ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Effective Pedagogical Approaches with Next-Generation LMS for Students in Higher Education
Author: Laohajaratsang, Thanomporn
Date: 2018-06-00
Type: Journal Articles
Subjects: Management Systems,Artificial Intelligence,Social Media,Computer Mediated Communication,Comparative Analysis,Standards,Telecommunications,Handheld Devices,Portfolios (Background Materials),Teaching Methods,Computer Assisted Instruction,Computer Games,Rewards,Learning Motivation,Metacognition,Learning Strategies,Higher Education,Correlation,College Students,Instructional Design

This research examines a selection of academic articles, existing evidence, and early indications of newly-designed Learning Management System (LMS) tools/functions, and then analyzes and synthesizes the concepts to form a thorough description of the components within the concept of next-generation LMS. The comparison of conventional LMS and next-generation LMS was undertaken by considering nine issues. The result of the examination identified six major components of next-generation LMS including 1) Learning Tools Interoperability (LTI)/other integration standards 2) analytics, advice and learning assessment 3) social media design formats, such as Facebook wall format, posting, &quot;like&quot;, e-portfolio, and others 4) mobile-first attributes/smart phone elements of content and functionality 5) game components/rewards for motivation, and 6) Artificial Intelligence (AI) functions. Among major LMS platforms, CourseNetworking was selected as the best example of a next-generation learning platform and the research tool to design an effective learning approaches model around it. A qualitative finding related to next-generation LMS (CourseNetworking) usage is reported. Data from the interviews supports the concept of the six major attributes of next-generation LMS. Lastly, the research focuses on an effective pedagogical approaches model for next-generation LMS, based upon two prevailing methods, personal learning environment (PLE) with self-regulated learning and socially-mediated learning
A Continuum of Critical Consciousness: Exploring One Resident&apos;s Concerns
Author: Beck, Jori S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Alternative Teacher Certification,Student Teaching,Student Teacher Attitudes,Graduate Students,Attitude Change

In the United States, there is a demand for richer clinical teacher education experiences. Partially in response to this call, innovative new programs like teacher residencies are being developed. As teacher preparation programs are shaped by these mandates, researchers must respond to shifts in the field. The current manuscript includes data from a resident, or teacher candidate, enrolled in a residency program--specifically, his yearlong apprenticeship. Using interviews and other qualitative data, the author examined how the resident's concerns shifted and also how these concerns differed from those uncovered in previous research. Specifically, his concerns appeared to be more dynamic than previously reported and the residency program may have scaffolded more student-centered concerns. Implications for practice are provided.
Factors Enhancing English Speaking Ability: Perspectives from Thai High School Students and Their Teachers
Author: Triwittayayon, Thanatchaporn
Date: 2018-06-00
Type: Journal Articles
Subjects: High School Students,Teacher Attitudes,Student Attitudes,English (Second Language),Speech Skills,Foreign Countries,English Teachers,Language Proficiency,Personality Traits,Student Characteristics,Linguistic Input,Family Role,Cognitive Style

Regarding the English language skills, speaking seems to be the most crucial skill in terms of communication or interaction in daily lives (Ur, 1996). This present study aimed to investigate factors enhancing English speaking ability, also the most influential factor affecting speaking ability. The participants were 5 high school students who had received awards from a national speech competition to guarantee their English speaking ability and 10 English teachers who had taught those students or trained them to participate in the competition. Semi-structured interview and in-depth interview were used as research instruments. The findings revealed that factors which enhanced the students to be fluent in speaking English were their language learning styles, age, attitudes, family support, personality, exposure to the language, and their English teachers, while personality and their exposure to the language were the most influential factors. The results of this study will benefit both teachers and students in regard to getting insight on the factors that may have an influence on the students' English speaking ability.
Students&apos; Perceptions to Cultivating Intercultural Competence Activities: A Case Study of a Vietnamese University
Author: Quyen, Vo Phuong
Date: 2018-06-00
Type: Journal Articles
Subjects: Student Attitudes,Intercultural Communication,Interpersonal Competence,English (Second Language),Foreign Countries,Majors (Students),College Freshmen,Learning Activities,Cultural Awareness,English Instruction,Young Adults,Instructional Effectiveness,Positive Attitudes,Language Skills

The integration of cross-cultural communication in Vietnam has constantly increased since this nation officially became a member of regional and international organizations such as ASEAN and WTO. This has driven Vietnam to integrating with many worldwide nations in various areas of science, technology, economics, and cultures. English language, therefore, has obviously been a bridge for cross-cultural communication thanks to its worldwide lingua franca (Brown, 1994). For these reasons, raising intercultural communicative competence (ICC) in English language curriculum has been emphasized in most Vietnamese university contexts. This study aims to investigate students' perceptions to cultivating intercultural competence activities developed from previous scholars via a qualitative case study. The study deployed students' reflection and open-ended questionnaire to sixty Vietnamese English-majored freshmen. The findings revealed that the student participants experienced positive knowledge, skills of interacting, and attitudes to ICC activities. Possible measures were implied for effective ICC cultivation.
Exploring the Literacy Leadership Practices of Literacy Teacher Educators
Author: Sharp, Laurie A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy Education,Teacher Educators,Teacher Role,Teacher Education Programs,Teacher Leadership,Leadership Responsibility,Preschool Education,Elementary Secondary Education,Cooperation,Educational Resources,Partnerships in Education,Barriers,Faculty Development,Reading Teachers

Literacy teacher educators must actively engage as literacy leaders who are advocates for literacy, continuous professional learners, and responsive leaders. However, the literature base for literacy leadership is narrow and does not specifically address literacy teacher educators. To address this research gap, the current study explored current literacy leadership practices of literacy teacher educators and challenges they encounter during their literacy leadership pursuits. Using a survey research design, quantitative and qualitative data were collected among 65 experienced literacy teacher educators affiliated with university-based teacher preparation programs located in the South Central United States. Quantitative data were tabulated and reported as frequencies, and qualitative data were analyzed using three levels of coding. Findings revealed preliminary understandings about the literacy leadership practices of literacy teacher educators and pointed to three practical implications for teacher preparation programs administrators and leaders of professional organizations.
Creating Powerful, International Learning Environments in Higher Education: A Case Study of an English-Language University Department in Japan
Author: Patterson, Donald
Date: 2018-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Case Studies,Departments,Universities,Social Capital,International Education,Comparative Education,Asian Culture,Western Civilization,Institutional Characteristics

This paper discusses the complexity of developing a powerful international learning environment. As a case study, it examines an &quot;American-style&quot; English-language university department in Japan and the challenges it faces from demographics and internationalization. It analyzes the institution at a local level by identifying issues related to social capital and social equity, and at a broader national cultural level, using Hofstede's cultural dimensions theory to identify contrasting elements between American and Japanese approaches to higher education. Finally, it offers suggestions that may help increase: the appeal of the university; its ability to develop strong relationships with stakeholders; and ultimately, its chances of long-term success.
Strategies Used by Historically Black Colleges and Universities to Recruit Minority Teacher Education Candidates
Author: James, Weade
Date: 2020-00-00
Type: Journal Articles
Subjects: Black Colleges,Student Recruitment,Preservice Teachers,Enrollment Management,Strategic Planning,Program Effectiveness,Cultural Relevance,Disproportionate Representation,School Holding Power,Alternative Teacher Certification,Student Financial Aid,African American Students,African American Teachers,Job Placement,Social Networks,Achievement Gap,Student Diversity,Minority Group Teachers

Despite the growing evidence of the benefits of having a teacher of the same race and ethnicity as the student, the educator workforce remains overwhelmingly White, while the K-12 student population is becoming more diverse (Egalite &amp; Kisada, 2018; Gershenson et al., 2016; National Center on Education Statistics, 2019). Historically Black Colleges and Universities (HBCUs) have demonstrated a successful track record of preparing Black teachers. Using a quantitative research methodology, this investigation sought to identify and evaluate the effectiveness of recruitment practices that HBCUs implement to attract teacher candidates. The analyses revealed that HBCUs implement practices that are culturally relevant and aimed at reducing barriers that many Black and minority teacher candidates face, such as college affordability and flexible options to licensure and program completion. The difference between the means of the practices was small, and the independent samples t-test yielded results that were not statistically significant. Implications for future research, policy and practice to enhance teacher diversity are discussed.
Instruction Giving in EFL Classes from a Conversation Analysis Approach: A Case Study
Author: Lien, Nguyen Hong
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Discourse Analysis,Teaching Methods,Teaching Styles,Classroom Communication,College Freshmen,Foreign Countries,Language Teachers,Case Studies

This research is embedded in the context of tertiary education in Vietnam where the instruction giving stage is assessed. Drawing on a Conversation Analysis perspective, the study aims to reveal teachers' instructional patterns in three EFL classes of freshmen, thus not only maximizing the interactional structures that can enhance classroom communication but also minimizing the problems that can hinder teacher-student exchange. The findings show that two main instructional styles that can be classified from the inspected discourse namely, interactive instruction containing students' contribution and monologue-type instruction with little learners' involvement. Positive and negative aspects implied from the instruction giving phase that impact on classroom language are also enumerated prior to suggesting implications for educators to implement.
Teaching English Patterns in the Next Decade (2017-2027): Trends and Challenges
Author: Yenphech, Chaleomkiet
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Trend Analysis,Instructional Materials,Ethnography,College Faculty,Teacher Attitudes,Work Experience,Computer Mediated Communication,Creativity,Language Usage,Online Courses,Futures (of Society),Educational Trends,Lifelong Learning,Foreign Countries

The purposes of this research were to investigate the trends and approaches of the English language teaching that may emerge in the next decade (2017-2027) in a number of dimensions. These include internal and external factors of education, teaching methods, contents, activities, teaching materials, recommendations, new bodies of knowledge and strategies in the optimistic-realistic scenario, pessimistic-realistic scenario and most-probable scenario in the context of Thailand. Ethnographic Delphi Futures Research (EDFR) technique was used on a total of 17 scholars from 17 higher education institutions from four regions of Thailand by purposive sampling. The tools used for data collection included (1) semi-structured interview using open-ended questions for In-depth interview, and (2) close-ended questionnaire with a 5-point rating scale. Data analyses were median (Med.) and interquartile range (IQR.) The results are as follows: The scenarios of English language teaching during the next decade (2017-2027) were envisioned as a result of combining the English language with other sciences (Combined Degree). Under the work-integrated learning approach, learners have an opportunity to integrate academic learning with practical workplace experiences. An emphasis of this approach is to enable the learners to execute social transactions effectively through the communication and interaction both face-to-face and via technology, to have creative ideas, to create their works and careers by using the English language as a communication and interaction tool. Thailand must be prepared for teaching English online for lifelong learning in order to efficiently handle the country's aging society in the future.
Peer Victimization and Loneliness: The Moderating Role of School Connectedness by Gender
Author: Carney, JoLynn V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Social Capital,Peer Relationship,Victims,Psychological Patterns,Grade 4,Grade 5,Grade 6,Middle School Students,Student School Relationship,Sex,Gender Differences,Rural Schools,Rating Scales,Intervention,Middle Schools

School bullying has a detrimental impact on students, including sense of isolation and diminished school connectedness. The current study adopted social capital theory to examine the role of school connectedness as a moderator on the association between peer victimization and loneliness. A sample of 878 fourth- to sixth-grade elementary school students completed a self-report measure assessing peer victimization from school bullying, loneliness, and school connectedness. For data analyses, 834 cases (51.7% boys) were used after excluding cases with missing values. Data analyses included descriptive statistics, independent t-tests of peer victimization, loneliness, and school connectedness by gender, bivariate correlation analysis, and separate hierarchical linear regression analyses for boys and girls. Results supported existing literature revealing there was a significant mean difference in school connectedness by gender. School connectedness buffered the relationship between peer victimization and loneliness for girls as a moderator, whereas this moderating effect did not appear for boys. Implications for future research and practice are discussed.
The Effect of Accent on Listening Comprehension: Chinese L2 Learners&apos; Perceptions and Attitudes
Author: Zhiying, Wang
Date: 2018-12-00
Type: Journal Articles
Subjects: Pronunciation,Language Proficiency,Preferences,Indians,Language Variation,Language Tests,English (Second Language),Second Language Learning,Listening Comprehension,Comparative Analysis,Scores,Listening Comprehension Tests,Language Attitudes,Foreign Countries,Mandarin Chinese,Native Language,Audio Equipment,Familiarity

This article investigates the effect of different accents on high- and low-proficiency second language (L2) learners. It begins with testing the English listening proficiency of Chinese students and then compares the influence of three accented English (a British accent, an Australian accent and an Indian accent) on their listening scores. Finally, the findings of this paper indicate that accent has a similar influence on high- and low-proficiency learners. The Indian accent could influence test takers' perceptions of intelligibility, and it influenced low-proficiency learners more. All learners preferred the British-accented English, but more high-proficiency learners accepted the Indian accent than low-proficiency ones. Apart from that, accent familiarity can influence listening comprehension and accent preference, but the effects were not strong in this study.
An Investigation of the Transactional Competence of International University Students Performing Task-Based Communication
Author: Seely, Mike
Date: 2019-06-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Communicative Competence (Languages),Communication Strategies,English (Second Language),Second Language Instruction,Instructional Effectiveness

Task-based communication is an inescapable fact of university life, both inside and outside the classroom. The research of this study is interested in how international university students perform closed oral tasks by exploring the communication strategies used to complete such &quot;transactions.&quot; This study used a task-based pre-test/post-test methodology to examine if the treatment of teaching communication strategies affects transactional competence. Through a qualitative and quantitative assessment of task-based communication, this study observed ten international university students throughout twelve weeks while investigating their ability to negotiate meaning to complete the tests. The investigation focused on achievement strategies such as asking for clarification or confirmation and interactional strategies such as comprehension checks. The research found that the referential nature of the task and the directive function of language instigated a variety of Language Related Episodes that varied in their complexity depending on the interlocutors. These episodes demonstrated that there is a necessity for greater awareness of communication strategies to enhance the transactional competence and resulting communicative performance of international university students.
The Effect of Learner-Centered EFL Writing Instruction on Korean University Students&apos; Writing Anxiety and Perception
Author: Jeon, Eun Young
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Writing Instruction,English (Second Language),College Students,Pretests Posttests,Feedback (Response),Portfolios (Background Materials),Educational Trends,Teaching Methods,Writing Processes,Student Attitudes,Groups,Foreign Countries,Educational Change,Writing Apprehension,Asian Culture,Confucianism,Cultural Influences,Second Language Learning,Second Language Instruction

The current educational trend strongly encourages students' active participation in learning. However, EFL writing instructions in Korea are so far detached from this approach. That is, most English writing classes in Korea are still teacher-centered and most learners remain passive throughout the classroom period. In order to bring about change in the classroom atmosphere and to foster active student engagements in the EFL writing class, the current study developed a learner-centered instruction model for EFL writing based on the relevant literatures. Specifically, the model incorporated four activities which inevitably triggered the learners' participations in the writing process: modified LDF (Learner-Driven Feedback), portfolio, peer feedback, and group writing. Then, its effect on students' anxiety and perception was solicited via surveys and in-depth interviews. The participants of the study were 29 Korean university students enrolled in Practical English Writing course in the spring semester, 2018. The paired t-test on pre- and post-writing anxiety showed that the model was effective in significantly decreasing students' writing anxiety, particularly, somatic anxiety. Moreover, the students' perception on the learner-centered writing instruction model turned out to be quite positive in the order of LDF (4.69), portfolio (3.93), peer feedback (3.62), and group writing (3.34). The contribution of the study is discussed in relation to cultural issues (e.g. Confucianism) and its pedagogical implications.
Theme Writing Skills of Pangasinan State University (PSU) Education Students
Author: Queroda, Phillip G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing (Composition),Teacher Education,Foreign Countries,Student Attitudes,Teacher Attitudes,Prewriting,Student Characteristics,Student Problems,English (Second Language),Secondary Education,Undergraduate Students

This study was conducted to determine the theme writing skills of Bachelor of Secondary Education (BSEd) students in Pangasinan State University -- Lingayen Campus, Philippines. Its specific problems centered on: (1) the profile of students; (2) the extent of observance of the characteristics of an effective theme to the students as perceived by the teachers; (3) the extent of contribution of pre-writing activities to the development of the theme writing skills of the students as perceived by them; (4) the extent of seriousness of the problems encountered by the students and the teachers in theme writing; and (5) the significant difference in the extent of observance of the characteristics of an effective theme to the students as perceived by the teachers across their profile variables. The descriptive-correlational method of research was utilized in this study. The questionnaire was employed in gathering the data. The data gathered were analyzed and interpreted using frequency counts, percentages, mean, standard deviation, independent sample t-test, one-way ANOVA and two-way ANOVA. Salient findings of the study were as follows: (1) the extent of observance of the characteristics of an effective theme to the students is moderately high; (2) the extent of contribution of pre-writing activities to development of theme writing skills of the students is also moderately high; and (3) there is no significant difference in the extent of observance of characteristics of an effective theme to the students across their profile variables.