 'the other'.
Individualizing Literacy Instruction in Co-Taught Classrooms through a Station Teaching Model
Author: Lyon, Cheryl P.
Date: 2021-03-00
Type: Journal Articles
Subjects: Individualized Instruction,Team Teaching,Teaching Models,Content Area Reading,Reading Comprehension,Middle School Students,Students with Disabilities,Regular and Special Education Relationship,Group Activities

The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed, research-based, and whole-class instruction often leads to inadequate improvement in reading comprehension and thus learning of content material. In CALI, teachers use student data to determine which students need more support and targeted, individualized instruction, and by contrast, which students may benefit from opportunities to extend their learning with more challenging texts and student-managed work. This article provides guidance for designing and implementing customizable lessons using station-teaching to individualize instruction. The Project CALI student support model is the final instructional piece of the CALI instructional framework.
Validity Evidence for the Revised Classroom Practices Survey: An Instrument to Measure Teachers&apos; Differentiation Practices
Author: Pereira, Nielsen
Date: 2021-03-00
Type: Journal Articles
Subjects: Psychometrics,Individualized Instruction,Teaching Methods,Test Reliability,Academic Achievement,Academically Gifted,Gifted Education,Student Needs,Test Construction,Elementary School Teachers

We evaluated the psychometric properties of the Classroom Practices Survey--Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed improvement in the reliability of CPS-R across all achievement levels when compared with its previous version. Internal consistency estimates for the four factors were higher for the high-achieving students ([alpha] = 0.84-0.94) compared with estimates for students who achieve at average ([alpha] = 0.83-0.92) and low ([alpha] = 0.81-0.90) levels. Model fit of the data was in the acceptable range across all achievement levels. However, model fit indices for the high-achieving group were slightly better than for the average- and low-achieving groups. Results support the practical value of CPS-R as a tool to assess teachers' use of differentiation strategies.
Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development
Author: Teschers, Christoph
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Holistic Approach,Inclusion,Diversity,Language Usage,Discourse Analysis,Educational Practices,Equal Education,Models,Systems Approach

The notions of inclusion and diversity are increasingly used in a wide variety of areas in public debate and policy, as well as in educational curriculum and policy documents in New Zealand and internationally since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these contexts is often rather unclear, however. The discourse of inclusion could be described as often having been taken up uncritically and without reflection on the implications that the use of inclusive language implies. This applies to both educational settings and government policies that use inclusive language to promote inclusion, yet seemingly still operate under a mind-set reflective of mainstream, integration discourse. Although inclusion and inclusive education have been widely discussed in educational literature, the models and frameworks that capture the complexity of inclusive education in theory and practice require further attention. One such model that focuses on five aspects relevant to inclusive education will be introduced in this article, and I will discuss how this model could support policy, curriculum and classroom decision making.
Improving Instruction in Co-Taught Classrooms to Support Reading Comprehension
Author: Wexler, Jade
Date: 2021-03-00
Type: Journal Articles
Subjects: Instructional Improvement,Team Teaching,Reading Comprehension,Middle School Teachers,Special Education,Content Area Reading,Students with Disabilities,Learning Disabilities,Faculty Development,Evidence Based Practice

This unique special issue features five articles that provide guidance for middle school special education and general education content-area co-teachers on how to implement enhanced co-teaching models including specialized literacy instruction and best practices for co-teachers (e.g., co-planning; using station teaching to differentiate instruction). The authors of each article were part of a research team that conducted a 2015-2018 development and innovation professional development project funded by the U.S. Department of Education, Institute of Education Sciences, Project CALI (Content Area Literacy Instruction). Project CALI resulted in the development of the CALI professional development designed to provide co-teachers guidance on how to implement a set of evidence-based literacy practices (i.e., the CALI instructional framework) to improve outcomes for students with learning disabilities (LD) in co-taught classes. Authors in this special issue use examples from the CALI professional development to illustrate each practice.
Integrating High Impact Practices: A Learning Community Model to Enhance Identity Development, Civic Engagement, and Reflective Practice
Author: Guram, Adrianna
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Pilot Projects,Administrators,College Administration,Student Personnel Workers,Educational Cooperation,Service Learning,Travel,College Curriculum,Cultural Education,Extracurricular Activities,American Indians,Citizen Participation,Reflection,Educational Practices,Praxis,Identification,College Students

This article describes the process of developing a pilot learning community at East Tennessee State University, focusing on the collaboration of academic and student affairs administrators. Exploring how the literature on the integration of high impact practices, namely learning communities, service-learning, and domestic travel study informed our decisions regarding the structure and content of the pilot, we examine how this experience set a foundation for institutional exploration of future learning communities praxis. We describe the nature of our collaborations in the curricular and co-curricular learning community components and discuss the self-reflections that were necessary to help guide the learning of students. The article concludes with a summary of assessment results and reflections on major takeaways.
Facilitating L2 WTC: A Review of Past Studies
Author: Zulkepli, Noraini
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Speech Communication,Anxiety,Educational Research,Second Language Instruction,Learning Activities,Teaching Methods,Computer Assisted Instruction,Authentic Learning

Due to the pivotal role that interaction plays in SLA, the issue of willingness to communicate has drawn considerable attention among researchers in the field. Nonetheless, literature on WTC has been primarily theoretical; little has been done to find practical solutions to the problem that could actually help ESL practitioners in their daily classroom practice. In light of this, the current article is a review of past studies on how to foster WTC. It begins with providing some insights on how to facilitate L2 WTC gained from the identified studies. Next, based on the review, it is highlighted that the current research trend tends to focus on facilitating in-class WTC, with less attention given on out-of-class WTC. This might lead to a separation between in-class and out-of-class learning. To address this issue, the article ends with a series of suggested activities which employs a multi-systematic approach to learning (Akkerman &amp; Eijck, 2011) and a critical conception of in-class learning resources (Wright, 2006). The series of activities allow learners to engage in rich interactional resources, both in and out-of-class, as well as an opportunity to reflect on their experiences in relation to their WTC.
Generation Z Students&apos; Expectations from English Language Instruction
Author: Demir, Bora
Date: 2021-00-00
Type: Journal Articles
Subjects: Age Groups,Expectation,English (Second Language),Second Language Instruction,College Students,Foreign Countries,Student Attitudes,Instructional Materials,Assignments,Teacher Attitudes,Student Evaluation

Today it is widely accepted that people perceive the world according to social, cultural, and economic conditions of the date range that they were born in. The term generation is used to define people born around the same time and have common characteristics. People who were born after 2000 are called as the generation Z and are often regarded as iGeneration or Digital Natives since they were grown up with mobile communication technologies and the internet. Hence, this generation perceives the world in a different way than the people from older generations. So, understanding how learners of generation Z learn better might be helpful for teachers, school administrators, and policy makers in designing more effective instructional settings. In this respect, this study aims at exploring the instructional expectations of this new cohort of students in the English as foreign language classrooms. Questions for semi-structured interview were developed and used to elicit the opinions of randomly selected language learners and instructors from preparation classes of two universities and the data went under content analysis. Results indicated that it is no more possible to satisfy the Gen-Z students with the application of traditional methods and strategies. Teachers and materials are expected to be technology oriented to meet Gen Zers personal and academic needs. The study concluded that while the instructors and the students share some views about language instruction in common, still a generation gap exists for some aspects of language learning regarding materials, testing and evaluation, and assignments.
Learner&apos;s Experience on the Use of Mobile Device for Autonomous Listening: A Narrative Inquiry
Author: Fatimah, Asri Siti
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,Handheld Devices,Personal Autonomy,Listening Comprehension,Student Motivation,Self Esteem,Self Efficacy,English (Second Language),Second Language Learning,Electronic Learning,College Students,Foreign Countries,Student Attitudes

As the revolutionary approach in education, the use of mobile devices for learning undoubtedly has a great influence on students' academic success. Many studies have found that these tools are satisfying in terms of authenticity, simplicity, and portability promoting students' learning autonomy where they can study anywhere and anytime. Using the lens of narrative inquiry, this study explored a student's experience in using mobile devices for autonomous listening activities and investigated the benefits of these activities for her language competences. Interview and narrative frame proposed by Barkhuizen and Wette (2008) were used to answer the research questions. The findings showed that the learner mostly did extensive listening activities by utilizing a large amount of understandable and pleasurable spoken expressions through her devices. Having sophisticated software and great immersion, these tools allow the learner to get massive listening input which develops her vocabulary and basic comprehension. Different from analog tools used in her first listening experience, these tools devote thousands of listening applications and provide thousands of listening sources like live streams, English songs, news, or videos that can be accessed effortlessly. However, it is also revealed that these tools also affects the learner's psychological factors; learning motivation, confidence, and self-efficacy.
Open and Distance Learner Engagement with Online Mediation Tools: An Activity Theory Analysis
Author: Pullenayegem, Judy Corinne Noeline
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Writing Instruction,Blended Learning,Foreign Countries,Process Approach (Writing),Learner Engagement,College Students,Technology Uses in Education,English for Academic Purposes

This paper presents the results of a study conducted to ascertain the extent to which participants studying in an open and distance learning context utilized the mediation tools provided in an &quot;Advanced Writing Skills&quot; course, conducted in a blended-learning mode in Sri Lanka. Sixty-four participants engaged in the online component of the writing course using the Process Approach. The course consisted of seven sessions; four addressing the stages of the Process Approach to writing an essay, and three practice sessions. Data were gathered from log-files of the Learning Management System, questionnaires, and interviews related to five mediation tools provided to learners. The data were analyzed utilizing Engeström's activity theory framework (1987); with focus on the contradictions that emerged in the use of each tool. First, the contradictions that emerged in participants' engagement with the tools is presented, secondly, the factors that need to be taken into account to ensure greater engagement.
The Influence of Social Presence on Students&apos; Satisfaction toward Online Course
Author: Nasir, M. Khalid M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Online Courses,Electronic Learning,Correlation,Integrated Learning Systems,Computer Mediated Communication,Discussion,Interaction,Peer Relationship,College Students,Private Colleges,Young Adults,Age Differences,Foreign Countries

Students' satisfaction plays a vital role in ensuring effective online learning. This study investigated the association between social presence and students' satisfaction toward online discussions in Learning Management System (LMS) platform conducted at a private university in Malaysia. Both correlation and two-step hierarchical linear regression were performed to analyze the online survey data. The instruments used to measure the summated scores of social presence and satisfaction were Community of Inquiry (CoI) framework and satisfaction scale, respectively. The results revealed that the correlation between both variables was significantly positive. Students who declared relatively high level of satisfaction were more likely to report high level of interaction with their peers in online conversation and high level of social presence. Essentially, social presence seemed to contribute the most in predicting the level of course satisfaction amongst the students.
Tutoring Support as a Predictor of Student Retention in Distance Learning: The Case of a University in Ghana
Author: Arhin, Vera
Date: 2020-00-00
Type: Journal Articles
Subjects: Tutoring,Tutors,Academic Support Services,Predictor Variables,School Holding Power,Academic Persistence,Potential Dropouts,Undergraduate Students,Student Motivation,Positive Attitudes,Distance Education,Foreign Countries

The tutor's role in enhancing student retention in distance learning is paramount. This study aims to predict retention and not actual retention by investigating how tutoring support predicts student retention in distance learning at the University of Cape Coast in Ghana. Moore Transactional Distance Theory underpinned the theoretical framework of this study. The correlational research design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731 out of which 625 was used for the analysis. A structured questionnaire was used to collect data. Data were analysed using descriptive and inferential statistics. The findings of the study revealed that the respondents had a positive perception towards tutoring support offered at the University. However, at an alpha level of .05 tutoring support made a non-significant contribution to prediction (p = 0.11). The findings further, revealed that a unit increase in tutoring support will improve student retention by 1.42 times. Implications of the study were also discussed.