ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality
Author: Baghoussi, Meriem
Date: 2021-09-00
Type: Journal Articles
Subjects: Critical Thinking,Second Language Learning,Second Language Instruction,Foreign Countries,Competency Based Education,Student Projects,Active Learning,Student Centered Learning,21st Century Skills,Course Descriptions,English (Second Language),Classroom Observation Techniques,Teacher Educators,Language Teachers,Teaching Methods,Direct Instruction,Barriers,Exit Examinations,Class Size,Secondary School Students,Program Length

The Algerian educational system is competency-based; therefore, it focuses on developing learners' competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st -century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers' recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers' classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers' recommendations. Besides, the teachers' methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners' critical thinking. The conclusion drawn from the data analysis of the current research is that teachers' hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.
Peculiarities of Perceived Aggressiveness among Youth School&apos;s Students
Author: Malinauskas, Romualdas K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Secondary School Students,At Risk Students,Special Schools,Dropouts,Punishment,Discipline,Violence,Adolescents,Correlation,Student Attitudes,Foreign Countries

The aim of the current descriptive study was to examine perceived characteristics of aggressiveness of youth school's students who received disciplinary punishment for violence and youth school's students who not received disciplinary punishment for violence. Youth schools provide learning opportunities for students who fail in conventional schools because they required specialized attention not available in the conventional school. The analysis covered 178 youth school's students, which were randomly selected from different youth schools in Kaunas region. The study used two surveys: Assinger's questionnaire and Buss-Perry Aggression Questionnaire. The data in the Assinger questionnaire were found to be different from the normal distribution. Statistical analysis of these data was performed using the chi-square test. The data of the Buss and Perry's Aggression Questionnaire were normally distributed, thus making it possible to use t-test for independent samples. Youth school's students who received disciplinary punishment for violence had more positive attitudes toward aggression, i.e., they tend to justify the aggression partly or approve completely. Youth school's students who received disciplinary punishment for violence were more verbally and physically aggressive than youth school's students who not received disciplinary punishment for violence. The findings of the present study point out new trends to a deeper understanding of the peculiarities of aggressiveness among youth school's students.
Communicative Competence: The Fifth Report of the Social and Emotional Competence Test of Chinese Adolescents
Author: Huang, Jingzhong
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,Personality Traits,Interpersonal Competence,Social Development,Adolescents,Psychological Patterns,Health,Well Being

Communicative ability is embodied as &quot;extroversion&quot; in the Big Five Personality Test. Typically, extroversion includes boldness, self-confidence, liveliness, enthusiasm, optimism, and being. The OECD designed a communication competence evaluation framework based on &quot;extroversion&quot; in the &quot;Big Five Personality&quot; model based on the physical and mental development characteristics of 10-year-old and 15-year-old adolescents. In the framework, there are three sub-dimensions of communicative competence: happy group, courage and vitality. This study is based on the evaluation data of Suzhou City in China and presents the evaluation results of the communicative ability dimension of the youth social and emotional ability survey in various ways. The data results are presented in the following three parts. The first part uses descriptive statistics to illustrate the overall score of communicative ability, the correlation coefficient of communicative ability and other sub-abilities, and the differences of each ability in age, gender, urban and rural areas, and school categories. The second part uses factors that affect the ability to communicate through multiple regression analysis, including background variables, student variables, teacher variables, school variables, family variables, and the impact of student happiness, courage and vitality. Finally, the third part uses multiple regression analysis of the 10-year-old and 15-year-old groups to determine the influence of happiness, courage and vitality on life outcome variables such as health and well-being.
Practical Activity on Developing a System of Tasks as a Condition for Training a Future Digital School Teacher
Author: Isupova, Natalya I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Experiential Learning,Computer Uses in Education,Foreign Countries,Computer Science Education,Instructional Effectiveness

The problem that the research is aimed at is caused by the need to resolve the contradiction between the public demand for the quality of training the future digital school teacher regarding the formation of information culture, creativity, communication skills, the ability to work in a team, readiness for change, and the insufficiently developed methodological base for training graduates that meet these requirements. The purpose of the study is to theoretically substantiate and experimentally test the need to involve students of pedagogical specialties in practical activities to design a system of specially selected tasks as an important condition for training future digital school tutors. The methodology of the research is the analysis and generalization of scientific works on the organization of cognitive activity of students of pedagogical specialties. Learning.apps, interactive worksheets, cloud services, Learnis, etc. are used as software tools for the design of practice results. The results of the study. The types of tasks (situational and motivational; reference; borderline) are identified. The development in the direction of intensification and extension is proposed for the system of tasks. The features of organizing practice and the methodological component are described on the example of studying topics of the theory and methodology of teaching computer science. The conclusion gives findings confirming that involving students in practical activities to develop a system of their own tasks really contribute to the formation of professional competencies of future digital school tutors.
EAP in a Time of Crisis: Preliminary Perspectives on Emergency Remote Teaching
Author: Pusey, Kerry
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Language Teachers,Teacher Attitudes,Adjustment (to Environment),College Faculty,COVID-19,Pandemics,Emergency Programs,Distance Education,Electronic Learning,Coping,Foreign Countries

The COVID-19 pandemic has precipitated an unprecedented and mandatory shift from face-to-face to online education. This has occurred in numerous contexts worldwide, including language education. Little research, however, has investigated language education under such conditions of emergency remote teaching (ERT). This article focuses on the transition experience of five English for Academic Purposes (EAP) teachers in geographically diverse contexts. Semi-structured interviews were used to collect verbal accounts of the teachers' experience transitioning to ERT. The accounts were analysed qualitatively to produce vignettes of each instructors' experience. Further analyses were made to identify similarities and differences across cases. Their experiences have implications for others facing similar challenges and for educators striving to readjust their teaching post-pandemic. Language teaching in ERT is inextricably intertwined with educational technology, and the pandemic and resulting ERT will shape language education for years to come.
How to Implement Dynamic Assessment to Enhance L2 Development
Author: Hasiri, Fatemeh
Date: 2021-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Program Implementation,Student Evaluation,Affordances,Second Language Learning,Reading Skills,Listening Skills,Second Language Instruction

Traditionally, students receiving assistance while taking a test is deemed cheating, a belief based on the premise that assessment needs to evaluate unassisted performance. However, to the proponents of Sociocultural Theory in general and Dynamic Assessment (DA) in particular, such guidance through interaction with the examiner during the assessment session can be beneficial because it can reveal the learner's current abilities as well as potentially problematic areas. Upon diagnosing the shortcomings in the learner's interlanguage, the examiner can assist the learner to remedy them and go beyond the current capabilities. This principle of DA stands in contrast to the conventional view of assessment that conceives assessment and instruction as separate. Given that in DA instruction is embedded in assessment, it can have profound implications for classroom teachers. This paper discusses the affordances of DA along with its underlying theoretical framework and illustrates how it can be incorporated into second language classroom assessment.
Analysis of the Views of Pedagogical Formation Training Students on the Lifelong Learning Approach
Author: Sarigoz, Okan
Date: 2021-11-00
Type: Journal Articles
Subjects: Lifelong Learning,Preservice Teacher Education,Preservice Teachers,Student Characteristics,Correlation,Positive Attitudes,Departments,Foreign Countries

This research was conducted to determine the views of teacher candidates who are receiving pedagogical formation training at Hatay Mustafa Kemal University, Education Faculty, about lifelong learning, taking into account gender, type of department graduated or studied, and age demographic variables. General survey model was used in the research. The Lifelong Learning Scale developed by Sarigöz (2015) was used as a data collection method in the research. The sample of the research consists of 447 teacher candidates who have graduated from different departments of faculties or are still studying and receiving pedagogical formation training at Hatay Mustafa Kemal University. As a result of the research, it was concluded that candidate teachers develop a positive perspective on lifelong learning or learning from cradle to grave and they attach importance to human and scientific knowledge at every stage of their life.
Online Learning Perception among College Students during COVID-19 Pandemic around the World: Review
Author: Ouma, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Electronic Learning,COVID-19,Pandemics,College Students,Cultural Differences,Telecommunications,Handheld Devices,Access to Computers,Internet,Barriers,Student Attitudes,Student Experience,Assignments,Teacher Student Relationship,Family Environment,Foreign Countries,Social Media,Integrated Learning Systems,Majors (Students),Intellectual Disciplines,Costs

The author conducted a systematic review of the perception of online learning among college students during the COVID-19 pandemic. The review included 21 studies from institutions in Asia (Saudi Arabia, United Arab Emirates, Pakistan, India, Sri Lanka, Nepal, Indonesia, and The Philippines), Europe (Romania and Poland), Africa (Ghana and Algeria), and South America (Chile). The results indicated that students from Asia and Africa overwhelmingly had an unfavorable view of online learning during the pandemic. More than 75% of students in Nepal, India, Indonesia, Pakistan, Algeria, and Ghana used mobile phones to access course material which brought challenges, such as the high cost of data bundles, unreliable network, and lack of adequate cellphone space to download the materials needed for class. Other than Poland, Romania, and United Arab Emirates, students from the rest of the countries reported unreliable internet access. Additional challenges reported include lack of prior experience with online learning, technical difficulties accessing materials online, high volume of assignments, poor communication between learners and educators, distractions from home environment, and lack of practical and clinical experience for students in medical schools. The findings from this systematic review could help administrators of higher education institutions acknowledge the online learning difficulties experienced by college students and prepare for future disruptions.
Exploring Playfulness Levels of Young Athletes Doing Individual and Team Sports
Author: Uca, Merve
Date: 2021-09-00
Type: Journal Articles
Subjects: Preadolescents,Early Adolescents,Team Sports,Physical Activity Level,Age Differences,Correlation,Play,Foreign Countries,Athletes

The present research aimed to identify and compare playfulness levels of individuals aged 10-14 years engaging in individual and team sports. The sample consisted of 356 participants. We employed a correlational design and used the &quot;Playfulness Scale for 10-14-years-old Children&quot; developed by Hazar as the data collection tool. In data analysis, we utilized descriptive statistics, Independent Samples T-test, One-Way Analysis of Variance (ANOVA), and Tukey HSD and LSD tests for within-group comparisons. We computed the internal consistency coefficient of the scale to be 0.84. The results suggested that all participants showed high playfulness levels (97.26 ± 16.02) and got the highest scores on the &quot;Social Adaptation&quot; sub-scale (40.50 ± 6.67) while obtaining the lowest scores on the &quot;Game Passion&quot; sub-scale (21.02 ± 7.00). Overall, we determined that the participants significantly differed in playfulness by age and branch, but it was not the case by gender.
Level of Knowledge of Agricultural Science Graduate Students about Climate Change Mitigation and Adaptation Practices of Agriculture
Author: Gazzaz, Nabeel M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Graduate Students,Agricultural Education,Agriculture,Environmental Education,Climate,World Problems,Problem Solving,Sustainable Development,Change Strategies,Foreign Countries

Climate change (CC) is a global environmental problem and source of concern. Effective planning and implementation of CC mitigation and adaptation may arise from knowledge of its causes and effects. Therefore, dissemination of knowledge is highly important for ensuring that the knowledge grows and spreads amongst the various stakeholders and that it is turned into action. The students of today are the leaders and policy makers of tomorrow. They will effectively serve as change agents once their knowledge base has been well established. This study provides analysis of graduate students' level of knowledge of CC, its nature, causes, effects, mitigation, and adaptation. The study population was 57 agricultural science master's students in the Faculty of Agricultural Sciences in Jarash University, Jordan, and the sample consisted of 50 of those students. The study used online test as the knowledge assessment and data collection tool. Frequency distribution analysis uncovered that the sample students possess high level of general knowledge of CC, moderate level of knowledge of mitigation of CC, and high level of knowledge of adaptation to CC. As to the three investigated facets of general knowledge of CC, these students have high levels of knowledge of the nature and the effects of CC and moderate level of knowledge of its causes. These findings contribute to understanding of students' knowledge achievements and gaps and of the need for curricular reform in terms of structure and content that can be shared by agricultural science faculties around the World with similar CC graduate programs.
Metaphorical Perceptions of Sports Management Students in Turkey with Regard to &quot;Leadership&quot; Notion
Author: Onag, Zeynep
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Administration,Leadership,Figurative Language,Leadership Responsibility,Student Attitudes,College Students,Student Characteristics

This study aims to analyze the metaphorical perceptions of sports management students in Turkey with regard to &quot;leadership&quot; notion. In the study, qualitative research method was used. The study group of the research was composed of 90 people studying at a Sports Management Department in a Faculty of Sports Sciences in 2020-2021 academic year in Turkey. In order to determine the metaphorical perceptions of prospective sports managers with regard to leadership Notion, the study required the participants to complete the sentence &quot;Leadership is like... because...&quot;. The descriptive analysis method was used for the analysis of the data. The analysis showed that metaphorical descriptions made by the participants with regard to leadership were composed of the themes of 'providing guidance', 'influencing people', 'uniting people' and 'setting people in motion'. It was found that the most common metaphorical perception of participants with regard to leadership notion was 'providing guidance', followed by 'influencing people'. It was also seen that the least common metaphorical perceptions of participants with regard to leadership were related to the themes of 'setting people in motion' and 'uniting people'.
Exploring Functional Nature of English Anthroponyms in Literary Texts for Children
Author: Hlushchenko, Olena
Date: 2021-09-00
Type: Journal Articles
Subjects: Childrens Literature,Language Usage,Semantics,Identification,English,Sociolinguistics

Defining the functional nature of English anthroponyms in literary texts for children is complicated philological problems as these language elements perform an essential role in creating the system of images of any literary work. The complex study of anthroponyms functioning in literary texts for children is rather important because it meets the requirements of a new scientific paradigm of literary onomastics. The purpose of the research is to describe a scientific assumption of the phenomenon of literary anthroponymy in general, and that of proper names and literary anthroponyms in particular, and describe their functional peculiarities in literary texts for children. Special attention is paid to anthroponyms and their stylistic expressive abilities, which originate from the time when ancient philosophers regarded proper names in terms of their semantics and purpose of use only. The rapid development of literary onomastics makes it possible to point out different kinds of onyms, anthroponyms, toponyms, and the names of characters in fiction. The key feature of literary anthponyms is their distinguishing stylistic possibilities. It is proved that the functional nature of anthroponyms lies in the fact that they operate in literary texts as vivid markers of the author's intention, implementing definite ideological, esthetic, and cultural tasks. In a word, they update stylistic features (informative and emotive) at the textual level. Consequently, the wide use of stylistic expressive properties of anthroponyms in literary works led to the need to conceptualize their functional nature in literary texts for children.
Organizational and Pedagogical Conditions for the Educational Process Implementation within the Inclusive Education in the Republic of Kazakhstan
Author: Shalbayeva, Dinara Kh.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teaching Conditions,Special Needs Students,Inclusion,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teacher Attitudes,Teacher Education Programs,Methods Courses,Individual Differences,Gifted,Talent

The present article aims to identify the major problems English teachers face in the process of working with special educational needs learners in the context of inclusive education in general education schools of the Republic of Kazakhstan. Despite the studies on special methods and pedagogy of inclusive education carried out by the educators, there are still no inclusive education achievement indicators enshrined in law. The study uses the following general scientific methods: analysis of the current and prior normative legal acts regulating teachers' activities in the field of inclusive education, analysis of scientific and methodological literature on special, general, and inclusive education, synthesis of definitions of inclusive education concepts as well as a survey of English teachers. The conducted survey demonstrates a range of material, technical, pedagogical, and specific subject-related problems the teachers face in the context of inclusive education. Such problems are determined by the specifics and distinctive characteristics of teaching the English language in inclusive education conditions, as well as the preceding absence of courses on the methods of teaching the English language in inclusive education in the programs of higher educational establishments. One of the main problems identified by the study was insufficient level of teacher training courses to prepare for teaching within the inclusive education, as well as the lack of appropriate methods on teaching English in an inclusive classroom. Thereunder, the current article describes some practical ways of addressing problems defined.