ethanporcaro/eric-fulltext-meta huggingface dataset:
Functional Analyses of Metadiscourse Markers in L2 Students&apos; Academic Writing
Author: Jomaa, Nayef Jomaa
Date: 2019-03-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English for Academic Purposes,Linguistics,English (Second Language),Phrase Structure,Teaching Methods,Doctoral Dissertations,Information Technology,Word Frequency,Citations (References),Verbs,Language Usage,Doctoral Students,Foreign Countries

Stance in general and metadiscourse markers, in particular, have attracted the interest of several studies. Therefore, this study explores the use of metadiscourse in the second language (L2) academic writing by English as a foreign language (EFL) postgraduates in one of the Malaysian public universities. We analyzed the frequency and wordings of modality within the citations of the literature review chapters of 20 Ph.D. theses employing the Systemic Functional Linguistics. Data were analyzed manually utilizing the technique of quantifying the findings to highlight the similarities and differences in using metadiscourse markers. The findings revealed the dominance of full declarative clauses in both Applied Linguistics and Information Technology. Besides the Finite Modal Operators, Mood Adjuncts and Comment Adjuncts were also used to demonstrate modality with a variety in their stance, degrees, and frequencies. Pedagogically, these findings could help supervisors in identifying the implications of their students' writings. In addition, students can be directed towards reading EAP textbooks and materials that are dedicated to areas of academic writing, metadiscourse markers, and citations.
Electronic Educational Environment Moodle in English Language Training
Author: Butova, Anna V.
Date: 2019-03-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Online Courses,English (Second Language),Second Language Learning,Foreign Countries,College Students,Technology Uses in Education

The article deals with the causes, methods and functions of using E-learning in the process of training students English, as well as changing teacher's and learner's roles in the educational process. The introduction of information and communication technologies in educational and research processes is a compulsory requirement to implement the concept of modernization in Russian education. Recently, interest in English as a means of international communication has increased significantly, it has already been recognized as the language of professional communication in various fields of activity. The relevance of this work is undoubted. Modern higher school teachers are constantly looking for more effective approaches in training English and in the process of creating an electronic educational environment that would allow students access to various sources of information and help satisfy the interests of the modern student. The goal of the research is to increase the efficiency of training English in the system of higher professional education through the development and use of educational software products that apply modern information technology. Methods to achieve this goal include the method of using computer technology, methods of network planning and project management. The research showed that the organization of the information-instrumental educational environment uses a student centered approach, the development of an electronic educational and methodological complex (EEMC) is a search for an algorithm, most adapted to the student's cognitive needs, and EEMC in English creates the best conditions for the principle of interactivity. The practical significance of the study is determined by the fact that its materials related to the method of creating multimedia tasks and virtual environments can be used in the practical work of universities, as well as in the system of further training for specialists.
Fossilized Use of Active and Passive Simple Present by Iraqi M.A. Students
Author: Abbas, Nawal Fadhil
Date: 2019-03-00
Type: Journal Articles
Subjects: Language Usage,Error Analysis (Language),Discourse Analysis,Foreign Countries,Teaching Methods,Interlanguage,Second Language Learning,Second Language Instruction,English (Second Language),Pragmatics,Language Tests,Single Sex Colleges,Females,Transfer of Training,Interference (Language),Semitic Languages,Psycholinguistics,Consciousness Raising,Graduate Students,Masters Programs,Grammar,Linguistic Theory

Interlanguage fossilization is a crucial dilemma that foreign language learners may fall in. The problem of the present study is shown clearly in the answers of Iraqi students of Master of Arts in the College of Education for Women University of Baghdad. In spite of all the previous years of studying English language, some still have the problem of fossilized active and passive simple present tense. The present study aims at shedding light on the reasons behind the Iraqi students' problem. An error analysis is applied to critically examine the students' answers in their final course exam of two courses namely; pragmatics and discourse analysis. Depending on Selinker's model (1972) of error analysis, students errors are all traced back to the language transfer of their native language. Among the results of analysis the researchers have arrived at a suitable solution for the current problem embodied by Sharwood's Consciousness-Raising Approach (1981). It is recommended as a psycholinguistic model for defossilization. It is very suitable for mentally matured learners and help to solve the dilemma.
Impact of Mental Health and Stress Level of Teachers to Learning Resource Development
Author: Jimenez, Edward C.
Date: 2021-03-00
Type: Journal Articles
Subjects: Mental Health,Stress Variables,Material Development,Teacher Developed Materials,Teacher Competencies,Elementary School Teachers,Correlation,Well Being,Sleep,Resilience (Psychology),Positive Attitudes,Coping,Foreign Countries

This study aimed at analyzing the mental health and stress level of teachers in the Schools Division in Central Luzon, Philippines. At the same time, it identified the relationship and impact of mental health and stress level of the teachers as regards learning resource development. The study employed a descriptive-correlation research design with the online survey as the primary data collection tool. The respondents came from the 25 elementary schools in Schools Division in Central Luzon. 205 teachers participated in the online survey using a simple random sampling technique. An adapted and modified questionnaire was used to gather data. For the statistical treatment of the study, the mean was used for the responses of the teachers and the relationship and impact; the study used Pearson-r and regression analysis. The study found that in terms of mental health, the teachers experience less than once a week of sleeping problems. For social well-being, teachers experience them almost every day. For the things that bother them, the teachers were not bothered at all. The teachers also have positive mental health and for the aspect of bouncing back, they responded neutrally. In terms of stress level, the teachers revealed that they sometimes experience such a thing. For the learning resource development, the response of the teachers was &quot;strongly agree.&quot; Also, there exists a low direct relationship between mental health level and the development of learning resources. To confirm the relationship, the regression analysis found that mental health significantly impacts the learning resource development of teachers. Based on the results above, the researcher provided some important recommendations for the study.
English Adjectives in Online Comments of Algerian English Speakers
Author: Belfarhi, Khadija
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Form Classes (Languages),Language Usage,English (Second Language),Computer Mediated Communication,Social Media

Adjectives are central in any use of language due to their role in providing descriptions to the aspects of the noun. The role of adjectives becomes more and more important with the emergence of computer-mediated communication (?M?). The aim of the present paper is to shed light on the use of adjectives in ?M?. It is assumed that adjectives in online comments do not keep the same linguistic structure and function like in spoken English and new forms emerge as the result of using ?M?. It analyses adjectives used by non-native English speakers through collecting a corpus of fifty utterances obtained from comments posted publically in Facebook. The results demonstrate that adjectives take different forms by means of combining with non-linguistic forms, and express functions other than just modifying nouns in the narrow sense. Adjectives combine with nonlinguistic forms to reinforce their function, and a pragmatic function seen in implying the description.
Rapidly Converting a Project-Based Engineering Experience for Remote Learning: Successes and Limitations of Using Experimental Kits and a Multiplayer Online Game
Author: Wu, Liang Li
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Active Learning,Student Projects,Engineering Education,Distance Education,Computer Games,Internet,Undergraduate Students,Learning Activities,Cooperative Learning

To provide a project-based learning experience during the COVID-19 outbreak, we mailed experimental kits to 285 undergraduate students and developed curriculum for a multi-player online robot simulation game. Students successfully achieved cognitive objectives and rated the remote learning experience comparably to the prior-year in-person implementation. However, there was a 10% decrease in self-reported motivation for the project and only 15% of students endorsed offering the course online in the future. Students most frequently felt that reduced quality of interaction was a key difficulty (43%) and seldom identified reduced hands-on experiences (7%) as a difficulty, a course aspect they identified as the most motivating. Preserving the known benefits of project-based learning for engineering retention will likely require improving remote collaboration strategies for hands-on activities.
Internalization the Concept of Local Wisdom for Students in the Listening Class
Author: Naryatmojo, Deby Luriawati
Date: 2019-03-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Social Values,Cultural Education,Values Education,Listening Skills,Learning Processes,Learning Activities,Material Development,College Students,Student Needs,Foreign Countries

The purpose of this study is to find out the principle of composing listening materials that contain local wisdom based on the dimensions of roles and parts. The problem formulation of this study is how the principle of composing listening materials that contain the value of local wisdom based on the dimensions of roles and parts. The findings of this study can be used as a reference in making learning models, especially listening materials which can be used as a means to foster students' characters related to their culture and appreciation toward local wisdom. The research design used in this study is research and development (R &amp; D) design. This research produces roles with local wisdom to be an emotionally better person for a harmonious life, especially when the students are engaged in group discussion activities. To teach local wisdom related to environment care can be done through learning activities. It can be seen how the students are actively participating in the listening activities. Then, cognitive domain can be carried out in the learning process in the form of memorizing or remembering. Meanwhile, the affective domain can be performed through performance, discussion, and group work. It is expected that the finding can be an alternative reference to develop listening activities by internalizing local wisdom as a national identity. Also, the listening activities prepare young generations to preserve local wisdom from a nation.
A Study of Language Anxiety among English Language Learners in Saudi Arabia
Author: Hakim, Badia Muntazer
Date: 2019-03-00
Type: Journal Articles
Subjects: Anxiety,Social Status,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Foreign Countries,Oral Language,Learning Problems,Cultural Differences,Teaching Methods,Teacher Role,Language Teachers,Barriers,College Students,Social Environment

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners' excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners' individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one's self-identity. Therefore, while needing to paying special attention to language learners' anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.
Transitioning Oral Presentations Online in Large-Enrollment Capstone Design Courses Increases Panelist Participation
Author: Rogers, Lauren E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Capstone Experiences,Large Group Instruction,Online Courses,Public Speaking,Stress Variables,COVID-19,Pandemics,Undergraduate Students,Scores,Outcomes of Education

The UF MAE program delivers a large-enrollment capstone design sequence that traditionally hosts in-person oral presentations with industry panels. COVID-19 necessitated presentations be conducted online. This transition increased average panelist participation by 50%. Average design team scores fell from 92.4% ([sigma] = 5.6%) for in-person presentations in Fall 2017, 2018, and 2019 to 76.9% ([sigma] = 7.8%) for online presentations in Spring 2020. This aberration was not caused by: (1) larger/more diverse panels; (2) evaluator fatigue; (3) over-scripted presentations; or (4) difficulty transitioning online. Pandemic-induced stress was the likely cause. Industry sponsor feedback and increased participation compel continuation of capstone oral online presentations when in-person instruction resumes.
An Analysis of Emotional Intelligence and Academic Performance of Four-Year Integrated B.Ed. Trainees
Author: Meher, Venkateswar
Date: 2021-02-00
Type: Journal Articles
Subjects: Emotional Intelligence,Academic Achievement,Correlation,Preservice Teachers,Undergraduate Students,Gender Differences,Scores,Intelligence Tests,Foreign Countries

Emotional intelligence plays a vital role in accomplishing the determined objectives of mankind and promoting learning outcomes. For the first time psychologists, Mayer and Salovey coined and used the term &quot;Emotional Intelligence&quot; and defined it as the capacity or ability of an individual for perceiving, processing, knowing and regulating emotional information accurately in an effective manner involving Intra and inter abilities to guide one's thinking to make certain changes in others. The objectives of the study were to investigate the emotional intelligence scores of four-year integrated B.Ed. Trainees, to compare the emotional intelligence scores of four-year integrated B.Ed. Trainees, in terms of their sex, to compare the academic performance scores of students having high and low emotional intelligence scores and to investigate the relationship between the emotional intelligence scores and academic performance scores of students. To accomplish the objectives of the present study, descriptive survey cum comparative cum correlational methods were used to accomplish the objectives. In the present study, 50 four-year integrated B.Ed. trainees were taken randomly, so the study sample consisted of 150 four-year integrated trainees of Gangadhar Meher University as a whole. To collect data from the sample groups Emotional Intelligence Scale developed by Nicola S. Schutte, John M. Malouff and Navjot Bhullar in 2008 was used, which consists of 33 items in a five-point scale having Cronbach's alpha reliability of 0.90 and the test-retest reliability of 0.78. Along with that, academic performance scores of the last semester of students were taken. The findings of the study revealed that about 6% of students had high emotional intelligence scores and 94% had above-average emotional intelligence scores. The study revealed no significant difference between the emotional intelligence scores of boys and girls. It was also found that the academic achievement scores of students having high emotional intelligence scores were more as compared to the students having low emotional intelligence scores. The study also reported a significant positive correlation between emotional intelligence and the academic performance of students.
A Study of the Pre-Service Trainee Teachers Problems in Designing Lesson Plans
Author: Alanazi, Maryumah Hejji
Date: 2019-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Student Attitudes,Lesson Plans,Teaching Methods,Learning Processes,Foreign Countries,Barriers,Instructional Materials,Scoring Rubrics

Planning a lesson remains a challenging task for the teachers. The transition from a student into a pre-service teacher and turn out into an effective teacher is a challenging task in the teaching field. We all know the nexus between the significant roles of a lesson plan in an effective teaching-learning process. This study aims to analyze the pre-service trainee teachers' attitudes, ideas, and obstacles in designing lesson plans. The sample involved pre-service teachers who enrolled in a teaching practice course at the College of Education and Arts Northern Border University, Kingdom of Saudi Arabia. Fifty pre-service trainee teachers participated in the research and the data collected through casual informal interviews, daily and weekly lesson plans. This study used a methodological triangulation research design that combined ways of quantitative and qualitative data collection. This method offers better and localized insights about pre-service teachers' attitudes of the lesson plan designing. Also analyze the problems in organizing and arranging the information related to the lesson or topic. The finding of the research revealed that the pre-service trainee teachers were well aware of lesson planning and its importance but, they found some problems during their planning.
Attitudes towards Diglossia in an Algerian Educational Context: An Investigation of the Primary Level in Tlemcen
Author: Hamzaoui, Chahrazed
Date: 2019-03-00
Type: Journal Articles
Subjects: Semitic Languages,Bilingualism,Foreign Countries,Teacher Attitudes,Student Attitudes,Language Variation,Elementary School Students,Language Attitudes,Positive Attitudes,Standard Spoken Usage,Religious Factors,Islam,Preschool Children,Teacher Student Relationship,Elementary School Teachers,Language Usage,Language of Instruction,Comparative Analysis

Since diglossia has an immense impact on formal instruction, the present paper aims to detect teachers' as well as pupils' attitudes towards the forms of Arabic at play, Modern Standard Arabic on the one hand and Algerian Arabic on the other. To achieve the aims of this study, and try to find an answer as to the way teachers and learners react to Modern Standard Arabic and Algerian Arabic in attitudinal terms inside the school context, two instruments were utilized to collect data. First, a questionnaire was administered to a sample consisting of 12 teachers and then, the matched-guise technique was designed to 72 pupils from two different primary schools. Based on both a quantitative and qualitative approaches, the findings of this empirical study reveal that both teachers and pupils display positive attitudes towards Modern Standard Arabic since it is granted an outstanding predominance and prestige in the community, especially because of its tight association with the Qur'an. However, the findings also reveal that pre-school grade pupils hold a less positive attitude towards Modern Standard Arabic and favour Algerian Arabic instead.
A Retrospective Audit (Paper A) and the Effects of Educational Intervention (Paper B) on Attitudes towards Inclusive Education in School Teachers
Author: Savarimuthu, Monisha Kanya
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Intellectual Disability,Students with Disabilities,Teacher Attitudes,Attitudes toward Disabilities,Classroom Techniques,Knowledge Level,Educational Practices,Intervention,Program Effectiveness,Faculty Development,Etiology,Teacher Behavior

Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed at Study A - identifying knowledge and teachers' attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India. Study B -Determining the effect of educational intervention towards attitudes on inclusive education. Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed. Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed them to biological causes. Ninety-two percent agreed on the need for education and stepwise training for a child with an intellectual disability. In real-life practice, results of classroom management were inaccurate. In Study B, knowledge, attitudes and practices towards inclusive education improved with educational intervention with a positive change of 7.19% on the ATDP scale. Conclusion: These findings suggest a generally positive attitude towards intellectual disability and inclusive education. Comprehensive training programs improve knowledge and attitudes towards inclusive education.