ethanporcaro/eric-fulltext-meta huggingface dataset:
A Survey of Research into English Teaching Approaches and Instructional Media in Thailand
Author: Sukavatee, Pornpimol
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Instructional Materials,Educational History,Educational Change,Curriculum Development,Language Skills,Communicative Competence (Languages),Technology Integration,Educational Technology,Information Technology

This study reviews articles on English language teaching in Thailand between 2007 and 2018. The sampled articles relate to teaching principles, approaches, methods, and instructional media, and represent a period of transitional movement to a new basic education curriculum. The systematic literature review method was employed. A total of 140 empirical articles were selected from both national and international databases, specifically TCI, ISI, and Scopus. The findings revealed that for all four English language skills of listening, speaking, reading and writing, the most preferred teaching approach referenced in the articles was Communicative Language Teaching (CLT). In terms of instructional media, the findings suggest a trend toward an increased use of technology and authentic materials in later studies. Other teaching approaches and instructional media found in the review are discussed and suggestions for future research are offered.
Chinese Learning Motivation and Academic Self-Efficacy of Thai Senior High School Students
Author: Zhang, Hao
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Motivation,Self Efficacy,Individual Differences,High School Students,Student Attitudes,Case Studies,Required Courses,Mandarin Chinese

Motivation and academic self-efficacy influence learners' second language acquisition and individual differences. This study aimed to address a research gap among these variables with the Thai high school students studying Chinese as a foreign language by exploring the level of students' motivation and academic self-efficacy and investigating the relationship between motivation, academic self-efficacy, and individual differences among Thai high school students studying Chinese as a foreign language. A school in Trang, Thailand, was purposively selected as a case study due to the role of the Chinese language as a compulsory language course for the students, and 123 high school students from this school were recruited as research participants. The data collection was drawn from a quantitative method. The main research design in the quantitative part of the study was correlational. The results showed that Thai high school students had a low level of motivation in learning Chinese from the L2MSS perspectives ([x-bar]= 2.420) and had a moderate level of academic self-efficacy in Chinese language learning ([x-bar]= 2.639). Learning motivation and self-efficacy were statistically significantly correlated with students' age and Chinese language proficiency level but not statistically significantly correlated with gender, ethnicity, and duration of Chinese learning. The regression equation of motivation and self-efficacy was derived from linear regression analysis as language motivation = -0.572 + 1.134 * Self-efficacy. The results of this study also provide valuable insights for Thai Chinese teachers and native Chinese teachers to inspire students' motivation and improve academic self-efficacy in Chinese language learning.
Application of Two-Parameter Item Response Theory for Determining Form-Dependent Items on Exams Using Different Item Orders
Author: Pentecost, Thomas C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Test Format,Science Tests,Chemistry,Difficulty Level,College Students

Using multiple versions of an assessment has the potential to introduce item environment effects. These types of effects result in version dependent item characteristics (i.e., difficulty and discrimination). Methods to detect such effects and resulting implications are important for all levels of assessment where multiple forms of an assessment are created. This report describes a novel method for identifying items that do and do not display form dependence. The first two steps identify form dependent items using a differential item functioning (DIF) analysis of item parameters estimated by Item Response Theory. The method is illustrated using items that appeared in four forms (two trial and two released versions) of a first semester general chemistry examination. Eighteen of fifty-six items were identified as having item parameters that were form dependent. Thirteen of those items displayed a form dependence consistent with reasons previously identified in the literature: preceding item difficulty, content priming, and a combination of preceding item difficulty and content priming. The remaining five items had form dependence that did not align reasons reported in the literature. An analysis was done to determine if all possible instances of predicted form dependence could be found. Several instances where form dependence could have been found, based on the preceding item difficulty or content priming, were identified, and those items did not display form dependence. We identify and rationalize form dependence for thirteen of the eighteen items flagged; however, we are unable to predict form dependence for items.
Using a Bayesian Estimation to Examine Attribute Hierarchies of the 2007 TIMSS Mathematics Test: A Demonstration Using R Packages
Author: Hsu, Chia-Ling
Date: 2023-00-00
Type: Journal Articles
Subjects: Bayesian Statistics,Computation,International Assessment,Achievement Tests,Mathematics Achievement,Mathematics Tests,Classification,Grade 8,Computer Software,Models

Correct specifications of hierarchical attribute structures in analyses using diagnostic classification models (DCMs) are pivotal because misspecifications can lead to biased parameter estimations and inaccurate classification profiles. This research is aimed to demonstrate DCM analyses with various hierarchical attribute structures via Bayesian estimation using freely available R packages, including CDM and R2&quot;jags.&quot; We illustrated a step-by-step procedure in R with an eighth-grade mathematics test from the 2007 Trends in International Mathematics and Science Study (TIMSS).
Eleven Grade 1 Teachers&apos; Understandings of Mathematical Language in a South African Context
Author: Coetzer, Tanja
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Elementary School Teachers,Teacher Attitudes,Knowledge Level,Mathematics Instruction,Vocabulary,Foreign Countries,English,Language of Instruction,African Languages,Scaffolding (Teaching Technique)

Background: Fluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. According to recent South African research, Grade 1 teachers are not equipped to utilise learners' linguistic skills for efficient learning of mathematics. Objectives: This research investigates South African Grade 1 teachers' mathematical language perceptions, experiences, and feelings. These Grade 1 teachers' transcripts were analysed to discover their understanding of the language of mathematics. Method: Exploratory, descriptive, and contextual research designs were used in conjunction with an adapted interactive qualitative analysis technique. Focus group interviews, individual interviews, and lesson observations, together with a purposive sampling technique, were used to gather the data from both public and private primary schools. Results: The results showed that Grade 1 teachers view mathematics as a separate language with its own vocabulary and register. The findings highlighted the need to simplify the language of mathematics to enhance understanding. Conclusion: This research concluded that language is essential to mathematics learning and that mathematics has its own register, which is acquired like any other additional language. To help isiXhosa learners understand mathematics in English, scaffolding strategies must be aligned with their linguistic demands. Contribution: This article provides important recommendations for teachers who need to recognise the reality that English is the lingua franca and ensure isiXhosa home language-speaking learners receive the necessary support to acquire actual proficiency in the academic register of English for mathematical language learning.
An Empirical Review of a Hybrid Teacher Education Programme: Lessons from South Africa
Author: Aluko, Folake Ruth
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Teacher Education Programs,Distance Education,Program Implementation,Communities of Practice

Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new &quot;hybrid&quot; distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme's implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers' practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.
Improving Soya Mince Recipes in the National School Nutrition Programme in South Africa
Author: Muller, Carmen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nutrition,Nutrition Instruction,Foods Instruction,Food Service,Health Programs,Cooking Instruction,Federal Programs

The National School Nutrition Programme (NSNP) in South Africa provides thousands of needy children with school meals on school days. One, and in some cases 2, of these meals per week are soya based. A review of the NSNP revealed that many children do not eat on those days because they find the soya mince meal unappetising. As the meal served within the NSNP may be the only meal these learners receive during a day, it is essential to ensure learners' willingness to consume the meal, and, therefore, that the meal is made appetising and nutritious. During visits to 3 schools in the Tshwane district, interviews were conducted with school meal handlers. Information gathered from these sessions was used to develop 4 new recipes that fall within the guidelines and budget of the NSNP. The final recipes were beef bolognaise soya mince, chicken curry soya mince, chilli con carne soya mince and one-pot soya mince biryani. To evaluate the acceptability of these newly developed recipes, a sensory panel of 100 university students that formed part of the NSNP during their schooling years was assembled. The sensory evaluation was done by comparing the existing soya mince meal with the 4 new soya mince recipes. One of the new soya mince meals was found to be the preferred dish and was rated significantly higher in acceptability than the original soya mince meal.
Should English Language Teaching Undergraduate Programs in Turkey Be Restructured? Views of Pre-Service English Language Teachers
Author: Önal, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Undergraduate Students,Practicums,State Universities,Private Colleges,Elementary Secondary Education,Preschool Education,Higher Education,Instructional Program Divisions

English language teachers in Turkey are officially entitled to teach at any level (from kindergarten to university) and any age group; however, it has been repeatedly argued that teaching English to young learners is different from teaching English to teenagers and/or adults as they require diverse skills, competences, qualifications and expertise (Bland, 2019; Enever, 2014; Gungor, 2020; Linse, 2005; Öztürk &amp; Aydin, 2019; Rich, 2019). Moving from this line of reasoning, this study, first of all, aims to investigate whether ELT undergraduate programs in Turkey need to be restructured from the perspectives of pre-service English language teachers. Closely related to this aim, this study also intends to identify the degree to which their undergraduate training prepares pre-service English language teachers (PSTs) for the different school levels they are to work at. With these two complementary aims in mind, this study has employed a qualitative research paradigm. 192 senior pre-service English language teachers who take practicum courses and study at the English Language Teaching (ELT) programs of 14 different state and private universities in Turkey have participated in this study. The data for the study has been collected via an online survey form and a focus group interview. The findings show that ELT undergraduate programs prepare PSTs satisfactorily to work at primary and secondary level schools from the perspectives of PSTs. However, PSTs believe that their undergraduate program cannot prepare them as satisfactorily to work at pre-primary school, high school and university levels. Furthermore, almost half of the PSTs agree that ELT undergraduate programs within Education Faculties should be restructured as 'ELT for young learners' and 'ELT for teenagers/adults'.
Reflections of STEAM Education on Children According to Early Childhood and Primary School Teachers
Author: Erol, Mustafa
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Early Childhood Education,Early Childhood Teachers,Elementary Education,Elementary School Teachers,Cooperative Learning,Values,Skill Development,Friendship,Student Responsibility,Program Effectiveness,Foreign Countries

In this study, we examined STEAM education's reflections and implicit functions on children according to the views of early childhood and primary school teachers who applied STEAM education. We conducted the study within the scope of phenomenology design, one of the qualitative research designs. The participants were ten teachers who had previously received STEAM education and applied STEAM education in their classroom and were determined by the snowball sampling method. We collected the data with semi-structured interviews and analyzed them with content analysis. We explained our findings with three themes: 1) opportunities for collaborative learning with peers, 2) values, and 3) opportunities for skill development. According to the results, STEAM education encouraged children to make friends, work together, have fun, develop positive commitment, and take responsibility. STEAM education enabled children to cooperate, share, take responsibility, and develop friendships among children. In addition, STEAM education contributed to many skills of children, such as empathy, problem-solving, scientific process, analytical thinking, aggressiveness, self-control, and critical thinking. In this respect, the study provides evidence for the illusions of STEAM education for children.
What Coping Strategies Do Parents of Children with Autism Use to Cope with Stress?
Author: Karnas, Mustafa
Date: 2023-00-00
Type: Journal Articles
Subjects: Parents,Child Rearing,Stress Variables,Children,Autism Spectrum Disorders,Coping,Stress Management,Correlation

Parents of children with Autism Spectrum Disorder (ASD) have higher levels of stress compared to parents of children with other disabilities and parents of typically developing children. According to the Centers for Disease Control and Prevention, the prevalence of ASD in U.S. children increased from 1 in 150 in 2000 to 1 in 54 in 2016, which means that for every 1 out of 54 children, there might be at least one parent who is facing higher levels of stress. Parents use some coping strategies to manage their stress. Studies that have investigated the association between stress levels of parents and their coping strategies have often grouped coping strategies together and have not examined them individually. This study surveyed 144 parents to investigate the association between stress levels of parents and the individual coping strategies they use. The Parental Stress Index-Short Form-fourth edition (PSI-4-SF) and the adapted Brief COPE inventory were used to gather the data. Descriptive statistics and the chi-square test of independence were employed for the analysis of the data. Results of the study indicated that there was a statistically significant association between parental stress and six coping strategies including behavioral disengagement, self-blame, humor, venting, instrumental support, and denial.
EFL Teachers&apos; Perception of ICT Integration in EFL Teaching and the Current Practice of ICT in EFL Teaching
Author: Eryansyah, Eryansyah
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Language Teachers,English (Second Language),Second Language Instruction,Educational Technology,Technology Integration,Instructional Effectiveness,Barriers

This study aimed to investigate the perceptions of EFL teachers regarding the use of ICT and the extent to which they integrated it into their EFL classes. A survey was conducted with EFL teachers who were alumni of the English Education Study Program at a state-owned university in South Sumatra. Furthermore, the survey was administered online using Google Forms and distributed across all districts and major cities in South Sumatra Province, as well as several other Indonesian provinces, through the WhatsApp alumni community. The results showed that teachers exhibited a positive attitude toward ICT integration in EFL lessons and a highly positive attitude toward its effectiveness in facilitating student learning. It was also found that while most teachers incorporated ICT in their EFL teaching and learning activities, only 24% admitted to doing this daily. Teachers acknowledged that there were still some barriers limiting them from adopting ICT in their EFL lessons, notably the lack of facilities and resources.
Explicitness of Thai ELF Users in Tourism Writing
Author: Meknakha, Hataimart
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Tourism,Writing Instruction,Language Usage,Grammar,Vocabulary,Computational Linguistics,Web Sites,Housing,Written Language,Computer Mediated Communication,Language Variation,Morphemes,Form Classes (Languages),Error Analysis (Language),Intercultural Communication

Previous research in English as a Lingua Franca (ELF) has revealed that deviations in lexicogrammar are not always random, but a result of underlying communicative processes (Cogo &amp; Dewey, 2012; Guziurová, 2020; Jafari, 2021; Ranta, 2013, 2022). Most previous studies relied upon spoken interactions, particularly in business and academic contexts; however, little attention has been paid to written communication in tourism contexts where the use of ELF has constantly increased. In order to understand how a communicative process motivates innovative forms in the lesser studied area of written communication, this study examines the kinds of lexicogrammatical features associated with the process of explicitness that underlies Thai ELF tourism writing. Data were based on a corpus of listing descriptions of 200 Thai hosts, compiled from the Airbnb website. The findings indicate that Thai hosts made use of 14 nonstandard lexicogrammatical features which were motivated by explicitness in order to improve the clarity of their messages and promote intelligibility. The three most frequently found non-standard lexicogrammatical features in the data included the addition of a preposition after a transitive verb, the extended use of the progressive aspect, and marking of the plural -s on an uncountable noun. The findings of this study render further support to the claim that communicative processes, namely explicitness, play a significant role in the use of deviant features and in achieving mutual understanding in lingua franca communication. Pedagogically, teachers are recommended to introduce the concept of ELF and language variations to their students in order to prepare them for actual interactions in today's multilingual society.
Analyzing the Challenges of the Growth in the Air Transportation System through the COVID Pandemic and Support from Collegiate Aviation Programs
Author: Kendall, Chadwin T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Aviation Education,Air Transportation,COVID-19,Pandemics,Industry,Labor Market,Colleges,Labor Demands,Supply and Demand

The air transportation industry was experiencing massive growth across the globe before the COVID-19 pandemic. At that time, future projections from major forecasting indicators, such as the Boeing Global Forecast and Airbus Market Forecast, predicted a greater than 4% average yearly growth rate over the next twenty years. The Federal Aviation Administration also predicted higher-than-average growth rates in the United States. The Global Covid pandemic brought significant cutbacks and losses to the industry. In 2022, the air transportation industry is bouncing back. With increased aircraft purchases comes the need for thousands of new pilots, managers, cabin crew members, and maintenance technicians. Currently, collegiate aviation is one of the primary producers of qualified candidates in the aviation industry. This paper analyzes the projected growth of the air transportation industry before and after the COVID-19 pandemic and evaluates the status of collegiate aviation programs in supporting that growth worldwide.
Beyond Traditional Learning: Embracing Digital Transformation and Tackling ChatGPT Concerns
Author: Alsaaty, Falih M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Educational Technology,Artificial Intelligence,Higher Education,Universities,Efficiency,Computer Simulation,Educational Benefits,Learning Experience,Educational Innovation

This article advocates for the widespread adoption of digital technologies as the primary method of teaching and learning in higher education institutions. It emphasizes the importance of this transition for several reasons, including the improvement of student retention and the enhancement of educational effectiveness. There is ample evidence to support the notion that digital transformation has greatly increased efficiency, customer relationships, and overall competitiveness in the business sector. However, colleges and universities in the United States have yet to fully embrace digital transformation technologies to enhance teaching and learning for their large student populations. By incorporating innovative technologies like simulation and virtual reality, higher education can significantly enhance the learning experience for students and improve the teaching capabilities of faculty members. Educational institutions can also strategically integrate AI-enabled technologies such as ChatGPT into their programs to provide great benefits to students. This approach aligns with the engagement theory, which promotes educational excellence, innovation, and national progress.