ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Study in the Poetry of Lorca and Forough Farrokhzad
Author: Jalali, Maryam
Date: 2016-12-00
Type: Journal Articles
Subjects: Poetry,Spanish Literature,Twentieth Century Literature,Comparative Analysis

If we study the shared themes of these two poets, it will be observed that although they are distant culturally and geographically but a similarity and a mental resemblance between their works can be identified. Forough Farrokhzad, the Persian poet, in whose last works experiences an evolutionary trend and actually achieves a thematic revolution, shares common themes with the Spanish poet which indicates that this Persian contemporary poet has been impressed by Lorca. &quot;The star&quot;, the compound of &quot;star&quot;, &quot;love&quot;, &quot;mermaid&quot; and &quot;bird&quot; are among themes that are shared by both poets which shows the impressibility and connotation of Forough from lorca. On the other hand Intertextuality spread from culture to culture is influenced by various factors. It can demonstrate to the international literature.
Semiotics of Power and Dictatorship in Ngugi Wa Thiong'o's Later Novels
Author: Amoussou, Yemalo C.
Date: 2016-10-00
Type: Journal Articles
Subjects: Semiotics,Power Structure,Gender Differences,Biblical Literature,Novels,Authoritarianism,Literary Devices,Interpersonal Relationship,Discourse Analysis,African Languages,Grammar,Authors,Foreign Countries

This paper explores the different uses of symbols to express power and interpersonal relationship in Ngugi's bulkiest novel &quot;Wizard of the Crow&quot; (2006), with a few illustrations from &quot;Matigari&quot; (1987). It draws on the semiotic approach and identifies about a hundred discourse strings in which signs are used to express tenor between characters. In the main, supernatural, faunal and floral symbols are found to be main vehicles of power, though many other such avenues as &quot;vocations&quot;, &quot;social and gender-related symbols&quot; and &quot;biblical characterisation and numerology&quot;, etc are unexplored here for space constraints. Before the analysis, it is deemed necessary to overview the theoretical background to the study in which relevant concepts have been clarified. It has been concluded that there is no other work in which power is so much expressed through the explored devices as in &quot;Wizard of the Crow&quot;.
Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics
Author: Roll, Ido
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Data Collection,Data Analysis,Electronic Learning,Educational Environment,Self Control,Independent Study

Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of self-regulated learning and learning analytics, bridging communities, disciplines, and schools of thought. In this opening article, we introduce the papers and identify themes and challenges in understanding and supporting self- regulated learning in interactive learning environments.
Learning Analytics to Support Teachers during Synchronous CSCL: Balancing between Overview and Overload
Author: van Leeuwen, Anouschka
Date: 2015-00-00
Type: Journal Articles
Subjects: Data Collection,Data Analysis,Student Evaluation,Cognitive Processes,Difficulty Level,Synchronous Communication,Computer Mediated Communication,Computer Assisted Instruction,Cooperative Learning,Teacher Effectiveness,Case Studies,Intervention,Educational Diagnosis,Progress Monitoring,Teacher Role,Computer Simulation,Learning Activities,Vignettes,Information Processing,Learning Theories,Scaffolding (Teaching Technique)

Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much research is available yet concerning how LA may support teachers to diagnose student progress and to intervene during student learning activities. There is evidence for two mechanisms, namely that LA tools can (1) aggregate information to a manageable level and thereby lower information load, and (2) increase the teacher's confidence and specificity concerning the diagnosis of the situation. By means of micro-analytic study of teachers' real-time use of LA tools, these mechanisms are further unpacked to answer the question how the mechanisms occur and how these results influence the broader field of LA.
From Theory Use to Theory Building in Learning Analytics: A Commentary on &quot;Learning Analytics to Support Teachers during Synchronous CSCL&quot;
Author: Chen, Bodong
Date: 2015-00-00
Type: Journal Articles
Subjects: Data Collection,Data Analysis,Theory Practice Relationship,Learning Theories,Cognitive Processes,Difficulty Level,Computer Assisted Instruction,Cooperative Learning,Definitions,Self Control,Scaffolding (Teaching Technique)

In this commentary on Van Leeuwen (2015, this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution against adhering to one specific theoretical doctrine while ignoring others, suggest deeper applications of cognitive load theory to understanding teaching with analytics tools, and comment on issues with theory building in the nascent field of learning analytics. [For &quot;Learning Analytics to Support Teachers during Synchronous CSCL: Balancing between Overview and Overload,&quot; see EJ1126935.]
Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments
Author: Segedy, James R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Computer Assisted Instruction,Independent Study,Learning Strategies,Problem Solving,Prior Learning,Task Analysis,Academic Achievement,Learning Processes,Scaffolding (Teaching Technique),Metacognition,Cognitive Processes,Grade 6,Science Education,Outcome Measures,Transcripts (Written Records),Science Tests

Researchers have long recognized the potential benefits of open-ended computer- based learning environments (OELEs) to help students develop self-regulated learning (SRL) behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating &quot;coherence analysis&quot; (CA), a novel approach to interpreting students' learning behaviours in OELEs. CA focuses on the learner's ability to seek out, interpret, and apply information encountered while working in the OELE. By characterizing behaviours in this manner, CA provides insight into students' open-ended problem-solving strategies as well as the extent to which they understand the nuances of their current learning task. To validate our approach, we applied CA to data from a recent classroom study with &quot;Betty's Brain.&quot; Results demonstrated relationships between CA-derived metrics, prior skill levels, task performance, and learning. Taken together, these results provide insight into students' SRL processes and suggest targets for adaptive scaffolds to support students' development of science understanding and open-ended problem-solving skills.
Afriphone Literature as a Prototypical Form of African Literature: Insights from Prototype Theory
Author: Bodomo, Adams
Date: 2016-10-00
Type: Journal Articles
Subjects: African Culture,African Languages,Literature,Indo European Languages,Authors,Classification,Linguistics,Cognitive Science

What is the most prototypical form of African literature? Shouldn't we be using African languages to produce African literary texts, shouldn't we produce more Afriphone African literature compared to Europhone African literature or Afro-Europhone literature? This issue underlies the reality that the vast majority of African writers presumably think in one language and express themselves (speak, enchant, or write) in another. This problematic, crystalized in major debates between Ngugi wa Thiongo and others, on the one hand, and Chinua Achebe and others, on the other hand, has resulted in great challenges as to how we can define or even conceptualize the discipline of African literature. Is it literature written by Africans in African languages for Africans or is it literature written by anybody including nonAfricans in non-African languages? Or is it somewhere in-between these two extremes? The paper discusses several positions on this major question in African literature before advancing a novel proposal based on insights and evidence from proto-type theory within Linguistics and the Cognitive Sciences. This proposal leads to a somewhat provocative conclusion about the gradation of African literatures, where &quot;African language literatures&quot; or Afrophone literatures, comprise the core, proto-typical category in a 21st Century African literature constellation, whereas foreign language and diasporic literatures such as &quot;Afro-European literatures,&quot; &quot;Afro-American literatures,&quot; and &quot;Afro-Chinese literatures&quot; are the hybrid and thus more recessive, peripheral types of African literature.
Beyond Time-on-Task: The Relationship between Spaced Study and Certification in MOOCs
Author: Miyamoto, Yohsuke R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Study Habits,Time Management,Correlation,Learning Theories,Data Collection,Data Analysis,Educational Research,Student Characteristics,College Students,Time Factors (Learning),Certification,Tests,Scores

A long history of laboratory and field experiments have demonstrated that dividing study time into many sessions is often superior to massing study time into few sessions, a phenomenon known as the &quot;spacing effect.&quot; We use this well-established finding from the psychology literature as inspiration for investigating how students distribute their study sessions across an entire Massive Open Online Course (MOOC). Drawing on observational tracking log data from 20 HarvardX courses, we examine the relationship between students' allocation of their time in MOOCs and their performance. While controlling for the effect of total time, we show that the number of sessions students initiate is correlated with certification rate, across students in all courses. A one-unit change in session count is positively associated with an estimated 3.4% change in certification odds. When individual students spend similar amounts of time in multiple courses, they perform better in courses where that time is distributed among more sessions, suggesting that the benefit of spacing MOOC study sessions is independent of student characteristics. Our study demonstrates that well-established learning theories can be combined with massive new datasets and innovative approaches to learning analytics to advance our understanding of student practice and learning.
A Critical Review of Prominent Theories of Politeness
Author: Al-Duleimi, Hutheifa Y.
Date: 2016-00-00
Type: Journal Articles
Subjects: Linguistic Theory,Speech Acts,Pragmatics,Western Civilization,Asian Culture,Cultural Differences

Politeness plays a crucial role in all cultures and societies for maintaining relationships and for face saving. Although politeness is common to all cultures and languages, how it functions and is realised varies from one culture to another. Different theories have been proposed to examine the strategies with which politeness is expressed. Each theory has weak and strong points which may make it appropriate to a culture but not to another. The most widely used of these theories are Brown and Levinson's (1978) and its modified version (1987), Lakoff's (1973), and Leech's (1983, 2005) theories of politeness. This paper aims to provide a critical review of the aforementioned theories. Specifically, it discusses different scholars' viewpoints on these theories, highlighting the weak and strong points of the theories. Accordingly, it examines the applicability of these theories to the East and West cultures. A review of these theories indicated that they have weak points as well as strong ones. Furthermore, they might not be suitable for all cultures. This confirms that politeness is a social behaviour not specific to one culture or language. Critical review revealed that Leech's (2005) Grand Strategy of Politeness might be the most applicable theory that could cover aspects of Eastern and Western cultures.
&quot;Posterlet&quot;: A Game-Based Assessment of Children's Choices to Seek Feedback and to Revise
Author: Cutumisu, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Games,Measurement Techniques,Student Evaluation,Feedback (Response),Information Seeking,Middle School Students,Correlation,Instructional Effectiveness,Design,Self Management,Visual Aids,Educational Technology,Technology Uses in Education,Standardized Tests,Scores,Program Effectiveness,Pretests Posttests

We introduce one instance of a game-based assessment designed to measure students' self-regulated learning choices. We describe our overarching measurement strategy and we present &quot;Posterlet&quot;, an assessment game in which students design posters and learn graphic design principles from feedback. We designed &quot;Posterlet&quot; to assess children's choices to seek informative negative feedback and to revise their work. Middle-school students from New York and Illinois played &quot;Posterlet&quot; and then took a post-test, for an overall average of 17 minutes of interaction time. Results showed that the frequency of choosing negative feedback and revision correlated with learning graphic design principles from the game. Seeking negative feedback, but less so revision, further correlated with standardized achievement tests of reading and mathematics. Our research presents a first-of-kind behavioural measure of students' feedback and revision choices and their relations to learning. Within the design context of creating posters, we found correlational evidence that seeking negative feedback and revising are good behaviours for self-regulated learning, and we devised a way to measure these behaviours. This sets the stage for developing and evaluating models of self-regulated learning instruction that help students choose to seek feedback effectively and revise accordingly.
The Micro and Macro Analysis of English and Arabic Religious Texts
Author: Al-Araji, Baida Faisal
Date: 2016-12-00
Type: Journal Articles
Subjects: Semitic Languages,Syntax,Discourse Analysis,Biblical Literature,English,Language Usage,Islam,Text Structure,Rhetoric,Contrastive Linguistics

Religious discourse has been treated differently in various types of studies. In the present study, the English Biblical and Arabic Prophetic Hadiths will be tackled on two bases namely the micro and macro levels. In other words, the data will be analyzed at both micro and macro levels to maintain the organizational status of the religious texts. The macro level is concerned with the topic, the main theme and the gist of each text, whereas the micro level investigates the lexical, syntactic and rhetorical aspects of the selected texts. The data consists of 12 religious texts 6 of which is concerned with the English biblical texts and the other 6 is concerned with the Arabic Prophetic Hadiths. The 12 texts are selected on the basis of the similarity in their themes. The study tries to answer the following: (1) How is the macro structure represented by the micro aspects of language, namely the lexical, syntactic and rhetorical aspects?; (2) Are there any similarities and/or differences between the two types of texts regarding the micro levels of both languages?; and (3) How are lexical, syntactic and rhetorical devices realized in the selected texts in both languages?
The Application of Mobile Devices in the Translation Classroom
Author: Bahri, Hossein
Date: 2016-12-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Translation,Teaching Methods,Focus Groups,Language Teachers,English (Second Language),Indo European Languages,Questionnaires,Advanced Students,Notetaking,Databases,Online Searching,Internet,Information Sources,Computer Mediated Communication,Class Activities,Technology Integration,Content Analysis,Mixed Methods Research

While the presence of mobile electronic devices in the classroom has posed real challenges to instructors, a growing number of teachers believe they should seize the chance to improve the quality of instruction. The advent of new mobile technologies (laptops, smartphones, tablets, etc.) in the translation classroom has opened up new opportunities for translator trainers to facilitate the process of translator education. The present paper investigates the use of mobile devices in the classroom particularly for translation pedagogy. A focus group interview of translation instructors with experience in using mobile tools in their translation classes was followed by a survey sent to a group of English &lt;&gt; Persian translation instructors of which 26 people filled out the questionnaire completely. The participants of the study provided both qualitative and quantitative data regarding the application of mobile devices in their translation classes. The results showed that the majority of teachers encouraged their advanced level students to use mobile tools for doing classroom assignments followed by note-taking, using terminology databases, searching the Internet, using language resources and contacting their group members. The findings highlight the potentials of mobile devices to have a positive impact on the translation classroom activities and underline the need for their systematic integration into the translation curriculum as part of the tools contributing to the development of technological competence.
Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques
Author: Sonnenberg, Christoph
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Cues,Control Groups,Outcomes of Education,Learning Processes,Computer Assisted Instruction,Learning Motivation,Experimental Groups,Data Collection,Learning Activities,Data Analysis,Heuristics,Protocol Analysis,Semantics,Undergraduate Students,Foreign Countries,Statistical Analysis

According to research examining self-regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various learning activities, such as analyzing, monitoring, and evaluating cognitive and motivational aspects during learning. Metacognitive prompts can foster SRL by inducing regulatory activities, which, in turn, improve the learning outcome. However, the specific effects of metacognitive support on the dynamic characteristics of SRL are not understood. Therefore, the aim of our study was to analyze the effects of metacognitive prompts on learning processes and outcomes during a computer-based learning task. Participants of the experimental group (EG, n = 35) were supported by metacognitive prompts, whereas participants of the control group (CG, n = 35) received no support. Data regarding learning processes were obtained by concurrent think-aloud protocols. The EG exhibited significantly more metacognitive learning events than did the CG. Furthermore, these regulatory activities correspond positively with learning outcomes. Process mining techniques were used to analyze sequential patterns. Our findings indicate differences in the process models of the EG and CG and demonstrate the added value of taking the order of learning activities into account by discovering regulatory patterns.
Theory-Led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning
Author: Kelly, Nick
Date: 2015-00-00
Type: Journal Articles
Subjects: Data Analysis,Data Collection,Computer Assisted Instruction,Cooperative Learning,Theory Practice Relationship,Computer Mediated Communication,Discourse Analysis,Automation,Learning Activities,Instructional Design,Innovation,Visualization,Natural Language Processing,Graphs,Concept Mapping,Concept Formation,Educational Principles,Educational Research,Educational Researchers,Research Problems

This paper describes theory-led design as a way of developing novel tools for learning analytics (LA). It focuses upon the domain of automated discourse analysis (ADA) of group learning activities to help an instructor to orchestrate online groups in real-time. The paper outlines the literature on the development of LA tools within the domain of ADA, and poses an argument for conducting tool development based upon first-principles. It describes first principles as being drawn from theory and that these principles can subsequently inform the structure and behaviour of tools. It presents a framework for this process of theory-led design. The framework is substantiated through the example of developing a new tool for assisting instructors with the orchestration of online groups. A description of the tool is given and examples of results from use with real-world data are presented. The paper concludes with a call for intent on the part of designers to connect the design process explicitly to theory on the basis that this has the potential to yield innovation when developing tools as well as the prospect of outcomes from tools connecting back to theory.
Distributed Revisiting: An Analytic for Retention of Coherent Science Learning
Author: Svihla, Vanessa
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,Pretests Posttests,Inquiry,Multiple Regression Analysis,Retention (Psychology),Instructional Materials,Climate,Hierarchical Linear Modeling,Comparative Analysis,Web Based Instruction,Educational Research,Data Collection,Data Analysis,Recall (Psychology),Scores,Correlation,Grade 6

Designing learning experiences that support the development of coherent understanding of complex scientific phenomena is challenging. We sought to identify analytics that can also guide such designs to support retention of coherent understanding. Based on prior research that distributing study of material over time supports retention, we explored revisiting previously studied material as an analytic. We tested ways to operationalize revisiting: as a general propensity to revisit previously studied material; as a propensity to revisit specific curricular steps; as a general propensity to distribute study by revisiting previously studied material on different days; and as a propensity to distribute study by revisiting specific steps on different days. The specific steps identified as central to the learning design included a static illustration and a dynamic visualization. We modelled revisiting in a sample of 664 students taught by seven different teachers using a Web-based Inquiry Science Environment unit. Analysis of log files and regression modelling revealed that a general propensity to revisit did not predict retention. Revisiting the dynamic visualization better supported retention than revisiting static material, but only for distributed revisiting. Our findings suggest that revisiting can be a useful analytic when aligned with the framework guiding learning design.