ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;Desire to Learn, Learn to Shine&apos;: Idolizing Motivation in Enhancing Speaking Skill among L[subscript 2] Learners
Author: Kumar, Tribhuwan
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,English (Second Language),Second Language Instruction,Instructional Effectiveness,Speech Skills,Skill Development,Academic Achievement,Classroom Environment,Language Fluency,Self Efficacy,Public Speaking,College Students,Foreign Countries

This paper aims to analyze the effect of motivation in the development of English speaking skills on second language acquisition. There are so many excellent teaching methods that vary in effectiveness. Motivation is the driving force for learning another language, and integration of that language into the person's identity. Motivation is the practical reason for learning a second language. Data collection was done from two Indian universities named: Patna University and Patliputra University, from each university 50 students were randomly selected. Speaking English is one of the best needs of individual in both the students' academic and a professional field. The second language students should be encouraged not only in the classroom but also outside to speak in English. In achieving this goal, motivation can be used as magical catalyst in learning L[subscript 2]. With this viewpoint, this research focuses on 3 main motivational factors to analyze the role of motivation in developing speaking skills: identifying the motivation function in promoting speaking skills; researches on motivational factors for English as second language; suggesting impact and strategies in stimulating learners in developing speaking skills. close-ended questionnaires using relevant types of questions are chosen to conduct data collection. For the research, descriptive statistical analysis was performed using SPSS software. The mean value was used to represent the analysis results. Within this paper, the researcher identified several factors that affect students' motivation to learn second language. Motivation is surely, of great importance in this phenomenon, and is often critical in its development.
Assessing Instructors&apos; Usage of Emojis in Distance Education during the COVID-19 Pandemic
Author: Al-Zou'bi, Reem
Date: 2021-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Visual Aids,Arabs,Distance Education,Computer Mediated Communication,Student Attitudes,College Students,Cross Cultural Studies,Teacher Student Relationship,College Faculty,Gender Differences,Virtual Classrooms,Teaching Methods,Foreign Countries,Communication Strategies,Pandemics,COVID-19

This research assessed instructors' usage of emojis in distance education for high diploma students. A quantitative approach was employed comprising an e-survey consisting of 11-items, one closed-ended question, and two open-ended questions. The participants were a randomly selected sample of 343 high diploma students, 243 attending Al al-Bayt University (AABU) in Jordan and 100 students attending the Arab Academic College in Haifa (AAC). The results indicated that instructors' usage of emojis in distance education was moderate in both universities. All students strongly preferred instructors to use emojis to express what is on their minds as an alternative to facial expressions, and female instructors were more active in using emojis in virtual lectures. The emoji used most frequently by distance education instructors for the sample was the thumbs-up emoji [emoji image omitted]. Based on the results, several recommendations are put forth that will be of value to researchers and workers in this field. [Note: The page range (201-219) shown on the first page of the PDF is incorrect. The correct page range is 201-220.]
Extents of Abuse and Behavioural Disorders in Autistic Children Who Were Abused and Who Were Not Abused
Author: Ahmed, Fayza I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Child Abuse,Children,Child Neglect,Sexual Abuse,Aggression,Self Destructive Behavior,Behavior Disorders,Severity (of Disability),Anxiety Disorders,Depression (Psychology),Parent Attitudes,Teacher Attitudes,Correlation,Autism,Pervasive Developmental Disorders,Students with Disabilities,At Risk Students,Foreign Countries

This study aimed at identifying the extents of abuse of autistic children and some behavioural disorders in who were abused and who were not abused from parents and teachers' perspective. To achieve the study's objectives, the researcher adopted a descriptive research method and used a survey as a tool for the task. The sample consisted of 200 autistic children. The study found a positive relationship between the extents of abuse (physical, emotional, neglect and sexual) and the degrees of behavioural disorders (self-harm, aggression, anxiety and depression) in children with autism who were abused. Autistic children who were abused suffered more from these behavioural disorders. The study recommends an increase in interest in children with autism within the family and community levels by planning and implementing programmes that can help them to adapt socially to the environment, which keeps them away from the exposure to abuse.
A Proposed Vision to Achieve the Requirements of Professional Development for Biology Teachers of the Secondary Stage in Light of the Kingdom&apos;s Vision 2030
Author: Al-Shehria, Mohammad Salih
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,Biology,Science Teachers,Secondary School Teachers,Teacher Competencies,Teacher Attitudes,Teaching Experience,Educational Development,Change Strategies,Futures (of Society),Educational Needs,Foreign Countries

This study aimed at identifying the professional development requirements for biology teachers at the secondary stage in light of the Kingdom's vision 2030 and the degree of availability of these requirements from the viewpoint of biology teachers. The study also aimed at revealing the differences in the responses of biology teachers about the requirements of professional development according to some variables (years of experience, training Program, academic qualification). The study used the descriptive methodology and was applied to a sample of (79) teachers. The study used a questionnaire consisting of (72) items as an instrument, which was distributed on seven domains. The results showed that the degree of availability of professional development requirements for biology teachers at the secondary stage was medium. The results also showed statistically significant differences in the teachers 'responses to the degree of availability of these requirements due to the variables of training Program and years of experience, while there were no statistically significant differences due to the academic qualification variable. A suggested proposal was prepared to achieve the requirements of professional development for biology teachers.
Dynamic Written Corrective Feedback among Graduate Students: The Effects of Feedback Timing
Author: Eckstein, Grant
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Written Language,Error Correction,Time Factors (Learning),Graduate Students,Writing Evaluation,Grammar,Lexicology,Syntax,Difficulty Level

Dynamic written corrective feedback (DWCF) is a pedagogical approach that offers meaningful, manageable, constant, and timely corrective feedback on student writing (Hartshorn et al., 2010). It emphasizes indirect and comprehensive written error correction on short, daily writing assignments. Numerous studies have demonstrated that its use can lead to fewer language errors among undergraduate and pre-matriculated college writers (see Kurzer, 2018). However, the benefits of DWCF among second language (L2) graduate writers and the role of feedback timing have not been well examined. We analyzed timed writing samples over a 12-week intervention from 22 L2 graduate students who either received feedback on their writing throughout a semester, or postponed feedback until the last two weeks of the semester. Writing was analyzed for grammatical errors, lexical and syntactic complexity, and fluency. Results showed that neither timely nor postponed feedback led to significant improvement in grammatical accuracy or lexical complexity, but timely feedback did result in more fluent and complex writing. These findings suggest that the timing of feedback may be trivial for accuracy development but is more important for complexity among graduate writers. Teachers, teacher trainers, and writing administrators may use these insights as they plan curricula and design grammar and writing interventions.
Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning
Author: Freschi, Ana
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Second Language Learning,Second Language Instruction,Intercultural Communication,Computer Mediated Communication,Peer Relationship,Case Studies,Portuguese,Foreign Countries,Videoconferencing,Oral Language,English (Second Language),Native Speakers,North Americans,Undergraduate Students,Student Characteristics,Discourse Analysis

Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other's languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon &amp; Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach, we describe how three Brazilians offered feedback to learners of Portuguese as a foreign language. Data used came from 20 Teletandem oral sessions that took place over a period of three years and were stored in MulTeC (Aranha &amp; Lopes, 2019). Data analysis revealed that CF provision is characterized by reformulations, with a blurred distinction between recasts and explicit corrections due to a combination of multimodal strategies. Results also indicate that error correction may be more (or less) emphasized depending on how interlocutors combine multimodal resources. Pedagogical implications are discussed.
Investigating EAP Teachers&apos; Use and Perceptions of Gesture in General and in Corrective Feedback Episodes
Author: Kartchava, Eva
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Teacher Attitudes,Teacher Motivation,Language Teachers,College Faculty,Nonverbal Communication,Cues,Error Correction,Feedback (Response),Language Proficiency,Foreign Countries

This exploratory study examined the spontaneous use of gestures occurring in general as well as the corrective behaviour of two English for academic purposes (EAP) teachers at a Canadian university. Data were collected by way of an interview, lesson observation, and a stimulated recall session. Prior to the observation, each teacher was interviewed to identify practices (as they relate to gesture and CF) they found effective and employed regularly in their teaching. After the lesson, the teachers watched extracts from their lessons to reflect on the use of gestures in general and in CF episodes specifically, and to explain the motivations and/or reasons behind their choices. Results indicate that the EAP teachers actively used gestures, with many occurring alongside CF moves. They were also strategic in the amount and types of both CF and gesture they used.
Comparing Self-Determination Theory and the L2 Motivational Self System and Their Relationships to L2 Proficiency
Author: Takahashi, Chika
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Determination,Second Language Learning,Learning Motivation,Language Proficiency,Correlation,Learning Theories,College Freshmen,Foreign Countries,English (Second Language),Language Tests,Scores

This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners' intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners' motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner's self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.
The Use of Refusal Strategies in Interlanguage Speech Act Performance of Korean and Norwegian Users of English
Author: Krulatz, Anna
Date: 2020-00-00
Type: Journal Articles
Subjects: Speech Acts,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Interlanguage,Contrastive Linguistics,Korean,Norwegian,Native Language,Multilingualism,Undergraduate Students,Language of Instruction,International Education,Task Analysis,Language Usage,Cross Cultural Studies,Pragmatics

The present paper describes a contrastive study of interlanguage refusal strategies employed by Korean and Norwegian learners of English as an additional language. The data were collected from multilingual first-year students at an American university in South Korea and in an English-medium program at a Norwegian university by means of an online open discourse completion task and analyzed using the coding categories based on Beebe, Takahashi, and Uliss-Welts (1990), and Salazar Campillo, Safont-Jordà, and Codina Espurz (2009). The data were analyzed to compare the average frequencies of refusal strategies used by the two groups, and the types of direct, indirect, and adjunct strategies that they employed. Independent samples t-tests revealed significant differences in the use of direct and indirect strategies with small effect sizes. The differences in the use of adjunct strategies were not statistically significant, and the effect sizes were negligible. Descriptive statistics of the differences in the types of direct, indirect, and adjunct strategies also revealed interesting patterns. The findings suggest that multilinguals' pragmatic performance is a complex phenomenon that cannot be explained by the differences in cultural and pragmatic norms of their first language alone.
A New Way of Learning: How Can an Understanding of Self-Efficacy and Emotional Resilience Be Used to Develop Successful Teaching and Learning Strategies for Students in Initial Teacher Education
Author: Hewitt, Shirley
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Resilience (Psychology),Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Student Development,Art Therapy,Psychotherapy,Drama Workshops,Experiential Learning,Positive Attitudes,Self Evaluation (Individuals),Intervention,Reflection,Program Effectiveness

This article details a study in which student teachers were invited to attend Dramatherapy workshops to help support the development of their self-efficacy and emotional resilience. The aims of the intervention were to improve outcomes and student retention on teacher training programmes. Following the completion of the programme, students expressed positive responses to the intervention, indicating that it had enabled them to be more effective in self-evaluation and reflection, feeling less isolated and having more self-awareness. The research findings have evident implications for teacher educators wishing to support but also challenge the students in their care.
&apos;Why Am I Having to Do This?&apos;: The Nature and Purpose of Concurrent Courses in Scottish Primary Teacher Education
Author: Hanscomb, Stuart
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,Professionalism,Elective Courses,Educational Change,Models

In his &quot;Report of a Review of Teacher Education in Scotland&quot; (2010), Donaldson presents the idea of the 'twenty-first century teacher'. Central to this is the requirement for an 'extended professionalism' in which emphasis is placed on the development of the student teacher's academic and intellectual qualities. This article aims to analyse the role of concurrent courses (i.e. university courses taken by education students outside of core education subjects) in the development of this extended professionalism. It does so by comparing it with the 'graduate attributes' agenda adopted by many universities, and by outlining two dimensions and three possible models of the relationship between concurrent courses and the purposes of teacher education. It is argued that one of these models best fits the word and spirit of the Donaldson Report, but that further research is required to establish how different models of concurrency have been, or might be, received by students and staff on Scottish primary education degrees.
Implementing Teacher-Centered Robotics Activities in Science Lessons: The Effect on Motivation, Satisfaction and Science Skills
Author: Coskunserçe, Ozan
Date: 2021-00-00
Type: Journal Articles
Subjects: Robotics,Programming,Science Instruction,Science Process Skills,Science Activities,Curriculum Implementation,Conventional Instruction,Instructional Effectiveness,Secondary School Students,Grade 6,Preadolescents,Student Satisfaction,Student Motivation,Positive Attitudes,Skill Development,Foreign Countries

In studies on the use of robotic in science education, students are generally expected to design and program robots in specially designed robotic laboratories and during extracurricular activities. Although researchers claim that the student-centered approach and active student participation is more effective, teachers generally have to apply traditional teaching strategies in the field of science education due to the high number of students, a lack of materials, insufficient time and lack of professional teaching skills. Robotics activities can be performed in a traditional classroom environment and within a teacher-centered lesson structure. The aim of this study was to investigate the effect of teacher-centered robotics activities performed in science lessons on students' motivation, to determine their satisfaction with the activities and to collect their opinions about the activities. A parallel mixed-methods design was used for data collection. The results of the study indicated that teacher-centered robotics activities increased the motivation of students to participate in science lessons. Moreover, when the interviews with the students were examined, all of them commented that engaging in robotics activities improved their science skills. In addition, the majority of students were satisfied with the robotics activities and had positive feelings about them, believing that they helped them to learn and were enjoyable and interesting.
Interactions between Refugee and Local Preschool Children and Prejudice or Discriminatory Behaviors: Teachers&apos; Observations
Author: Kardes, Servet
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Preschool Children,Preschool Teachers,Teacher Attitudes,Behavior Problems,Social Discrimination,Peer Relationship,Interaction,Rejection (Psychology),Turkish,Second Language Learning,Social Integration,Student Adjustment,Family Involvement,Cultural Differences,Classroom Environment,Barriers,Foreign Countries

This study is designed to identify the prejudice or discriminatory behaviors towards refugee children that can be observed in children in early childhood and to determine the extent of the interaction of refugee children with other children. It is a case study which is one of the qualitative research methods. In this study, face-to-face interviews were conducted with 15 pre-school teachers, who had refugee children in their class, through the semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the study, it was concluded that although there is no complete integration in the classes with refugee children, children do not have any prejudice or discriminatory behaviors towards refugee children, and even Turkish children cooperate with refugee children. In the education and adaptation of refugee children, it was concluded that the failure in speaking the Turkish language is an important obstacle, and the way in which children are raised in the family and cultural differences cause disciplinary problems in refugee children in some cases. It suggests that provision in the classroom of language and adaptation training for the integration of refugee children will help to integrate the cultural differences of children into the classroom environment.
Understanding Learning Outcomes: Comparing the Effect of Spacing Instruction versus Massed Instruction
Author: Sewang, Anwar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Islam,Time Factors (Learning),Religious Colleges,College Students,Indonesian,Large Group Instruction,Instructional Effectiveness,Outcomes of Education,Second Language Learning,Academic Achievement

This study is comparing the effects of spacing instruction and massed instruction on Indonesian education students. To fulfill this objective, two intact classes were selected; one as a spacing group and another one as a massed group. Afterward, researcher administering a pre-test measured the skills of participants Islamic education. After that, only then did they receive treatment. In mass classes, the material is taught in an intensive 90-minute session, while the material is taught to space groups in three short sessions (each 30-minute session). After the instructions were carried out, a post-test was carried out in both groups, both mass classes and space groups. Then the post-test result data were analyzed using paired and independent sample t-test. The results showed that there was a significant difference between the post-test spacing group and the mass group. The results of this study indicated that the spacing group significantly outperformed the mass group at the final test. Finally, the implications of the study are discussed.
Assessing the Language Skills of Primary School Students with and without Learning Disabilities in the Context of Narration
Author: Seçkin Yilmaz, Saziye
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Skills,Student Evaluation,Elementary School Students,Learning Disabilities,Foreign Countries,Language Tests,Evaluation Methods

This study aims to examine the language skills of Turkish-speaking primary school students who have learning disabilities (LD) and of their peers with typical development (TD) in comparison, by assessing these skills in the context of narration. For this, a comparative descriptive research model was used in the study. The study participants consisted of a total of 70 primary school students: 35 with LD and 35 with TD. To collect the data, two picture books of similar complexity and a story about one of these books were used. The participants were asked to tell the stories in the contexts of narrative tell and narrative retell. The stories told were analysed and scored according to the language features. The findings have shown that the students with LD exhibited lower language performance than their peers with TD in both narrative tell and narrative retell contexts, and both groups' performances in the language elements were higher in the context of narrative retell. The findings have been discussed in line with the relevant literature, and suggestions for further research and practice have been presented.