ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Effects of Physical Education and Fine Arts Education on Mental Skills
Author: Uzun Dönmez, Meliha
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Physical Education,Fine Arts,Gender Differences,Goal Orientation,Self Esteem,Stress Management,Metacognition,Comparative Analysis,Team Sports,Majors (Students),Student Attitudes,Scores,Cognitive Ability,Imagination,Body Weight,Body Composition,Relaxation Training,Body Height,Student Characteristics,Measures (Individuals)

The aim of this study was to investigate effects of physical education and fine arts education on mental skills for University students. The study included 344 university students fulfilling The Ottawa Mental Skills Assessment Tool completely. Obtained data were statistically analyzed with t test. While there was no significant difference in self-confidence and activation between genders (p&gt;0.05); goal setting, commitment, stress reactions, fear control, relaxation, focusing, refocusing, imagery, mental practice and competition planning significantly differed between genders (p&lt;0.05 and p&lt;0.001). Students studying physical education were not significantly different from those studying fine arts in terms of goal setting, self-confidence, commitment, stress reactions, fear control, relaxation, activation, focusing, refocusing, imagery and mental practice (p&gt;0.05). The students with five-year or longer history of doing sports got significantly higher scores for goal setting, self-confidence, commitment, activation, focusing, refocusing, imagery, mental practice and planning competition than those with one-four-year history of doing sports (p&lt;0.05 and p&lt;0.001). In conclusion, physical education and fine arts education had similar effects on mental skills. However, gender and history of doing sports had different effects on mental skills. Physical education and fine arts education had positive effects on mental skills, especially self-confidence. It can be recommended that students studying physical education should be offered information about arts and that students studying fine arts should be given information about sports. In addition, people receiving informal education about sports should be supported in terms of stress and relaxation.
Problematic Internet Use among Youths
Author: Tomczyk, Lukasz
Date: 2020-00-00
Type: Journal Articles
Subjects: Internet,Risk,Behavior Problems,Pathology,Audits (Verification),Computer Networks,Public Agencies,Adolescents,Social Problems,Telecommunications,Handheld Devices,Symptoms (Individual Disorders),Prevention,Self Control,Metacognition,Family Structure,Place of Residence,Gender Differences,Parenting Styles,Parent Child Relationship,Addictive Behavior,Foreign Countries

Problematic Internet Use (PIU) has of late come to the major attention of researchers of risky behaviours. For parents and teachers in turn, the various pathological forms of Internet use have become more and more noticeable. In recent years, the operationalisation of the term PIU has also been discussed and attempts to measure its various phenomena have been made. In our study, we used the quantitative method--a diagnostic survey designed on the basis of a tool of the Supreme Audit Office and Scientific and Academic Computer Network (Naukowa i Akademicka Siec Kompureowa NASK), The survey was conducted in the first half of 2017 in Poland, among 3569 adolescents (median 16, SD = 1.28). The purpose of the research was to investigate the scale of PIU among Polish youths. For most young people, PIU is a major social problem. The majority also declare that more than half of their friends have problems with using electronic media (smartphones and the Internet in particular). On the basis of the data collected, it is estimated that 60% of adolescents use media in a functional way, whereas 40% of young electronic media users show visible PIU symptoms, of which 5% do so at a destructive level (all symptoms). Gender does not co-occur with PIU; however, family structure (where both parents are present), the setting of rules for the use of electronic media, and the place of residence are all protective factors. There is a need for constantly improved tools for measuring PIU, as well as preventive programs focused on developing self-control and helping young people understand their own emotions.
Application of Mock-Court as an Interdisciplinary Model for Consolidation of Professional Training of Law Students
Author: Petkov, Sergey
Date: 2020-00-00
Type: Journal Articles
Subjects: Law Students,Courts,Interdisciplinary Approach,Computer Software,Teaching Methods,Educational Quality,Simulation,Legal Education (Professions),Personality Traits,Instructional Effectiveness,Feedback (Response),Student Motivation,Undergraduate Students,State Universities,Communication Skills,Foreign Countries,Socialization,Professional Education

This study deals with solving the current problem of pedagogy of high school -- consolidation of theoretical and practical approaches to ensure the quality of professional training of law students. According to the author, the introduction of simulation modelling technologies in training courses allows enhancing interdisciplinarity in teaching, which is an important way of meeting the dynamic needs of students in close connection of theoretical and practical blocks of professional training of future specialists. The experience of the American Bar Association on the future of legal education has suggested the idea of applying mock-court as interdisciplinary models. Experimental application of mock-court was tested in the courses &quot;Criminal Law&quot; and &quot;Civil Law&quot;, which are part of the block of special disciplines of the educational and professional training program in specialty 081 &quot;Law&quot;. Mathematical data processing and STATA software were used to analyse the results obtained and to objectively consider the dynamics of changes in personality-organizational, operational-activity, cognitive-competence, personality-motivational, information-technological, linguistic-communicative components. The study showed the effectiveness of the use of mock-court on the development of all components of the readiness of law students for professional socialization. The authors concluded that the application of mock-court in the professional training of future lawyers contributes to feedback increasing students' educational motivation and allows monitoring of changes in student development. This model can be applied to enhance interdisciplinarity in the teaching of other courses of the block of special subjects of professional training of lawyers.
Analysis of Activities That Enhanced Students&apos; Communication Skills and Cross-Cultural Understanding of ASEAN Community through English Camp: A Case Study of International Inter-Cultural Expedition Camp at Universiti Malaysia Sarawak
Author: Srisermbhok, Amporn
Date: 2020-07-00
Type: Journal Articles
Subjects: Communication Skills,Foreign Countries,Communicative Competence (Languages),Program Effectiveness,Cultural Awareness,International Cooperation,Asian Culture,Foreign Students,Young Adults,Friendship,Camps,College Students,Cross Cultural Training,Intercultural Communication,Second Language Learning,English (Second Language)

This study analyzed the impact of International inter-cultural expedition camp activities from February 8-11, 2019 at UNIMAS Sarawak, Malaysia. It aimed to 1) find out which types of camp activities helped enhance the students' communication skills and increase their cross-cultural understanding and awareness. The samples of the study consisted of 36 participants who volunteered to answer the questionnaire. Their ages were ranged between 18 and 37 years. There were 9 males and 27 females. Data for analyses were based on the questionnaires. Both descriptive analysis and basic statistics were employed to present the data. The findings revealed that all the assigned activities from Day 1 to the last day of the camp have different positive impacts on the participants' communication skills and cross cultural understanding and awareness. The order of favorite camp activities from the highest included Ice Breaking Activities (91.66%), Family Time (77.77%), Trip to the Heritage Village (72.22%), Team Building (66.66%),Going to Water Front (63.88%),Treasure Hunts (49.49%), Night at the Museum (41.66%), and Cultural Performance(36.11%). It was also found that the types of camp activities that helped make the participants become more resilient were Night at the Museum (91.66%), Visiting the Cultural Heritage Village (83.33%), Team Building (80.55%), Family Time (74.99%), and Cultural Performance (69.44%). Outdoors activities should be integrated in teaching English to develop students' communication competence, good character, and cross-cultural understanding of ASEAN community in Thailand.
Effect of the Scaffolded Reading Experience Using a Graphic Novel on the English Reading Comprehension and Reading Motivation of Thai EFL Students
Author: Kennedy, Uthumporn
Date: 2020-07-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Reading Instruction,Cartoons,Novels,English (Second Language),Reading Comprehension,Instructional Effectiveness,Reading Motivation,Second Language Learning,Foreign Countries,Intensive Language Courses,Grade 10,Adolescents,Private Schools,Visual Literacy

It would not be presumptuous to say that the younger generation is not reading at a sustained level. Many people view sustained reading as overly time-consuming and unable to meet the instant gratification that social media so readily provides. Educators are embracing the reality that, as a consequence, students' learning styles have also changed. The present study investigates the effects of the Scaffolded Reading Experience (SRE) using a graphic novel on English reading comprehension and reading motivation of Thai EFL students. This study employed the one-group, pre-test post-test design to collect quantitative data from an English reading comprehension test and reading motivation questionnaires, supplemented with qualitative data from student journals. The sample consisted of twenty grade 10 Thai EFL students enrolled in an Intensive English course. The research instruments included English reading comprehension pre/post-test, reading motivation questionnaires and students journals. It is found that the SRE using graphic novels improves students' reading comprehension and reading motivation at a statistically significant level. Evident also from the students' journals was that students who improved significantly in reading comprehension scores seemed to develop intrinsic motivation towards reading.
Using Literature Circles to Promote the English Speaking Skills of Engineering Students in English for Specific Purposes Classrooms
Author: Kaowiwattanakul, Sukanya
Date: 2020-07-00
Type: Journal Articles
Subjects: Engineering Education,Speech Skills,Public Colleges,Undergraduate Students,Positive Attitudes,English for Special Purposes,Foreign Countries,Group Discussion,Story Reading,Literature,Communicative Competence (Languages)

The purposes of this research were 1) to study whether the use of literature circles improved the English speaking skills of engineering students in the English for Specific Purposes classroom; and 2) to examine students' attitudes towards the use of literature circles in teaching English speaking skills. The study sample consisted of 60 third-year electrical engineering students who were enrolled in the English for Specific Course at a public university in Thailand. The instruments used for this study were eight lesson plans using literature circles activities to promote English speaking skills, the English speaking test, criteria for evaluating speaking ability, a questionnaire and a semi-structured interview. The t-test was used to compare the subjects' English speaking ability before and after using the literature circles in the English for Specific Purposes classroom. The mean and standard deviation of the questionnaire scores and content analysis were used to explore the students' attitudes towards the use of the literature circles. This study found that the students' English speaking ability improved significantly following use of the literature circles and that the students' held highly positive attitudes towards the use of the literature circles in teaching English speaking skills.
Evaluating the Successes of EAP In-House Course Design and Materials Creation at a Thai University
Author: Moore, Benjamin
Date: 2020-07-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,21st Century Skills,Curriculum Development,Thinking Skills,Teaching Methods,Vocabulary Development,Higher Education,Global Approach,Course Content,Communicative Competence (Languages),Textbook Preparation

As South East Asia enters a new decade of English language education, attempts are being made to maximize the utility of university EAP courses to fully meet students' language learning needs and prepare them for further academic study. In order for this to be achieved, language educators have begun to focus on incorporating '21st century skills' into globalized teaching content and consider local perspectives on curriculum development. The present paper reports on the initial course development of a foundation level communicative academic English course and investigates how effective it has been at fulfilling its objectives. Research findings from students and course instructors are presented which imply that the course has successfully given strong foundations for further academic English studies, both in terms of communicative language and higher-level thinking skills. Based on a range of data, suggestions are made for improvements to the existing course model, which include the presentation of more accessible unit topics and clearer focus on academic vocabulary and skills. Educators are encouraged to consider the pedagogical possibilities of in-house course book design in their own teaching contexts.
The Use of Facebook in a TEFL Program Based on the TPACK Framework
Author: Inpeng, Sunisa
Date: 2020-07-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,English (Second Language),Second Language Learning,Second Language Instruction,Social Media,Preservice Teachers,Language Teachers,Student Attitudes,Teacher Education Programs,Online Courses,Foreign Countries,Social Networks,Teaching Methods,Teacher Student Relationship,Sociocultural Patterns,21st Century Skills,Communicable Diseases,Teaching Skills,Disease Control,Disease Incidence,Technology Integration,Crisis Management,COVID-19,Pandemics

Facebook is one of the networking sites and platforms that has potential for language teaching and learning in the 21st century. Underpinned by the Technological Pedagogical and Content Knowledge (TPACK) framework, this study aims to integrate the use of Facebook into a Teaching English as a Foreign Language (TEFL) program in order to promote students' goals of English language literacy, pedagogical knowledge, and ICT skills. Through a mixed-method approach, the data was obtained from questionnaire, focus-group interviews, and individual semi-structured interviews. This study employed the TPACK framework with Facebook to measure Thai pre-service EFL teachers through a survey. To garner their views and opinions, focus-group and semi-structured interviews were conducted with selected pre-service EFL teachers and their teacher trainers, accordingly. The findings reveal that, on average, the Thai pre-service EFL teachers were able to conduct TEFL classes using Facebook at a high level; however they required supplementary skills for online teaching from their teacher trainers. Most of the teacher trainers were unable to provide such skills because they rarely used Facebook as an educational tool. A formal online training plan to supplement pedagogical skills appears unachievable at this time. Facebook is thus considered as a potentially useful means for teacher-student interactions and sociocultural interchange aspects of TEFL lessons among pre-service EFL teachers. This study sheds light on the prospective integration of educational technologies, online platforms, and English language education in the midst of 21st century and the COVID-19 global pandemic crisis.
Acts of Meaning, Resource Diagrams, and Essential Learning Behaviors: The Design Evolution of &quot;Lost &amp; Found&quot;
Author: Gottlieb, Owen
Date: 2020-00-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Games,History Instruction,Design,Religious Factors,Research Methodology,Instructional Design,Educational Research,Cooperative Learning

Lost &amp; Found is a tabletop-to-mobile game series designed for teaching medieval religious legal systems. The long-term goals of the project are to change the discourse around religious laws, such as foregrounding the prosocial aspects of religious law such as collaboration, cooperation, and communal sustainability. This design case focuses on the evolution of the design of the mechanics and core systems in the first two tabletop games in the series, informed by over three and a half years' worth of design notes, playable prototypes, outside design consultations, internal design reviews, playtests, and interviews.
A Corpus-Based Comparative Study of Lexical Bundles in Authentic and Textbook English Business Emails
Author: Siricharoen, Aroonrung
Date: 2020-07-00
Type: Journal Articles
Subjects: Computational Linguistics,Phrase Structure,Business English,Business Administration Education,Textbooks,Electronic Mail,Corporations,Teaching Methods,English for Special Purposes,Second Language Learning,Second Language Instruction,Comparative Analysis,Foreign Countries,College Faculty,College Students,Discourse Analysis

This study investigates lexical bundle types found in authentic English business emails and sample emails in business English textbooks in order to identify their similarities and differences. The data employed in the study were sample emails from 77 business English textbooks and emails sourced from the Enron Corporation, representing authentic English business emails. The structural and functional categorizations of lexical bundles from Biber &quot;et al.&quot; (2004) and Biber (2006) were used as frameworks for the analysis. Findings show that structural categories of lexical bundles in textbooks and those in authentic emails are generally similar while functional categories are noticeably different. Although there are more lexical bundle types in the textbook email corpus, most of them actually belong to the same categories, pointing to a limited range of functional categories of lexical bundles presented in business English textbooks. This leads to a major observation that forms of expressions tend to outweigh their functions in the way textbooks present emails for pedagogical purposes. It is therefore suggested that the functional dimension of linguistic expressions be given more attention in business English teaching.
Building a Software Tool to Explore Subjectivity in the Classroom: A Design Case
Author: Rieber, Lloyd P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Q Methodology,Computer Software,Instructional Design,Teaching Methods,Bias,Computer Uses in Education

Q methodology provides a unique mixed-methods means of examining subjectivity through the use of an activity called a Q sort in which participants must sort a list of given items within a predetermined sorting form. Although Q methodology has a long history as a research tool, its use as an instructional tool has not been extensively explored. This is unfortunate because the Q sort activity--an element of Q methodology--offers instructors with an evidence-based approach to helping individual students understand their own subjective points of view while also helping to reveal distinctive subjective profiles or perspectives held by all students in the class. One reason why Q sorts may not have been embraced by instructors is perhaps the fact that it is difficult to prepare a Q sort in its traditional, paper-based form. A prototype of a Q sort software tool was built to meet this challenge. The purpose of this paper is to present the story of the current design of this tool. Four categories of design iterations developed over a four-year period are presented and discussed.
Functional Analysis of Lexical Bundles in Doctor Talks in the Medical T.V. Series &quot;Grey&apos;s Anatomy&quot;
Author: Panthong, Panupan
Date: 2020-07-00
Type: Journal Articles
Subjects: Phrase Structure,Television,Programming (Broadcast),Taxonomy,Discourse Analysis,Physicians,Language Fluency,Second Language Learning,Second Language Instruction,English (Second Language),English for Special Purposes,Physician Patient Relationship

Lexical bundles, or recurrent word strings, are one of the key elements in increasing fluency of linguistic production and in mastering second language learning. In most previous works, lexical bundles were analyzed in specific disciplines. Little research paid attention to spoken discourse, particularly in doctors' conversations (hereby referred to as &quot;Doctor Talks&quot;). This study aimed to investigate four-word lexical bundles in Doctor Talks and their operationalized functions. A Doctor Talk corpus was compiled from a famous medical TV series, &quot;Grey's Anatomy,&quot; consisting of approximately one million running words (269 episodes from 12 seasons over 11 years). Four-word lexical bundles were identified, using &quot;WordSmith Tool&quot; version 7.0, and their discourse functions were analyzed, using Biber et al.'s (2004) functional taxonomy as a framework. The results reveal that 99 bundle types are present in the Doctor Talk corpus. Stance bundles are common in this spoken conversation corpus while lexical bundles articulating with special conversation features show the least proportion. The results also show some particular functions used in Doctor Talks as discourse organizers.
Investigating the Advantages of English Medium Instruction (EMI) in the Indonesian Workplace
Author: Talaue, Franklin G.
Date: 2020-07-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Correlation,Work Environment,College Graduates,Job Skills,Course Content,Education Work Relationship,Foreign Countries,Business Administration Education

This study investigates how the alumni of an English medium university in Jakarta Indonesia perceive the education that they received as applied in the workplace. Data collected from 139 conveniently sampled respondents reveal that there is a positive correlation between self-reported English language proficiency and job effectiveness, while there is a weak correlation between language proficiency and perceived respect gained in the workplace. It can be construed that the respondents put value on their English medium education as relevant in navigating workplace requirements. While the study cannot rebut the argument that English as a medium of instruction (EMI) may water down content expertise, the results of the study indicate that studying in the medium of English may offer a competitive advantage in the workplace. The study asserts that EMI may be a step in the right direction considering the widespread use of English as a business lingua franca and that the perceived advantages of an EMI education far outweigh the perceived disadvantages as reported in the literature.