ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Language Learning Strategies and Stereotypical Thoughts of Preparatory School Students
Author: Irgatoglu, Aydan
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,Second Language Instruction,Gender Differences,Metacognition,Measures (Individuals),Scores,Comparative Analysis,Correlation,College Preparation,State Universities,English (Second Language),Stereotypes,Rating Scales,Student Attitudes,Foreign Countries

This study identifies the usage of language learning strategies and stereotypical thoughts on foreign languages regarding gender and language marks. It is designed in both correlation model and descriptive comparative model. The research sample is composed of 184 preparatory school students studying at a state university. Two questionnaires are used in the collection of data: Oxford's Language Learning Strategies Scale (1990) and Ünal's (2015) Stereotypical Thoughts towards Foreign Language Scale. The findings show that the use of language learning strategies is moderate and metacognitive strategies are the most widely used ones. The strategies that are used more are indirect ones while cognitive strategies are the least frequently employed ones. Additionally, while female students use indirect strategies more than males, the use of direct strategies does not differ significantly according to gender. Also, in terms of foreign language scores, it is found out that students with higher marks tend to use indirect strategies more. The findings also indicate that stereotypical thoughts towards foreign languages are moderate. The highest mean scores are indicated by regret and collectivity when compared to the other categories. In terms of gender, the stereotypical thoughts of students differ significantly in favor of female students in categories as regret and collectivity. Regarding language scores, the level of stereotypical thoughts towards foreign language is high for unsuccessful students while successful ones tend to have less stereotypical thoughts. Finally, there is a mild and inverse relationship between the use of language learning strategies and stereotypical thoughts towards languages.
Aliya Madrasah Students&apos; Motivation for Learning English in Bangladesh
Author: Rahman, Abu Rashed Md. Mahbuber
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Motivation,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Measures (Individuals),Family Income,Religious Education,Educational Attainment,Parent Background,Foreign Countries,Gender Differences,Student Motivation,Secondary School Students

The purpose of the study was to investigate the factors and level of motivation for learning English among Aliya madrasah students in Bangladesh. The study also explored to find out the differences in students' motivation for learning English as L2 based on the gender of the students, parents' education level, and monthly family income of their parents. The data for this study was collected via a questionnaire survey among 300 participants selected through a simple random method from six Aliya madrasahs. The Adapted Attitude Motivation Test Battery (AMTB) questionnaire of Gardner (1985, 2004) was employed in this study. The data for this study was analysed quantitatively such as descriptive statistics, independent sample T-test, and one-way ANOVA using (SPSS) version 25 as a statistical tool. The results showed that most of the students were instrumentally motivated for learning English than integrative motivation and their motivation level was high. The analysis also showed that there was a statistically significant difference in their motivation for learning English based on their parents' monthly family income, and their parents' education level. However, the result revealed no significant difference in their motivation for learning English with regard to gender. On the basis of the results, the implications were discussed concerning students' motivation for learning English.
Anglicisms in Korean: A Diachronic Corpus-Based Study with Special Reference to Translation as a Mode of Language Contact
Author: Choi, Heekyung
Date: 2021-00-00
Type: Journal Articles
Subjects: Diachronic Linguistics,Computational Linguistics,Sociolinguistics,Korean,Linguistic Borrowing,English,News Reporting,Periodicals,Translation,Language Attitudes,Language Planning,Native Speakers,Decision Making,Journalism,Language Research,Foreign Countries

This study examines how English has penetrated the Korean language by analyzing Anglicisms in weekly news magazine articles, with special reference to translation as a mode of language contact. For this purpose, it conducts a diachronic quantitative analysis of the occurrence of Anglicisms by compiling and utilizing corpora consisting of translated and original Korean news magazine articles over a period of 20 years. The results of this analysis are explained through a qualitative analysis of sociolinguistic factors influencing contact-induced language change. The findings suggest that Anglicisms increased over the 20 years at a greater pace in original texts than in translated ones. Various sociolinguistic factors, including language ideology, language policy, and linguistic attitude, affected the results either positively or negatively. Besides, translators, as key agents of language contact, seem more conservative than other native speakers in changing their attitude toward Anglicisms, partly due to the complex decision-making process of translation. These results help broaden the scope of translation studies by introducing a new contact linguistic perspective.
Conversion as a System-Structural Formation and Lexical-Semantic Cohesion of Terminological Vocabulary
Author: Panferova, Irina
Date: 2021-00-00
Type: Journal Articles
Subjects: Semantics,Economics,Language Usage,Correlation,Discourse Analysis,Linguistic Borrowing,Russian,English (Second Language),Vocabulary,Turkic Languages,Language Research

Based on the study of the structural and semantic links between economic terms as a system-structural formation in reflection with the maximum objectivity of the level of human knowledge in the field of economics this article considers the structural-semantic cohesion of English-language economic terms that is characterized by the transparency peculiarity of internal form of a term, its motivation (lexical, structural) that allows one to get an idea of the extra-language content reflected in the term when used in the economic discourse. In addition, the analysis of some lexical borrowings connected with conversion as a way of formation of new words in economic English language is also presented.
An Examination of Relationship between Preservice Teachers&apos; Reading Habits and Critical Reading Skills
Author: Can, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Undergraduate Students,Reading Habits,Critical Reading,Reading Skills,Gender Differences,Age Differences,Departments,Instructional Program Divisions,Foreign Countries

This study aims at determining the relationship between preservice teachers' reading habits and critical reading skills as well as assessing whether preservice teachers' reading habits and critical reading skills vary with their gender, age, education year in the college, department, and the number of books read per year. A correlation survey model was used according to the objectives of our study. The sample consists of 255 preservice teachers studying at Turkish Language Teacher Education, Primary School Teacher Education, Social Studies Teacher Education, and Psychological Counseling and Guidance programs. &quot;Attitude Scale on Reading Habit&quot; (Gömleksiz (2004) and &quot;Critical Reading Self-Efficacy Perception Scale&quot; Karadeniz (2014) were used as data collection tools. The obtained data analyzed using IBM SPSS software version 22.0. Mann-Whitney U and Kruskal Wallis H-test as, nonparametric tests, and correlation and regression tests were conducted to analyze data. Significant differences were found between variables and scores of reading habits and critical reading skills. Furthermore, a positive correlation was determined between preservice teachers' reading habits and critical reading skills. The regression analysis revealed that reading habit is a significant predictor of critical reading skills. The authors believe that the findings from the present study make important contributions to the current literature.
Team Building and the Reprioritizing of the Teaching and Learning Experience in the Midst of Ambiguity
Author: Young, Christopher J.
Date: 2021-04-00
Type: Journal Articles
Subjects: Teamwork,Learning Experience,COVID-19,Pandemics,Higher Education,Distance Education,Educational Change,Teaching Experience,Institutional Cooperation,Communication Strategies,Faculty Development

This essay discusses one campus's response to the 2019 coronavirus disease pandemic. We explore the issues our campus faced and how we tackled the challenge through cross-functional team building. By prioritizing teaching and learning, we were able to navigate the inherent ambiguity of the public health crisis with flexibility and transparency. Like others in higher education, our institution embarked into the unknown in spring 2020. It was a journey for all of us, and along the way, there were lessons learned: the usefulness of establishing a cross-functional team with a narrow focus (teaching and learning) and desiloing the efforts of campus-wide offices and the importance of prioritizing and investing in faculty development, communicating across campus constituencies widely and broadly, and modeling being comfortable with ambiguity. The experience underscored that it is imperative, especially when facing a crisis, to assemble a team whose members trust each other and are collegial and curious, comfortable with ambiguity, and willing to reconsider previous working assumptions. This is our story.
Exploring the Factors of Excessive Smartphone Use by Undergraduate Students
Author: Olasina, Gbolahan
Date: 2021-03-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Undergraduate Students,Teaching Methods,Learning Activities,Student Behavior,Depression (Psychology),Anxiety,Psychological Patterns,Foreign Countries,Student Characteristics,Computer Oriented Programs,Addictive Behavior

There is an exponential increase of apprehension in the uptake, affordances and the excessive use of smartphones by multiple categories of users and the impact on the society. The research evaluates excessive use within a user community in a developing country landscape. It is estimated that many young people spend too much time on their phones and the projections suggest even higher numbers with disturbing estimations. The unravelling of contexts surrounding the excessive use of digital devices such as smartphones and the elements that lead to it are mostly unexplored. Consequently, the study illuminated the fundamental mechanisms that influence excessive use of smartphones by learners using perspectives from the Incentive-sensitization Theory (IST) to add scope and breadth. A total of 110 undergraduate students participated in the study. The fundamental results showed that the increase in the volume of activities such as online games, virtual world games and social media was responsible for excessive use. The findings provided an understanding of the relationship between depression-like behaviour and anxiety and shed new light on the influence of excessive use, smartphone stress and depression-related symptoms on students. The study outlined the implications of the results for prevention and regulation.
Facebook-Supported Tasks for Exploring Critical and Creative Thinking in a Physics Teaching Course
Author: Slisko, Josip
Date: 2021-03-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Creative Thinking,Physics,Science Instruction,Critical Thinking,Thinking Skills,Teaching Methods,Program Effectiveness,Knowledge Level,Student Attitudes,Online Courses,Prior Learning,Evidence Based Practice,Independent Study,College Students

Research shows that traditional teacher-and-content-centered education doesn't give students good preparation in critical and creative thinking. This article presents a qualitative study of student performances in two original learning tasks, one related to critical thinking and the other related to creative thinking. The study was carried out in an obligatory physics teaching course for undergraduate students. The first learning task focused on critical thinking, in which students were asked to evaluate various defects in an artificially contextualized electrostatic exercise. Students' performances, collected via Google Classroom, show that they were able to detect and justify its contextual defects using real-world knowledge. A big challenge to students was to provide quantitative arguments against noticed huge electric charge allegedly created in described electrostatic cling. The second learning task focused on creative thinking, in which students engaged in a multi-step learning sequence to elaborate one explanation and two predictions related to enigmatic behavior of a tomato. A secret and closed Facebook group was administered to present the subtasks in the sequence and receive students' answers in real time. The results show that students performed better in the subtasks that called for a near knowledge transfer than in other ones calling for a far knowledge transfer. In their reflective comments about the sequence, students recognized the importance of &quot;thinking out of the box&quot; for deeper learning of physics. Based on the results, suggestions on the design of critical and creative thinking related tasks are discussed for future implementation.
Turning on a (Virtual) Dime: How to Overhaul New Student Orientation in 3 Weeks
Author: Downey, Christina A.
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational Change,Distance Education,Web Based Instruction,School Orientation,Academic Advising,Technology Uses in Education,COVID-19,Pandemics,Computer Mediated Communication,College Freshmen,Attitudes,Student Personnel Workers,Videoconferencing

This case study will describe the rapid transition our Office of Student Success and Advising and Office of Admissions made from March 11 to April 7, 2020 in shifting all academic advising and new student orientation (NSO) from in-person to remote efforts due to the 2019 coronavirus disease pandemic. The Office of Student Success and Advising provides academic advising to all undergraduate students out of a single unit on campus (separate from any academic school). We partner with the Office of Admissions as they funnel students to NSO, where advising and related offices offer a rich program that culminates in students enrolling for their first semester. Our hallmark is our personal touch, so one might have predicted that being suddenly forced to rely heavily on technology to deliver our services would have greatly hampered our effectiveness. However, we leveraged our positive relationships as colleagues, our diverse knowledge of different technologies related to admissions, advising, and teaching, and the support of campus leadership in surging additional staff to our efforts to create both remote NSO and remote advising innovations that honor our developmental, holistic approach to student learning. Having successfully launched and achieved stronger enrollment outcomes than expected, we are convinced that our caring and collaborative professional culture is actually enhanced by our new embrace of technology. In addition, the broader array of technical and human touchpoints provides increased opportunity for assessing student learning and satisfaction with our process. Our practice is nothing like we imagined it would be prior to this experience, but we have already agreed that we will continue to apply many of these approaches into the future.
Large Class Virtual Poster Session
Author: Fecske, Courtney J. W.
Date: 2021-04-00
Type: Journal Articles
Subjects: Large Group Instruction,Distance Education,Technology Uses in Education,Visual Aids,COVID-19,Pandemics,Web Based Instruction,Integrated Learning Systems

As the spread of the 2019 coronavirus disease (COVID-19) became a reality during the Spring 2020 semester, faculty were forced to swiftly transition coursework to remote learning with little time for preparation. Course syllabi, schedules, and work needed to be adjusted accordingly, taking into account uncertainty and technological inequities. I outline my experiences as an instructor of a 100-student in-person course having successfully transitioned a semester-long group poster session into a virtual poster session using Canvas and integrated tools. Details in how to guide students and construct an effective large class virtual poster session are provided, as well as reflections on completing this process during the pandemic.
Leveraging a Course Quality Checklist to Improve Online Courses
Author: Kathuria, Hitesh
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational Quality,Check Lists,Online Courses,Educational Improvement,Instructional Design,Higher Education,Faculty Workload,Best Practices,College Faculty,COVID-19,Pandemics,Alignment (Education),Course Organization,Standards,Faculty Development,Teaching Methods,Quality Assurance,Access to Education

Designing high quality, interactive online courses in a technologically rich environment can be a daunting task even for experienced faculty. This process becomes more difficult when faculty are teaching multiple classes while juggling service responsibilities and research/creative scholarships. In order to help faculty focus on key aspects of online teaching and course design, we developed a checklist with links to institutional resources which help faculty meet several best practices for online teaching. Use of checklists and rubrics to meet quality assurance standards is common (e.g., OLC OSCQR Course Design Review Scorecard, 2018; Quality Matters Higher Education Rubric, 2018), but they vary significantly with the time required to review a course (Baldwin, Ching, &amp; Hsu, 2018). Our goal was to create a checklist that helps faculty design basic elements of the course and expedite the self-review process. Given the current 2019 coronavirus disease (COVID-19) situation, when instructors were suddenly asked to teach remotely, this Course Quality Checklist helped faculty self-review their existing or new online course via multiple lenses, such as course orientation, policies, organization, and alignment, as well as Universal Design for Learning and interaction. Faculty may use this checklist to create a clear and consistent structure within their course. The checklist also links to several online, just-in-time resources (e.g., course templates, design and pedagogy training, and standards for interaction and accessibility). This will ensure they meet essential standards, save time, reduce cognitive load, and meet specific compliance requirements.
Like Peas in a Pod: A Strategy for Creatively Transposing Interaction-Based Classes into an Online Learning Environment
Author: Krause, Andrea
Date: 2021-04-00
Type: Journal Articles
Subjects: Online Courses,School Closing,COVID-19,Pandemics,Educational Technology,Interaction,Teaching Methods,Higher Education,Computer Mediated Communication,Foreign Countries,Group Activities,English (Second Language),Second Language Instruction,Student Attitudes,Cooperative Learning

The sudden shift to online learning thrust upon universities worldwide by the 2019 coronavirus disease (COVID-19) crisis created unique challenges related to effective online education. Challenges were most acute for highly interactive classes that were forced to move to asynchronous online learning environments. In response to these challenges, we developed an instructional model, rooted in group communication theories and concepts, designed to promote meaningful online learner-to-learner interaction. We provide an analytical assessment of our communication-based &quot;Learning Pod&quot; model, which was implemented in five English classes taught in the Department of English and American Studies at a German university during the COVID-19 shutdown. In Part 1 we describe the model, its development, and its implementation. In Part 2 we analyze learners' perceptions of the model's effectiveness using a mixed-methods approach. Results demonstrate the viability of the model, indicating that it is possible to provide meaningful interaction in asynchronous online classes, even in the midst of a pandemic, if communication goals are clearly articulated and strategically implemented.
Making Revision Stick Online: Adapting Cowriting Strategies for Digital Engagement
Author: Hanson, Kelly
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Active Learning,Collaborative Writing,Electronic Learning,COVID-19,Pandemics,Computer Mediated Communication,Outcomes of Education,Writing Evaluation,Feedback (Response),Revision (Written Composition),Peer Evaluation

This reflective essay documents the adaptation of an active-learning strategy in response to the spring 2020 global pandemic. We detail how we adapted it from its original form as an intentionally nondigital, face-to-face, team-based activity into a new, fully digital format. We articulate the active-learning methods driving the original design as well as its resulting learning outcomes. Although we worried the pivot into a digital format would undercut some of the original learning objectives, we argue the new format not only delivered those outcomes but generated additional outcomes and insights as well. We describe the activity's inherent pedagogical flexibility and adaptability across modalities and document how the pivot inspired us to interrogate our previous assumptions concerning face-to-face, team-based writing instruction and active learning.
Who Moved My Old Cheese? Implications of COVID-19 to Teaching and Learning in Southern Africa
Author: Pitikoe, Selloane
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Program Effectiveness,Educational Policy,Developing Nations,Economic Impact,Distance Education,Rural Areas,At Risk Students,Access to Computers,Elementary Secondary Education,Postsecondary Education,Tuition

This reflective essay seeks to share the authors' thoughts and feelings on the impact of 2019 coronavirus disease (COVID-19) on the general teaching and learning strategies, theories, and practices in the small kingdom of Eswatini in Southern Africa. Coming from varying backgrounds in education allows the authors to tackle the overview of consequences from different points of view and angles. The common thread amongst the authors is an observation that the disruptive nature of the pandemic, with its sudden onslaught and the need to react fast, might lead to long-lasting transformations in the area of teaching and learning. Emphasis in this essay is on whether online teaching and learning happened previous to the start of the pandemic and to determine its effectiveness in terms of access and self-directedness of the learners. Given the devastating impacts of COVID-19, governments had to develop 'instant' provisions, such as digital/e-learning platforms in the formal education sector, in a bid to minimize new infections through social distancing while also supporting learning outside the classroom. The question that remains unanswered, though, is the appropriateness and effectiveness of the digital platforms in the context of a developing country with existing socio-economic and infrastructural underlying problems; hence the rationale for this paper. In conclusion, a few recommendations will be proposed in view of improving the immediate, short-term teaching and learning strategies that can later be reflected upon once the pandemic subsides.