ethanporcaro/eric-fulltext-meta huggingface dataset:
Features of Modern Pandemic Text Translation: Psycholinguistic Experiment
Author: Krasnobaieva-Chorna, Zhanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Translation,Ukrainian,English (Second Language),Second Languages,Language Processing,Psycholinguistics,Contrastive Linguistics,Models,Scientific Concepts,Symptoms (Individual Disorders),Neurological Impairments,Knowledge Level,Semantics,Linguistic Theory,College Applicants,Masters Programs,Undergraduate Study,Applied Linguistics,Scientific Research,Foreign Countries

Interpretive theory of translation allows us to consider translation as a tool for studying the process of understanding. The study of the mechanisms of perception and understanding of the text in the process of English-Ukrainian translation permits to clarify the specifics of decoding information about COVID-19 in the pandemic of 2020. The article explains the basic models of understanding popular science text about COVID-19 in the process of English-Ukrainian translation. The material was a popular science text in English about COVID-19, as well as draft and final versions of the translation of answers to 5 questions obtained during a psycholinguistic experiment from 50 respondents. The methodological basis of the study is formed by psycholinguistic experiment (as the main method), quantitative analysis and qualitative analysis, comparative analysis, contextual analysis. The theoretical basis of the article consists of the works of Zimnjaja, Peshkova, Novikov, Avakjan. The comparison of draft and final versions of translations helped the authors to determine the features of understanding the content at different stages of translation, as well as the influence of subjective factors on this process: 1) subjects used two main models -- expanding meaning and narrowing meaning; 2) about 30% of the subjects demonstrate the action of the mechanisms of meaning formation at the first stage; 3) the strategy of attribution or conjecture is fixed at the second stage in the subject area of 'precautionary measures'; 4) the main difficulties of translation are connected with ignorance of terms of subject areas 'symptoms of COVID-19' and 'neurological complications'.
Adaptation of Air Self-Determination Scale--Educator Version to Turkish (AIR SDS-TR)
Author: Kaya, Ali
Date: 2021-09-00
Type: Journal Articles
Subjects: Translation,Turkish,Test Validity,Special Education Teachers,Students with Disabilities,Test Reliability,Self Determination,Cultural Differences,Culture Fair Tests

The purpose of this study is to adapt Adaptation of AIR Self-Determination- Educator Version The confirmatory factor analysis (CFA) of the scale, which was translated into Turkish and studied in terms of language validity, was carried out on 220 (46.8% female, 53.2% male) special education teachers. Teachers answer the items in the scale by thinking about their students. The age range of the participants in the study was between 25 and 59, and the mean age was 36.12 (sd ± 7.03). Sixty-four percent of the students reflected by the data in the study were female and thirty-six percent were male. According to the distribution of the disability groups, 24% of the students had autism and 76% had an intellectual disability. After establishing language, the validity and reliability of the scale of analysis was examined. Item-factor structure has been tested for compliance with a model by confirmatory factor analysis (CFA). Based on this, five-factor structure of Adaptation of AIR Self-Determination Scale - Educator Version has been validated. As a result of the analysis for adaptation of Adaptation of AIR Self-Determination Scale - Educator Version to Turkish, it can be said that the scale is a reliable and valid measurement tool. As a result of the measurement model, the t values of the indicators in the measurement model were between 10.02 and 16.36 and R2 values varied between 0.39 and 0.78. Cronbach's Alpha ([alpha]) internal consistency coefficient of the scale ranged between 0.86 and 0.94. The CR values of the subdimensions of the scale vary between 0.86 and 0.93, and the AVE values between 0.51 and 0.70.
Argumentation and Processing Knowledge in Open-Ended Assignment Tasks: Challenges and Accomplishments among Pharmacy Students
Author: Hyytinen, Heidi
Date: 2021-00-00
Type: Journal Articles
Subjects: Pharmaceutical Education,Persuasive Discourse,Cognitive Processes,Assignments,Task Analysis,Content Analysis,Learning Processes,Teaching Methods,Student Attitudes,Masters Programs,Graduate Students,Foreign Countries,Pharmacy,Biochemistry,Drug Therapy

Students in higher education have been shown to have difficulties in developing their critical thinking skills, such as analysis and problem solving, reasoning and argumentation. Open-ended tasks offer opportunities for students to develop their own interpretations of various sources, to critically analyse domain-specific knowledge and utilize that knowledge in their argumentation. This study focuses on the ability of new Master's students (n=37) to utilize pharmaceutical knowledge from different sources in producing written arguments and counter-arguments in the context of open-ended assignment task. The data were analysed by qualitative content analysis. The results showed that there was substantial variation in how students analysed and processed pharmaceutical knowledge as well as how they utilized that knowledge in their argumentation. While some students were able to provide comprehensive analysis of the different sources, others superficially analysed and processed the sources and struggled to generate convincing arguments. Students' written responses were typically one-sided: only a few students provided counter-arguments associated with the pharmaceutical problem-solving situation presented in the task. Understanding the nature of the challenges in argumentation and knowledge processing encountered by pharmacy students can help pharmacy educators to modify their pedagogical practices to better support students' learning. [The page range (37-53) noted on the .pdf is incorrect. The correct page range is p37-51.]
Doctoral Supervision and Doctoral Supervision and COVID-19: Autoethnographies from Four Faculty across Three Continents
Author: Stevens, Dannelle D.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Doctoral Students,College Faculty,Faculty Advisers,Doctoral Dissertations,Teaching Experience,Resilience (Psychology),Empathy,Mentors,Computer Mediated Communication,Foreign Countries

Doctoral students represent the fresh and creative intellectuals needed to address the many social, economic, political, health care, and education disparities that have been highlighted by the 2020 pandemic. Our work as doctoral student supervisors could not be more central nor vital than it was at the beginning of, during, and following the pandemic. Written during the pandemic of 2020, the purpose of this paper was to describe how four faculty from three continents navigated their relationships with doctoral students in the research and dissertation phase of their doctoral programs. Using a common set of prompts, four faculty members each wrote an autoethnography of our experience as doctoral student supervisors. Even though our basic advising philosophies and contexts were quite different, we learned about the possibility and power of resilience, empathy, and mentoring online. Our findings imply that new online practices could be closely examined and retained after the pandemic to expand the reach, depth and impact of doctoral education.
Academic Development through a Pandemic Crisis: Lessons Learnt from Three Cases Incorporating Technical, Pedagogical and Social Support
Author: Sumer, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Curriculum Development,Adjustment (to Environment),Instructional Innovation,Collegiality,Instructional Leadership,Foreign Countries,College Faculty,Teacher Collaboration,Pandemics,Web Based Instruction,Reflection,Teacher Attitudes,Faculty Development,Computer Mediated Communication,Videoconferencing

Distance or online learning is more than simply uploading and delivering learning resources to learners but in fact, it is a process that provides learners with autonomy, responsibility, flexibility and choice. This can be a challenge for many academic teachers. In 2020, as universities globally shifted to online learning, in response to the impact of the COVID-19 pandemic, a variety of staff have supported colleagues to develop e-learning techniques 'just-in-time' for effective delivery to students in fully online platforms. This has required a transformation of educational development and faculty support globally. This paper will reflect on mechanisms of support demonstrating tailored staff support to transform education in three case scenario contexts, during the impact of the COVID-19 pandemic in three different countries. Our case studies illustrate that support lies beyond technological capability building to also incorporate the essentials of holistic well-being and resilience reinforcement. This paper demonstrates temporary solutions to a global crisis in online education and reflects on lessons learnt and how e-teaching and e-learning support may transform beyond the pandemic.
Creating &apos;COVID-Safe&apos; Face-to-Face Teaching: Critical Reflections on On-Campus Teaching during a Pandemic
Author: Khan, Umar Raza
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Disease Control,Hygiene,Conventional Instruction,Cultural Differences,Foreign Countries,School Safety,Fatigue (Biology),Coping,Teaching Methods,Wellness,Well Being,College Environment,Student Participation,School Policy,Group Activities,Peer Relationship,Interaction,Student Evaluation,Teacher Burnout

The COVID-19 pandemic of 2019 meant higher education was forced to delivering education online. For most, the transition to emergency remote teaching was a natural next step to support continuity of education. However, there were some examples where education remained on campus. Where after taking all COVID-19 safety measures of social distancing, hand hygiene measures and other health protocols, institutions decided to continue to deliver face-to-face on-campus offerings with limited capacity. The COVID-19 and higher education literature have focused primarily on rapid digitalisation. This manuscript adds value to the literature by focusing on three case studies of on-campus delivery for face-to-face teaching in the classroom and practical lessons during the pandemic in Australia, the United Kingdom, and Pakistan. The changes to the learning process affected students' interactions with the lecturer, other students, and the equipment they were learning to use. Also, it affected interactions with each other in practical activities due to limited numbers of participants, motivation in learning and achieving learning outcomes. Not only the students, but the lecturer's capability in delivering the course was affected by fatigue due to spending more time teaching within a 'COVID-19 safe' environment. This study will provide important documentation on the effect of COVID-19 on on-campus delivery, as well as opportunities to support greater student engagement in class environments through the sharing of learning equipment, fostering positive motivation, managing learning outcomes, and self-monitoring of lecturer capability in more highly stressful teaching and learning environments practical training affected.
Cross-Cultural Impacts of COVID-19 on Higher Education Learning and Teaching Practices in Spain, Oman, Nigeria and Cambodia: A Cross-Cultural Study
Author: Cifuentes-Faura, Javier
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Cultural Differences,Educational Change,Teaching Methods,College Students,Learning Strategies,Student Attitudes,Well Being,Student Behavior,Barriers,Student Needs,Student Employment,School Closing,Online Courses,Distance Education,Student Participation,Social Support Groups,Student Adjustment

Adapting new learning and teaching practices during COVID-19 pandemic has impacted students' learning in higher education. Using a cross-sectional research methodology, the study attempted to understand the cross-cultural impacts of COVID-19 on higher education students in Cambodia, Nigeria, Oman and Spain to determine the changes that COVID-19 has brought about in higher education students; examine how students' learning behaviour and attitudes have changed during COVID-19; identify the challenges they have experienced; and identify the changes that have taken place in learning and teaching in the selected countries. A total sample of 242 students was randomly selected from four higher education institutions in each of the selected countries. The study provided a cross-cultural understanding of how COVID-19 has affected students' well-being, behaviors and learning. The results show that COVID-19 had adverse effects on the well-being of students in the four countries. Students received inadequate social support and security protection from others and instructors when they needed it. Omani students received less social support compared with the other three countries. COVID-19 had the worse effect on students' employment in the four countries. The effect pressed much concern on Nigerian students who experience a great job loss. Students from the four countries were required to put a lot of effort and energy to fulfil the requirements in the program.
English Language Students&apos; Perspectives on the Difficulties in Translation: Implications for Language Education
Author: Pham, Anh Tuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Difficulty Level,Second Language Learning,Second Language Instruction,English (Second Language),Private Colleges,Student Attitudes,Native Language,Vietnamese,Foreign Countries,Grammar,Correlation,Vocabulary,Cultural Differences,Language Processing,Language Usage,Instructional Materials

This study investigates the difficulties in translation and factors influencing the translating process from foreign language students' perspectives at a private university. This work also aims to find out the reasons why foreign language students encounter the difficulties in the process and learn about the different ways in which students majoring in English translate a text into their first language of Vietnamese. Using the mixed method (quantitative and qualitative), the study analysis is based on descriptive statistics using SPSS programme and individual interview results. The results showed that salient findings emerged from the data concerning the relationships between four factors namely &quot;lexis,&quot; &quot;grammar,&quot; &quot;culture,&quot; and &quot;existing knowledge&quot; under student's viewpoints. Those elements affected students hierarchically in their process of translation, in which lexis was the most difficult factor while grammar seemed to be less remarkable. Therefore, based on the findings, it is suggested to adjust, modify, and select appropriate translation materials in the curricula in higher education to well equip students with those elements to compete in the translation industry.
Basic Values in Teaching Russian: Psycholinguistic Aspects
Author: Arynbayeva, Rimma A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Russian,Psycholinguistics,Second Language Learning,Second Language Instruction,Turkic Languages,Native Language,Technology Integration,Semantics,Language Attitudes,Student Attitudes,Instructional Effectiveness,Teaching Methods,Heuristics,Humanities,Foreign Countries,Associative Learning,Language Usage,Grandparents,Intercultural Communication

The study deals with teaching Russian as a non-native language to Kazakh students from linguistic and cultural positions. The purpose of the study is to substantiate the efficiency of adapting the integrated technology of mastering a non-native language based on the psycholinguistic analysis of the basic values. As the research methods, the study employs the association experiment and Karaulov's matrix of the &quot;semantic gestalt&quot; along with the classic linguodidactic attitudes; based on these methods the study provides the commentary of the associative fields with the valuably marked incentives. Such material being used will promote the actual development of the basic ideological values with the students. The theoretical and experimental content of the paper testifies to the effectiveness of the integrative methods in teaching Russian as a non-native language. The materials of the Free Association Experiment are presented in the comparative commentary of the semantic gestalt stimulus &quot;Azhe -- Grandmother&quot;; the latter represents in the linguistic consciousness of Kazakhs and Russians the significance of the concept under study in the system of the basic human values in the lexical-semantic group &quot;Kinship relations&quot;. The conclusion postulated in the paper is as follows: the heuristic potential of the complex usage of the psycholinguistic (associative) and linguodidactic innovations is included in the process of developing a non-native language. The results of the study allow speaking about the expediency and prospects of further integration of the selected material into the study of the humanities at school and university.
The Effects of Knowledge and Regulation of Cognition on the Students&apos; Writing Skills in a Metacognitive Process-Oriented Writing Instruction
Author: Sumarno, Wahyu Kyestiati
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Process Approach (Writing),Writing Processes,Correlation,Second Language Learning,Second Language Instruction,English (Second Language),Measures (Individuals),Writing Skills,Teaching Methods,Writing Instruction,Lesson Plans,Academic Language,Undergraduate Students,Foreign Countries

This current study investigated the correlation between the students' writing skills and each variable of metacognitive parameters, i.e. knowledge about cognition and regulation of cognition. We also examined the power of the correlation and its direction. We distributed Metacognitive Awareness Inventory for a comprehensive evaluation of the students' metacognitive awareness, and a writing rubric to assess the students' academic writing skills. Quantitative analysis by using Pearson Correlation test and Multiple Regression test were employed to check the correlation, and its strength and direction, respectively. The results demonstrated that there was a significant and unidirectional correlation between metacognition and writing skills. Furthermore, it was noted that knowledge about cognition and regulation of cognition together affect the English writing skills with an influence level of up to 41.7%, and each variable of the two parameters gave a great influence on the English writing skills up to 82, 2%. These findings indicated that a student with good metacognitive skills will have good self-regulated learning skills, which enable him to establish reasonable writing goals, plan and strategies, which as a consequence, will improve his writing skills. Pedagogical implication lies in the better understanding of metacognition that will help writing teachers to be supportive and encourage them to develop lesson plans which accommodate this notion.
Challenges of Online Learning of English/French Language in Higher Education in Ghana
Author: Tabiri, Michael Owusu
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Online Courses,French,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Undergraduate Students,Student Attitudes,Teaching Methods,Internet,Access to Computers,Learning Processes,Family Environment

This study investigated the challenges that learners of English and French encountered during their participation in online language learning in a university in Ghana. The study adopted a quantitative survey approach by administering online questionnaire to undergraduate students at the university and analysing the data using descriptive statistics.150 students participated in the study. The results indicate that majority of the students generally feel that online language learning is bedeviled with a lot of challenges, notably technology availability, accessibility, and affordability, as well as the lack of capacity on the part of language instructors to effectively deliver in their online teaching activities. The study further discusses students' opinions and experiences with the objective of determining the prospects of online language learning within the Ghanaian tertiary education context. Based on the findings, some pragmatic pedagogical measures like migrating teaching and learning activities from basic to tertiary levels to full online teaching and learning of all subjects and courses and creating a technological fund with the intention of mobilising funds to empower every home technologically, were proposed to stakeholders to enable them to minimise the challenges of online learning in Ghana.
The Use of PowerPoint in Developing Multimedia-Based Teaching and Learning Materials for Learning Arabic Language
Author: Osman, Norasyikin
Date: 2022-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,Teaching Methods,Computer Software,Multimedia Instruction,Educational Technology,Student Attitudes,Instructional Materials,Feedback (Response),Undergraduate Students,Introductory Courses,Material Development,Foreign Countries

Microsoft PowerPoint was one of the Microsoft Office applications developed by Microsoft since 1990 and has been used widely for disseminating information and presenting reports. PowerPoints are normally produced in slides to be projected on the screen or whiteboard for the audience to see. However, the strengths of PowerPoint go beyond slide presentation. This study aims to discuss the role of PowerPoint in the teaching and learning besides identifying its usage in the development of a multimedia-based module. Interviews were conducted with four respondents who have used the PowerPoint-based module learning material. The respondents are students from Sultan Zainal Abidin University who enrolled in Arabic for beginner course. Feedbacks from students are evaluated to determine whether or not the PowerPoint-based module enhances their understanding in their learning. Despite its presence, not all educators take advantage of the benefits offered by PowerPoint which go beyond a static presentation to include elements of text, picture, graphic, animation and audio. The findings from this study indicate that materials produced by PowerPoint help enhance learner understanding. Therefore, its huge potentials can be explored further to produce multimedia-based teaching and learning materials.