ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Teaching Interlanguage Pragmatics on Interpretation Ability of Iranian Translation Students
Author: Ravesh, Mahnaz Mahmoudi
Date: 2017-06-00
Type: Journal Articles
Subjects: Interlanguage,Pragmatics,English (Second Language),Second Language Learning,Second Language Instruction,Translation,Undergraduate Students,Foreign Countries,Student Placement,Language Tests,College Faculty,Pretests Posttests,Teaching Methods,Instructional Effectiveness,Statistical Analysis,Quasiexperimental Design

The present study sought to investigate whether Iranian translation students were successful in comprehending interlanguage pragmatic (ILP) features. Moreover, it tried to figure out whether teaching interlanguage pragmatics proved helpful for the improvement of interpretation ability of Iranian translation students. To this end, 30 students of undergraduate translation studying at Islamic Azad University, Isfahan (Khorasgan) Branch, were chosen to participate in the study. Then, they were divided into two groups of control and experimental. The Oxford Placement Test (OPT) was used to measure the participants' language proficiency. Then, a Discourse Completion Test was administered to measure the participants' interlanguage pragmatics. Using the SPSS 20 software, the ANCOVA and t test were run for the data obtained from both the pre-test and the post-test. The results revealed that ILP features are lacking in the university context. Furthermore, it was shown that ILP features were effective for improving Iranian students' interpretation ability. In this sense, university professors can pay attention to this finding and, where required, they can incorporate ILP features into their courses so as to make attempts to render a more effective learning and teaching environment.
Integrating a Web-Based Discussion Forum and Student Peer Feedback into a High-Enrollment IS Class: Expectations and Outcomes
Author: Sager, James L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Integrated Activities,Computer Mediated Communication,Feedback (Response),Discussion Groups,Information Systems,Asynchronous Communication,Introductory Courses,Large Group Instruction,Discourse Communities,Student Satisfaction,Teaching Methods,Educational Practices,Educational Strategies,Program Effectiveness,Program Evaluation,College Programs,Undergraduate Students

This paper presents results from using an asynchronous Web-based discussion forum coupled with an integrated student peer rating system as one component of an introductory Information Systems (IS) course with high enrollment (e.g. a class with over 100 students). There are two major issues with the typical introductory IS course: it covers too many topics, and it is difficult to engage students in active learning in a classroom environment due to large class sizes. To address these issues, an open source discussion forum was modified and used for topical discussion outside of the classroom. Students were allowed to participate in a discussion about topics of their choice and were encouraged to rate their peers' contribution in forum. Overall, students evaluated the online forum discussion positively and provided suggestions for improvement.
CALL and the Saudi Arabian EFL Learners: An Action Research
Author: Alfallaj, Fahad Saleh Suleiman
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Language Proficiency,Teaching Methods,Action Research,College Students,Lecture Method,Questionnaires,Student Attitudes,Likert Scales

There is a growing consciousness to the need to know English among the Saudi Arabian peoples. This is apparent in the painstaking efforts of the policy makers in bringing in technology as an aid to teachers, institutions diverting huge funding to the field and encouraging research in the area. Learning outcomes, however, do not reflect these efforts. This study is an effort to zero in on factors that are impeding the expected proficiency of the Saudi EFL learner with special reference to the use of CALL. Having done this, the study makes pertinent recommendations with the larger aim of bringing the EFL learners to level playing ground in the global language scene. It is an Action Research carried out in the course of the researcher's teaching tenure at Qassim University in KSA.
IS Curriculum Recommendations for Web Courses in Higher Education
Author: Cho, Juyun
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Information Systems,Information Science Education,Curriculum Design,Curriculum Development,Course Content,Occupational Information,Occupational Surveys,Correlation,Career Readiness,Online Systems,Job Skills,Job Analysis,Education Work Relationship,Educational Needs

A wide variety of software tools is currently available to businesses when building e-commerce solutions. Businesses are in need of employees with the appropriate skills to support and implement their e-commerce solutions. Students transitioning from school into the workforce need a well-designed curriculum that can prepare them with the skills needed in the competitive today's job market. The challenge for designing an adequate curriculum for IS programs is the wide array of available tools. This research has taken a survey of the web technologies used by the Fortune 500 companies and compared it to a sample of job postings from businesses. This paper addresses the question of what web tools should be incorporated into the IS curriculum that will make its graduates competitive in the job market.
An Investigation into Good Teaching Traits
Author: Korte, Leon
Date: 2013-00-00
Type: Journal Articles
Subjects: Investigations,Teacher Characteristics,Teacher Effectiveness,Best Practices,Student Surveys,College Students,Correlation,Statistical Significance,Teaching Methods,Teaching Models,Instructional Effectiveness,Business Administration Education,Communication Skills,Knowledge Base for Teaching

Undergraduate and graduate students at an AACSB International accredited Midwestern business school were surveyed about their perceptions of traits that might contribute to good teaching. Thirty-five traits were presented for evaluation. Students scored each trait and identified the items they perceived as the five most important and the five least important. Means tests were used to order the traits based on student scores. Rank order correlation was used to evaluate compiled lists of most important and least important traits. Instructor expertise in the content/subject matter, strong communication skills, and being prepared for class were identified as the traits perceived by students as most important to good teaching. Students in general believe that an instructor's rank or title, the instructor's manner of dress, and the instructor's research record contribute the least to teaching effectiveness.
Success in Gateway Business Courses: What Matters and What Can We Do?
Author: Berry, Tom
Date: 2013-00-00
Type: Journal Articles
Subjects: Introductory Courses,Business Administration Education,Statistical Analysis,Study Skills,Academic Aptitude,Performance Factors,College Entrance Examinations,Learning Strategies,Time on Task,Barriers,Achievement Need,Student Employment,Student Surveys,Reading Habits,Regression (Statistics),Undergraduate Students

Introductory business classes, particularly those with a quantitative emphasis, can often serve as a barrier to students rather than as a gateway. This study looks at how study skills, aptitude, and external factors affect classroom performance. We examine whether, when, how, and how much students read their textbook. We also look at selected deep versus surface study skills, and aptitude (as measured by ACT scores). We find positive support for some deep study skills and negative support for surface learning techniques. Our strongest result is the negative impact of hours spent working. With educational costs increasing it is difficult for many students not to work, but they should be advised of the potential consequences.
The Role of Oral Communicative Tasks (OCT) in Developing the Spoken Proficiency of Engineering Students
Author: Shantha, S.
Date: 2017-04-00
Type: Journal Articles
Subjects: Oral Language,Task Analysis,Statistical Analysis,Comparative Analysis,Control Groups,Experimental Groups,Engineering,Engineering Education,Second Language Learning,Second Language Instruction,Teaching Methods,Indians,Language Proficiency,Skill Development,English (Second Language),Language Usage,Language Processing,Achievement Gains,Scoring Rubrics,Questionnaires,Student Attitudes,Pretests Posttests,Foreign Countries,Grammar,Language Fluency,Pronunciation,Quasiexperimental Design,Observation,College Students

The mastery of speaking skills in English has become a major requisite in engineering industry. Engineers are expected to possess speaking skills for executing their routine activities and career prospects. The article focuses on the experimental study conducted to improve English spoken proficiency of Indian engineering students using task-based approach. Tasks are activities that concentrates on the learners in providing the main context and focus for learning. Therefore, a task facilitates the learners to use language rather than to learn it. This article further explores the pivotal role played by the pedagogical intervention in enabling the learners to improve their speaking skill in L2. The participants of the study chosen for control and experimental group were first year civil engineering students comprising 38 in each group respectively. The vital tool used in the study is oral communicative tasks administered to the experimental group. The oral communicative tasks enabled the students to think and generate sentences on their own orally. The &quot;t&quot; Test was computed to compare the performance of the students in control and experiment groups. The results of the statistical analysis revealed that there was a significant level of improvement in the oral proficiency of the experimental group.
Linking Program Level Assessment to Course Level Assessment Activities
Author: O'Keefe, Robert D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Alignment (Education),Program Evaluation,Course Evaluation,Learning Activities,Behavioral Objectives,Measurement Techniques,Program Validation,Student Evaluation,Business Administration Education,Test Items,Test Validity

Assessment, or better stated, the assurance of student learning, has become a central issue in both the internal and the external evaluations of degree programs offered by colleges and universities. The continual importance of assurance of learning activities within institutions of higher education has generated a growing need to create empirical assessment efforts that are both meaningful and relevant to whatever goals and objectives an institution of higher education plans to achieve. Most of the learning that the institutions seek to assure takes place in the context of individual courses. For that reason progress in making assessment measurements more impactful suggests an approach that links specific class assignments and activities to specifically desired learning outcomes. The present paper presents an Assessment Validation Model. The model points out the linkages between and among activities relevant to assessment. The paper also provides empirical data that both demonstrate the effectiveness of the AVM and focus on validating the relationships between university level assessment objectives and learning objectives designed to be achieved within an individual class.
On the Relationship between the IELTS Listening and Listening in Academic English Programs
Author: Sabet, Masood Khalili
Date: 2017-04-00
Type: Journal Articles
Subjects: English for Academic Purposes,English (Second Language),Language Tests,Second Language Learning,Correlation,Listening Comprehension,Pragmatics,Information Literacy,Test Preparation,Second Language Instruction,Qualitative Research,Semi Structured Interviews,Foreign Countries,Teacher Attitudes,College Faculty,Teaching Methods,College Students

The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFL. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS listening and listening in academic English programs. The requirements of the two domains were compared through a semi-structured interview with five participating academic English instructors from two state universities of Iran. It was found that whilst IELTS listening bears a little bit of resemblance to the one aspect of academic listening--the literal understanding, there are also some very significant differences. The findings suggests that the type of listening the IELTS requires is different from academic listening in terms of pragmatic understanding, the integration of skills, multiplicity of texts for listening, information literacy and the concept of construct irrelevant variance. The findings also indicate the overall usefulness of the IELTS preparation practices within academic English courses.
An Assessment of the Growth in Coverage of Social and Environmental Issues in Graduate Accounting Courses
Author: Green, Sharon
Date: 2013-00-00
Type: Journal Articles
Subjects: Accounting,Course Content,Environmental Influences,Social Problems,Educational Trends,Educational Change,Hypothesis Testing,Content Analysis,Prediction,Business Administration Education,Graduate Students,Foreign Countries

The paper examines if there has been an increase in the attention paid to social and environmental issues (SEI) in accounting curricula. Using schools participating in the Aspen Institute's Beyond Grey Pinstripes (BGP) program, we measure the increase in the number of accounting courses incorporating SEI across the biennial application years of 2005, 2007 and 2009. We also examine the percentage of SEI coverage in accounting courses between 2007 and 2009. Our findings suggest that there was not an appreciable increase in the number of accounting courses dealing with SEI between 2005 and 2007, but that the increase was significant during the period from 2007 to 2009. Further, the increase over the four-year period from 2005 to 2009 was also significant. In addition, there is a significant increase in the percentage of SEI coverage in accounting courses between 2007 and 2009. Implications of these findings are discussed.
The Impact of Length of Study Abroad on Collocational Knowledge: The Case of Saudi Students in Australia
Author: Alqarni, Ibrahim R.
Date: 2017-04-00
Type: Journal Articles
Subjects: Study Abroad,Phrase Structure,Second Language Learning,Scores,Foreign Countries,Arabs,English (Second Language),Program Length,Language Tests,Gender Differences,Statistical Analysis,Multiple Choice Tests,Case Studies,Questionnaires,Student Attitudes,College Students,Language Proficiency

This study investigates the impact that study in Australia has on the lexical knowledge of Saudi Arabian students. It focuses on: 1) the effects that the length of study in Australia has on the acquisition of lexical collocations, as reflected by lexical knowledge tests, and 2) whether there is a significant gender difference in the acquisition of lexical collocation knowledge. The results indicate that there is a positive correlation between the length of stay in Australia and the knowledge of lexical collocation, since the overall mean scores of the entire sample increased with the number of the years spent in Australia. Participants who stayed for one year had the lowest mean score of 7.39, whereas those with the longest length of stay of four years had the highest mean score of 8.76. Participants staying for two or three years had minimal improvements, with mean scores of 7.64 and 7.68 respectively. The results indicate that there was only a slight difference between male and female participants in their knowledge of lexical collocations, with overall mean scores of 7.56 and 8.35 out of 12 respectively.
The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students
Author: NamazianDost, Islam
Date: 2017-04-00
Type: Journal Articles
Subjects: Task Analysis,Teaching Methods,Junior High School Students,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Language Tests,Control Groups,Learning Motivation,Questionnaires,Pretests Posttests,Statistical Analysis,Experimental Groups,Comparative Analysis,Foreign Countries,Student Attitudes,Instructional Effectiveness

This research sought to investigate the effect of the effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students of Ahvaz. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 100 students at the junior high school and finally 80 participants were selected. Then, they were divided into two subgroups, namely control and experimental groups. Before starting the treatment, a validated teacher-made grammar test in terms of the materials supposed to be covered in both groups was administered to them as the pre-test. Moreover, a motivation questionnaire were given to both groups at the beginning and at the end of study. Then the experimental group received the treatment, which was teaching and learning grammar through using task-based language teaching and the control group received traditional teaching which is teaching grammar through instruction on examples and drills proposed by the teacher. After 12 sessions of treatment, the two groups were administered the same teacher-made grammar test as posttest. Data were analyzed by Paired and Independent Samples t-test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. Furthermore, the results of motivation questionnaire show that there was a significant difference between the experimental and control groups' motivation in the post-test of questionnaire which implies that the experimental group's motivation increased significantly. The results suggest that task-based language teaching can be used in English classes to develop grammar ability among Iranian EFL learners.
Disclosure Day on Relativity: A Science Activity beyond the Classroom
Author: Aragoneses, Andres
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Engineering Education,Science Activities,Public Speaking,Communication Skills,Conferences (Gatherings),Physics,Scientific Concepts,Independent Study,Teamwork,Student Evaluation,Skill Development

An important goal for students in engineering education is the ability to present and defend a project in front of a technical audience. We have designed an activity for helping students to work the independent learning and communication skills, while they are introduced in the dynamics of a conference. In this activity, students prepare and present a poster at a popular physics conference on relativity. This activity is shown to provide them with communication skills, related to generic skills at the core of &quot;Universitat Politècnica de Catalunya&quot; (UPC) degrees, and which are relevant in most of the duties of an engineer.
Development of Producing and Using E-Books Competencies of Teachers in Chachengsao, Thailand
Author: Plangsorn, Boonrat
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Electronic Publishing,Textbook Preparation,Textbook Publication,Material Development,Teacher Competencies,Instructional Material Evaluation,Qualitative Research,Statistical Analysis,Interviews

Using E-books can develop students' achievements and lead to meaningful learning. The purposes of this research were to develop competency in terms of the production and use of E-books on the part of teachers in Chachengsao, and to study the effects of using E-books in the instruction of teachers in Chachengsao. This study employed both quantitative and qualitative approaches. The research procedure was divided into four phases. The findings revealed that the components of E-books could be categorized into three key components: E-book structure; multimedia; and hyperlinks. The procedure with regard to the design and development of E-books was divided into 11 steps. The overall competency of the teachers' producing E-books was at a high level. Data from interviews revealed that the effects of using E-books in the instruction of teachers in Chachengsao were divided into two parts: (1) the effects of using E-books in instruction on students' attention; and (2) the effects of using E-books in instruction on students' learning behavior.
Effect of Two Different Screen Readers' Programs on Developing Using the Internet Skills of Blind Middle School Students
Author: Mostafa, Akram Fathy
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blindness,Middle School Students,Educational Technology,Assistive Technology,Technology Uses in Education,Internet,Technological Literacy,Visual Impairments,Program Effectiveness,Design,Auditory Stimuli,Tactual Perception,Statistical Analysis,Statistical Significance

Research aims to know the effect of two different designs of screen readers' programs on using the internet skills of blind middle school students, and the research sample consisted of (8) students from El-thoghr middle school students (Fousol El-Noor)-Jeddah where the student has been divided into two experimental groups each of (4) students. To conduct this study research experimental design was used. After being sure of the homogeneity of the two groups, one program has been applied on the experimental groups, each one with different design, and then the research tools (Performance observation card) have been applied. The research results reached to that there is a statically significant difference at the level of (0.05) between the average scores of the two experimental groups skill performance (For the benefit of the experimental group that studied the screen reader with the hearing supported design).
Idm@ti Network: An Innovative Proposal for Improving Teaching and Learning in Spanish Universities
Author: Salan, Nuria
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Improvement,Teaching Methods,Educational Quality,Workshops,Foreign Countries,Engineering Education,Student Mobility,International Cooperation,Educational Cooperation,Networks,Efficiency,Educational Policy,Shared Resources and Services,Classification,Educational Resources,Instructional Innovation,Student Projects,Higher Education,Learning Processes

IdM@ti network members concurred in the diagnosis of the difficulties and opportunities arising from Bologna process implementation and teaching methodologies improvement in Materials Science and Engineering (MSE) teaching. This network has been created with the aim of improving efficiency of underway and future collaborations.The main objectives are related to MSE resources sharing (course programs, exercises, lab scripts, projects, PBL and case studies, etc.). The network will allow classifying those educational resources already individually implemented by each University, monitoring their statewide and promote the creation of new resources. In order to promote discussion and sharing of experiences, achievements and challenges, a workshop is annually organized, arose from the convenience of joining forces on the axes of innovation and improving the quality of teaching in MSE field.