ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Impacts of Perceptual Learning Style and Gender on Iranian Undergraduate EFL Learners' Choice of Vocabulary Learning
Author: Zokaee, Saeedeh
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Perceptual Development,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Prediction,Cognitive Style,English Literature,Majors (Students),Questionnaires,Correlation,Inferences,Statistical Analysis,Memory,Metacognition,Language Tests,College Students

Students' learning styles and vocabulary learning strategies are among the main factors that help determine how students learn second language vocabulary. This work examined the extent to which choice of vocabulary learning strategies is affected by students' perceptual learning style. In this research, the participants were 54 EFL learners at Tarbiat Moallem University majoring in English literature, ranging in age from 20 to 22, and they consisted of both males and females. TOEFL test, Schmitt's (1997) vocabulary learning strategies questionnaire including 5 categories (Determination, Social, Memory, Cognitive, Metacognitive), and Joy Reid's (1987) perceptual learning style preference questionnaire were used in present study. After collecting the data, a number of descriptive and inferential analyses were conducted on the data. The findings of the study revealed there was a relationship between learners' perceptual style and vocabulary learning strategies they use so that learners' perceptual styles make statistically significant contribution to the prediction of vocabulary learning strategies. The results showed that specific learning styles correlated with specific vocabulary learning strategies. Descriptive statistical analyses showed that the most frequent learning style was visual style. Kinesthetic and auditory styles ranked the second and third styles. Also it was shown that group style with the average of 16.0741 was the least frequent. Moreover, it was indicated that the most preferred vocabulary learning strategy category of all was related to metacognitive strategies. Determination strategies ranked the second. Cognitive, memory and the social strategies ranked the third to the fifth. Concerning the gender differences in both vocabulary learning strategies, and perceptual learning styles of the participants, an independent samples t-test was conducted, and the results showed that there was no statistically significant difference between the vocabulary strategy preferences or learning styles of the two genders. The research emphasized assessing styles and vocabulary learning strategies in the L2 classroom, attuning L2 instruction and vocabulary learning strategy instruction to learners' style preferences, and remembering that no single L2 instructional methodology fits all students.
Use of Graphic Organizers in a Language Teachers' Professional Development
Author: Chien, Chin-Wen
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Materials,Faculty Development,Elementary School Teachers,English Teacher Education,Teacher Workshops,Coaching (Performance),Training Methods,Program Effectiveness,Educational Practices,Visual Aids,Use Studies,Teaching Skills,Interviews

Starting from 2009 academic year, the instructional coaches in a school district in a northwest American city began to provide Workshop II (pseudonym) to elementary school English teachers. This study aims to discuss the use of graphic organizers in English teachers' professional development. Different types of graphic organizers such as conceptual development charts, Venn diagrams, or T-charts, were used by the instructional coaches in Workshop II to help English teachers understand the academic language and lesson planning process. Moreover, English teachers were expected to implement these graphic organizers into their classroom practice and help their English learners understand academic language and content knowledge. The provision of graphic organizers helped the participating teachers learn and process the knowledge and concepts taught in Workshop II. Two participating teachers applied T-chart and bubble maps, two graphic organizers introduced in Workshop II, into their classroom practice. Suggestions on effectively use graphic organizers for both classroom practice and professional developments will be provided.
Study of Human Barriers upon Development of Virtual Disciplines at University of Isfahan
Author: Nikoonezhad, Sepideh
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Information Technology,Electronic Learning,Majors (Students),College Students,Universities,Statistical Analysis,Qualitative Research,Interviews,Questionnaires,Department Heads,Human Resources,Faculty Workload,Teacher Student Relationship,Educational Development

The present study has been carried out to investigate the human barriers of developing virtual majors at Isfahan University; therefore, considering its objective, it is a functional research. It was conducted in combined (quantitative-qualitative) manner via descriptive survey method. In order to do the research, investigating the texts, interview and questionnaire were used. The statistical population to be interviewed was 43 heads of department and the selection of managers and experts in the field of virtual education and information technology at Isfahan University; and the interview was conducted with 13 people. Afterwards, according to the results of interviews and studied resources, a researcher-made questionnaire was provided. The statistical population of the questionnaire was 420 faculty members at University of Isfahan from whom 201 individuals were selected based on Morgan table and Cochran formula as the sample. The results of the data from the interview and the findings from the questionnaires were sequentially analyzed through categorization method and statistical methods via SPSS software. The results showed that the major barriers in the field of human resources there were high amount of work of the professors in attending parts and university responsibilities and weakness in relationship and interaction of the professor and student.
Evaluation of the Relationship between Critical Thinking Skills and Affective Control in Child Training Students of the Female Technical and Vocational College in the City of Broujerd
Author: Esmaeili, Zohreh
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Females,Affective Behavior,Correlation,Rating Scales,Statistical Analysis,Computer Software,Skill Development,Teacher Education,Preservice Teachers,Questionnaires

This study is a descriptive-correlational study with the purpose of evaluating the relationship between critical thinking skills and affective control in child training students of the female technical and Vocational College in the city of Broujerd. Statistical population of this study consisted of all students in the field of child training of the technical and Vocational College in the city of Broujerd during the first semester of the 2014 academic year who was 150 in number. From the mentioned students by way of simple random sampling and based on the Morgan table, 108 individuals were selected for participation in the study. Tools for data collection were the California standard critical thinking skills test (form B) and the standard scale for affective control. Additionally, the data collected was analyzed using the SPSS 22 software with the help of Pearson's correlation coefficient and regression analysis. Meaningful correlation was found between critical thinking and affective control in students (P &lt;0.01, P = 0.000) (r = -0.59). Among the subscales of affective control, aggression had the highest correlation (r = -0.70, P = 0.000) and positive affect had the least correlation ( r= -0.29, P = 0.002) with critical thinking. Also, the variance of affective control in students was predictable by way of critical thinking (P &lt;0.01). Considering the meaningful correlation between affective control and critical thinking, it can be concluded that improvement in the process of critical thinking leads to increased affective control.
Enhancing Transfer of Knowledge in Physics through Effective Teaching Strategies
Author: Akinbobola, Akinyemi Olufunminiyi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Physics,Science Instruction,Teaching Methods,Pretests Posttests,Instructional Effectiveness,Control Groups,Experimental Groups,Comparative Analysis,Secondary School Students,Reliability,Measures (Individuals),Transfer of Training,Gender Differences,Student Centered Learning,Discovery Learning,Secondary School Teachers,Statistical Distributions,Statistical Analysis

The study assessed the enhancement of transfer of knowledge in physics through the use of effective teaching strategies in Nigerian senior secondary schools. Non-randomized pretest-posttest control group design was adopted for the study. A total of 278 physics students took part in the study. Transfer of Knowledge Test in Physics (TKTP) with the internal consistency of 0.76 using Kuder Richardson formula 21 was the instrument used in collecting data. Analysis of Covariance (ANCOVA) and t-test were used to analyze the data. The results showed that guided discovery was the most effective in facilitating students' transfer of knowledge in physics. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the transfer of knowledge of male and female physics students taught with guided discovery, demonstration and expository teaching strategies. It is recommended that guided discovery and other student-centred teaching strategies should be adopted for teaching various concepts in physics so as to engage the students in various activities for meaningful acquisition and transfer of scientific knowledge processes and ethics. Also, physics teacher must emphasize on variety of procedures for promoting insight, meaningfulness, organization of experience, discovery of interrelatedness among ideas and techniques, and the application of knowledge acquired in one situation to a variety of situations.
The Effect of Context on the EFL Learners' Idiom Processing Strategies
Author: Rohani, Gholamreza
Date: 2012-00-00
Type: Journal Articles
Subjects: Context Effect,Language Processing,Figurative Language,Cartoons,English (Second Language),Second Language Learning,Second Language Instruction,Protocol Analysis,Foreign Countries,Questionnaires,Student Attitudes,College Students,Language Tests,Student Placement,Task Analysis,Familiarity,Translation,Animation,Teaching Methods

The present study investigated the effect of context on the strategies the EFL learners utilized to process idioms. To do so, ten Iranian intermediate EFL learners were randomly assigned to two groups who then attended a think-aloud session. The 5 subjects in the first group were exposed to an animated cartoon including 23 unfamiliar idioms while their counterparts in the second group were exposed to the written version of the same material. The subjects of the two groups were asked to verbally report their thought processes when trying to define the unfamiliar idioms. The data thus gathered form the small sample revealed 8 major strategies which were then used to prepare a questionnaire to be administered to a larger sample. The new sample included 60 subjects randomly assigned to two groups of 30.The first group as in the think-aloud session was exposed to the animated cartoon while the other read the respective script. The subjects in both groups were asked to check the strategies they resorted to when guessing the meaning of unfamiliar idioms. The results of the study showed both inter- and intra-group differences confirming the effect of context on the strategies applied in processing unfamiliar idioms.
Long-Term Impacts of Pre-K Education on Childhood Educational, Social, and Behavioral Development
Author: Alsobaie, Mohammed Fahad
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Education,Child Development,Child Behavior,Social Development,Correlation,Standardized Tests,Elementary School Students,Longitudinal Studies,Measures (Individuals)

The aim of this study is to run a longitudinal, ten year experimental study studying the effects of preschool attendance on long-term academic performance throughout elementary school. This study will sample 500 students from the Kalamazoo, Michigan community and observe their standardized test scores as well as their behavioral and social development as they progress through elementary school. I hope to discover the long-term impacts of attending pre-K programs on children in order to give educators and administrators a greater insight on how they should prioritize pre-K education in their schools.
Leadership Skills among Technical and Vocational Educators
Author: Zakaria, Nurazyan Zahidah
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Leadership Qualities,Teacher Leadership,Skill Analysis,Statistical Analysis,Teacher Surveys,Leadership Effectiveness,Collegiality,Gender Differences,Likert Scales,Recognition (Achievement),Professional Autonomy,Teacher Participation,Interpersonal Communication,Positive Attitudes,Secondary School Teachers,Teacher Attitudes,Foreign Countries

The purpose of leadership skills among technical and vocational educator are to prepare them towards effective organization. Effective leadership is widely accepted as being a key constituent in achieving organization improvement and to examine. This study aimed to gauge the leadership skills among technical and vocational educators effectiveness by using Katzenmeyer and Moller dimensions which are developmental focus, recognition, autonomy, collegiality, participation, open communication and positive environment. This study also indicated the difference between leadership skills and technical and vocational educator experience. A quantitative study using survey exploration was carried out on 30 vocational and technical educators. The respondent was selected by using random sampling technique among technical and vocational educators and the analysis using SPSS 16.0 through descriptive statistic and t-test. The result indicated that the level of leadership skills were at highest in the collegiality dimension and this analysis show that the data variation is not equal and the analysis show there are no significant relationship between effective leadership of educator and gender. This study is hoped to be used by organization as to increase leadership skill among educators and could increase critical thinking skills, insight, intuition and interpersonal communication including listening and positive impact for an improvement in an organization.
Electronic Payment System in Nigeria: Its Economic Benefits and Challenges
Author: Okifo, Joseph
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Systems,Economic Impact,Financial Services,Online Vendors,Retailing,Banking,Barriers,Standard Setting,Information Networks,Information Security,Resistance to Change,Technological Advancement,Program Effectiveness,Program Evaluation

The crux of this study is on the adoption of E-payment system in Nigeria: Its economic benefits and challenges. The arrival of the internet has taken electronic payments and transactions to an exponential growth level. Consumers could purchase goods and services from the internet and send unencrypted credit card numbers across the network, which did not provide much security and privacy. But a wide variety of new secure network payment schemes have been developed as consumers became more aware of their privacy and security. The benefits of e-payment are unquantifiable in that it would galvanize Nigeria into a cashless society and elimination of fear of the unknown. Though e-payment is faced with challenges, like public acceptability, lack of uniform platform being, operated by the banks, lack of adequate infrastructure and issues of security, with the proper use of e-payment system, corruption which is a cancer in government arena will be holistically addressed.
CLIL European-Led Projects and Their Implications for Iranian EFL Context
Author: Sabet, Masoud Khalili
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Activities,Learning Activities,Context Effect,Adoption (Ideas),Program Implementation,Communication Skills,Intercultural Communication,Interpersonal Competence,Intermode Differences,Educational Methods,English (Second Language),English Instruction,College English,Educational Practices,Course Content

The main purpose of this paper is to examine the European-led projects in the field of Content and Language Integrated Learning (CLIL) and their potential applicability in the Iranian EFL context. This paper tries to introduce various dimensions of CLIL and examine the compatibility of its component with the Iranian context.
A Think-Aloud Protocols Investigation of Saudi English Major Students' Writing Revision Strategies in L1 (Arabic) and L2 (English)
Author: Alhaisoni, Eid
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Protocol Analysis,English (Second Language),Second Language Instruction,Second Language Learning,Semitic Languages,Writing Strategies,Revision (Written Composition),Semi Structured Interviews,Comparative Analysis,Males,College Students,Measures (Individuals),Interrater Reliability,Statistical Analysis

This study investigates the writing revision strategies used by 16 Saudi English as foreign language (EFL) students. Two research methods were employed. First, think-aloud reporting was used to gain insight into the thought processes utilized by the students, and to study the revision strategies that Saudi male university students make use of while writing compositions in L1 Arabic and L2 English. Second, a semi-structured interview was conducted with the aim of supporting the think-aloud data. Analysis of the think-aloud sessions and the interviews revealed that most of the time, strategies were used more frequently when students wrote in English rather than when they wrote in Arabic. In addition, it was found that in general, specific strategies used when writing in Arabic were also used when writing and vice versa.
The Effect of Learner Constructed, Fill in the Map Concept Map Technique, and Summarizing Strategy on Iranian Pre-University Students' Reading Comprehension
Author: Soleimani, Hassan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Concept Mapping,Teaching Methods,Reading Comprehension,Reading Skills,English (Second Language),Second Language Learning,Pretests Posttests,Comparative Analysis,Experimental Groups,Control Groups,High School Students

Concept maps (CM) are powerful tools which have different uses in educational contexts; however, this study limited its extension and explored its impact on the reading comprehension skill of Iranian EFL students. To this purpose, a proficiency test was employed and 90 intermediate pre-university students were chosen and divided into three groups: learner constructed CM group, fill in the map CM group, and summarizing strategy group. The whole study was conducted within three months. At the beginning of the study, a reading comprehension test (as a pre test) was administered to measure the comprehension ability of the subjects. During the five-session treatment period, the assigned strategies were taught and practiced in each group. Then, another reading comprehension test (as a post test) was employed to compare the effect of treatment on the comprehension skill. The results of the study showed that despite the efficacy of all three strategies, the fill in the map version of CM was the most influencing one. It suggested that in general, CM technique might be regarded as an alternative or even as an effective replacement of the summarizing strategy for reading comprehension skill.
Business Teacher Education (BTE); A Panacea for Human Capital Development in Nigeria
Author: Okifo, Joseph
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Capital,Business Education,Business Education Teachers,Skill Development,Secondary Schools,Teacher Education

The focus of this paper is on business teacher education, a panacea for human capital development in Nigeria. Human capital suggests that education, and training, health and standard of living raises the productivity of workers and increases their lifetime earning capacity. Therefore, BTE is a panacea for human capital development because the programme is tailored towards providing skills, knowledge, competencies and attitudes in the students that will enable them to function effectively and efficiently in the world of work, self-reliant and/or employer of labour. Besides, business teacher education has the capacity to develop programmes that respond to current societal issues such as education for improving, basic computational skills, for meeting the needs of the bilingual and bicultural population, for eliminating occupational stereotyping, for assisting people with special needs and for helping the ordinary consumers to function effectively in the private enterprise system. It is recommended that business education in the secondary schools should contribute to the general education of all individuals by providing basic business education and to vocational education of individuals preparing for business career by providing practical training in office and marketing occupations.
Gender Difference in Mathematics Achievement and Its Relation with Reading Comprehension of Children at Upper Primary Stage
Author: Anjum, Sabahat
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Mathematics Achievement,Reading Comprehension,Correlation,Elementary School Students,Mathematics Tests,Reading Tests,Statistical Analysis,Reliability

The progress and prosperity of a country depends on the quality of mathematics taught in its school system. For people to survive and improve the quality of life, basic learning skills, reading, writing, arithmetic and life skills, are necessary and mathematics education is intended to develop these skills. The importance of mathematics transcends all definitions and no matter how much you ran away from the subject in school, mathematics, in daily life, chases you like a monster. No matter how hard you try, it is impossible to escape it. This study was done to see the relationship between mathematics achievement and reading comprehension and gender difference in mathematics achievement of children at upper primary stage. A sample of 307 upper primary children, 160 girls and 147 boys was taken through purposive convenient sampling method. Mathematics achievement test by N.C.E.R.T and reading comprehension test by Promila Pathak was used to collect the data. Mean, SD and t-test were used for the analysis of the data. Research findings revealed that Significant difference was found between mathematics achievement of girls and boys at upper primary school stage.Significant difference was found between reading comprehension of girls and boys at upper primary school stage.Significant positive correlation was found between mathematics achievement and reading comprehension of children at upper primary school stage.