ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Digital Storytelling on Academic Achievement of Sixth Grade Students in English Language and Their Motivation towards It in Jordan
Author: Aljaraideh, Yousef Ahmad
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 6,Story Telling,Academic Achievement,Second Language Learning,English (Second Language),Learning Motivation,Experimental Groups,Control Groups,Teaching Methods,Technology Uses in Education

This study aims to identify the impact of digital storytelling (DST) on academic achievement of sixth grade students in English language and their motivation towards it in Jordan. DST plays an important role in the maintenance and progress of English language. The research uses a quasi- experimental method. The sample of the study consists of (50) male students were purposefully chosen from public schools at Jerash governorate. They were distributed into two groups: Experimental group which has (25) students learning English language through DST, and control group which has (25) students. They are taught the same content in traditional way. The findings of the study showed that there are statistically significant differences in students' academic achievement and students' motivation towards learning English language due to teaching method in favor of experimental group which DST strategy is the main method used in English language. Statistically significant differences were also found in students' motivation towards learning English language due to teaching method in favor of experimental group. In the light of the results, some recommendations were set like integrating DST in the teaching and learning English language.
The Effect of Additional Math in High School on College Success
Author: Poulsen, Seth
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,College Students,College Mathematics,Mathematics Achievement,Mathematics Instruction,Course Selection (Students),Program Effectiveness,College Attendance,Wages,Causal Models,Inferences,Research Design,Research Methodology

Methods of causal inference are not widely used by education researchers, even though they can be extremely useful tools for eliminating selection bias and confounding factors in empirical studies. For example, researchers have established that taking additional math classes in high school is strongly correlated with success in college and higher earnings. More recent research seeks to show that taking additional math in high school actually causes success in college. Such analyses are difficult because researchers must draw meaning from naturally occurring data, rather than through experimentation. Researchers have employed a few different methods of causal inference with varying levels of success. Studies using the best methods suggest that taking additional courses in high school mathematics does, in fact, cause an increase in college enrollment and future wages. Education researchers should recognize the power of causal inference methods more widely in evaluating treatment effects.
Developing Online Sense of Community: Graduate Students&apos; Experiences and Perceptions
Author: Trespalacios, Jesus
Date: 2020-01-00
Type: Journal Articles
Subjects: Distance Education,Graduate Students,Student Attitudes,Communities of Practice,Interpersonal Relationship,Online Courses,Interaction,Teaching Methods,Asynchronous Communication,Synchronous Communication,Scaffolding (Teaching Technique),Cooperation

Building a sense of community (SoC) is an important process in the success of distance education and students' retention. However, developing a community in online learning environments is not an easy task. The purpose of this research study is to explore perceptions of graduate students on SoC and learning after using different collaborative activities with diverse forms of interaction (text, audio, and video) in an online educational research course. Quantitative data from two surveys and qualitative data from individual interviews were collected. Findings indicate that multimodal and scaffolding interactive activities help to support connectedness and learning, and therefore foster online graduate students' sense of community. The results of this study add to the literature with regard to instructional strategies used to support the development of online sense of community.
Secondary Mathematics Teacher Educators&apos; Interpretations of the Situative Perspective
Author: Taylor, Cynthia E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,Teacher Educators,Pedagogical Content Knowledge,Preservice Teacher Education,Methods Courses,Context Effect,Teacher Attitudes,Teaching Methods

In this study, we examined five mathematics teacher educators' (MTEs') interpretation of the situative perspective, who self-identify as holding that perspective. Furthermore, we share how they designed and facilitated their secondary mathematics methods course pertaining to the activities they identified as most important for the course. We discuss the participants' two interpretations of the perspective rooted in the context of teaching and the act of teaching, which seemed to influence their approach to topics of equity but not the types of activities they identified as being most important. Overall, findings from this study indicate there is diversity with respect to how the five MTEs interpret the situative perspective, and that diversity seems to be contextual.
Re-Designing the Design Brief as a Digital Learning Tool with Participatory Design Approach
Author: Demirbas, Duysal
Date: 2020-01-00
Type: Journal Articles
Subjects: Electronic Learning,Game Based Learning,Expectation,Active Learning,Student Projects,Generational Differences,Design Requirements,Graduate Students,Foreign Countries,Industrial Arts,Technology Education,Workshops,Student Attitudes,Individualized Instruction,Shared Resources and Services

Today, industrial design education is faced with a new group of students who have met daily life technologies from a very early age. The transformations in educational environments are becoming more and more important for project-based and student-centered design education model. Understanding the needs and expectations of the changing student profile has become essential for design education, which puts new and original outputs as the main objective. Students' expectations of having a say in their own learning environments also provide an important opportunity for them to play an active role in the focus of this change. The aim of this study is to determine the design criteria of a new learning tool in line with the needs and expectations of the new generation industrial design students with a student-oriented approach. Participatory Design workshops were organized to expose expectations of the current learners about a new Design Brief in a digital and online medium. In this qualitative study conducted with participatory design method, gamification elements were used to increase students' motivation, interest, and participation. Design criteria for a new generation design brief have been introduced with participatory design method. All suggestions were found to indicate a more interactive structure depending on the variable and cyclical structure of the design.
Exercising Mathematical Authority: Three Cases of Preservice Teachers&apos; Algebraic Justifications
Author: Prasad, Priya V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Knowledge Level,Prior Learning,Algebra,Self Efficacy,Mathematical Formulas,Problem Solving,Mathematical Logic

Students' ability to reason for themselves is a crucial step in developing conceptual understandings of mathematics, especially if those students are preservice teachers. Even if classroom environments are structured to promote students' reasoning and sense-making, students may rely on prior procedural knowledge to justify their mathematical arguments. In this study, we employed a multiple-case-study research design to investigate how groups of elementary preservice teachers exercised their mathematical authority on a growing visual patterns task. The results of this study emphasize that even when mathematics teacher educators create classroom environments that delegate mathematical authority to learners, they still need to attend to the strength of preservice teachers' reliance on their prior knowledge.
Generalization, Assimilation, and Accommodation
Author: Dorko, Allison
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Education,Generalization,Piagetian Theory,Learning Theories,Cognitive Processes,Mathematical Concepts,Graphs

Generalization is critical to mathematical thought and to learning mathematics. However, students at all levels struggle to generalize. In this paper, I present a theoretical analysis connecting Piaget's assimilation and accommodation constructs to Harel and Tall's (1991) framework for generalization in advanced mathematics. I offer a theoretical argument and empirical examples of students generalizing graphing from R[superscript 2] to R[superscript 3]. The work presented here contributes to the field by (a) drawing attention to particular cognitive activities that underpin generalization, (b) explaining empirical findings (my own and others') occurring as a result of particular cognitive activities, and (c) providing implications for influencing student cognition in the classroom.
Reading and Listening Comprehension Subskills: The Match between Theory, Coursebooks, and Language Proficiency Tests
Author: Karakoc, Aynur Ismayilli
Date: 2019-08-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Listening Comprehension,Applied Linguistics,Comparative Analysis,Textbooks,Content Analysis,Reading Comprehension,Textbook Preparation,Teaching Methods

Different theoretical and empirical taxonomies of reading and listening comprehension (RC, LC) are available in the literature. Most of language tests and tasks in English as foreign or second language (EFL/ESL) coursebooks are based on the classifications of reading and listening subskills (micro-skills) offered in theory. However, these taxonomies have not cross-checked whether the theoretical subskills are practiced in ESL/EFL coursebooks and assessed in proficiency tests. Nor have they listed the shared and exclusive RC and LC subskills in a unified fashion. For this purpose, theoretical subskills offered in Applied Linguistics literature, nine internationally popular EFL/ESL proficiency tests and 25 widely used coursebook tasks were collected, cross-compared, repetitions were eliminated, and a final inclusive list of common and exclusive subskills was prepared. The findings suggested ten common reading and listening subskills. The subskills exclusive to reading were seven, and exclusive to listening were four. This list is hoped to be helpful for teachers in developing their own tests, and the coursebook developers in preparing the content materials.
Avoiding Homosexuality: A Critical Perspective of Bangladeshi Readers to English Literature
Author: Sarkar, Dipak Kumar
Date: 2019-08-00
Type: Journal Articles
Subjects: Homosexuality,English Literature,Psychology,Authors,Foreign Countries,Poetry,Social Attitudes,Cultural Influences,Teaching Methods

English literature has faced homosexuality in a progressive manner though it has been through a struggling history. That is why a lot of writers of English literature have expressed and enjoyed themselves in their own ways. This paper addresses a few famous writers whose approaches in this regard have been homosexual in type. After looking at the societal love, norms and analysis of Sigmund Freud, this paper approaches Bangladesh and her view in this regard. This paper finds a kind of interdicted move from Bangladesh toward the homosexually important texts and finds the need to have a reciprocal approach. Finally, the outcome of this paper indicates to explain a critical perspective of Bangladeshi readers' psychology that is how and why they avoid homosexuality as well as literary texts implied with it.
Students&apos; Learning Styles, Self-Efficacy and Its Correlation with Their Social Interaction
Author: Hawa, Hala Mahmoud
Date: 2019-08-00
Type: Journal Articles
Subjects: Cognitive Style,Self Efficacy,Interpersonal Relationship,Interaction,Second Language Learning,English (Second Language),College Students,Foreign Countries,Gender Differences,Scores,Learning Modalities

This cross-sectional study has been prepared to investigate the self-efficacy levels and preferred learning styles of EFL learners at Gaziantep University School of Foreign Languages GUSFL along with revealing the relationship between these two variables and the learners' social interaction. The present study was conducted in March of 2017-2018 academic year. The participants are students, who are learning English as a foreign language. The total number of participants is 312 from different nationalities, but mainly Turkish and Syrian, male and female. Before start applying the questionnaire, the tool's three variables were checked and proved their reliability (Learning Styles =, 732; Social Interactions =, 799; Self-Efficacy =, 900). The next step was conducting the questionnaire. It is worth mentioning that elements such as gender, nationality, proficiency level and age were taken into consideration while collecting and analyzing the data. The results indicated that learners use various learning styles and don't rely on a particular one. However, the logical learning style registered the highest score (20,416) whereas, the lowest learning style was the reading and writing learning style (16,737). As for the student's self-efficacy level, the participants showed a high level of self-efficacy (30,096 with a standard deviation of 6,498) especially the male participants where the results indicated a statistically significant difference in favour for men (p&gt;, 05). Furthermore, as the study is concerned with uncovering any possible relationship between these three variables, the analyzed data has shown that there is a positive relationship between the learners' preferred learning styles, their self-efficacy, and their social interaction. The article highlights how these variables are correlated with each other. Additionally, the results showed a major difference between Turkish and non-Turkish participants in terms of their social interaction.
CLIL and Productive Vocabulary Acquisition in the Czech Context
Author: Reynaert, Barbora
Date: 2019-08-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,Course Content,Language of Instruction,Teaching Methods,Teacher Role,Foreign Countries,Secondary School Students,History Instruction,Civics,Comparative Analysis,Educational Improvement,Language Tests,English (Second Language)

This paper sheds light on productive vocabulary development in classes of CLIL (content and language integrated learning). Participants in the study were pupils of lower-secondary school (aged 11-15) in the Czech Republic having experienced CLIL instruction in History or Civics. The investigation was aimed at measuring vocabulary acquisition gained during a year of CLIL. Half of the pupils in the experimental group already had one year of CLIL experience prior to the experiment; the second half of the pupils started with CLIL at the time of the experiment. Both of these groups were compared to one another as well as to a control group with no CLIL instruction. Data collection instruments were created on the basis of standardized Laufer &amp; Nation's vocabulary levels tests (Laufer &amp; Nation, 1999). As it turned out, previous experience with CLIL as well as the role of the teacher were significant factors. The study points out differences in productive vocabulary development in CLIL in terms of a one-to-two-year time frame. The role of the teacher appeared to have an undeniable importance as well. These factors are discussed in terms of language education improvement.
Contrastive Analysis of Concessive Conjunctions in Translated and Non-Translated Arabic Texts: An Exploratory Study
Author: Fattah, Ashraf
Date: 2019-08-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Semitic Languages,Computational Linguistics,Translation,Text Structure,Comparative Analysis,Form Classes (Languages),English,Language Processing,Language Patterns

This study seeks to contribute to addressing a gap in theory-driven corpus-based research focused on the so-called translation specific features (TSF) in Arabic translated texts. It provides a contrastive Systemic Functional Linguistics (SFL)-informed analysis of concessive/contrastive connective markers in a selected comparable corpus made up of translated and non-translated Arabic texts. This area of corpus-based research has been mainly driven by an interest in the linguistic features distinguishing translated from non-translated texts. The characteristic feature of the present study is the fact that it is based on a comparable corpus of translated and nontranslated texts written by the same authors in more or less the same genre. Based on a comparison of concordance data, the study will highlight some interesting patterns of difference in the types and frequencies of concessive conjunctions used, as well as 'explicitating' and 'upgrading' tendencies between the two components of the corpus. Viewed from an SFL perspective, some such differences do not seem to be triggered by the English source texts involved or dictated by contrastive linguistic requirements but rather by the translation process itself.
The Politics of Code Switching and Code Mixing: A Critical Study of Arundhati Roy&apos;s Novel &quot;The Ministry of Utmost Happiness&quot; in the Postcolonial Discourse Perspective
Author: Ahmad, Iesar
Date: 2019-08-00
Type: Journal Articles
Subjects: Novels,Code Switching (Language),Postcolonialism,Literature,Discourse Communities,Western Civilization,Non Western Civilization

This study is an attempt to investigate the code-switching and code mixing (CS and CM) strategies deployed by Arundhati Roy (Roy) in the novel, 'The Ministry of Utmost Happiness' (MOUH) in terms of the linguistic hybridity and cultural syncreticity as an vantage site to contest and mediate the presumptive purity, representation, authenticity and universality of the western discourses and its discursive norms. In addition, it explores how such linguistic and literary practices deconstruct and decolonize the binary opposition like &quot;speech/writing&quot; &quot;self/Other&quot; &quot;Presence/Absence&quot; in the postcolonial disruptive discourse perspective. The core aim of the study is also to investigate the authenticity of the CS and CM strategies employed by the postcolonial writers like Roy consciously or unconsciously to foreground the difference and ambivalence in their counter discourse perspective. The study has also a great significance in terms of the pedagogical, theoretical, and analytical perspective in the postcolonial settings of Anglophone south Asia, western Africa, West Indies as well as in the settler colonies. The research design focuses on the analysis and interpretation of the selected and identified texts specifically from the novel MOUH and generally from other postcolonial discourses in the context of the interpretative epistemology, deconstructivity and postcolonial discourse perspective. The study concludes that such textual practices of code mixing and code switching are also authentic and pragmatic; which simultaneously also reflect an alternative vantage site to address the metonymic gaps in terms of difference, identity, hybridity and representation of the ex-colonized and marginalized nations in the context of overwhelming globalization and neo-colonialism. The study also affirms and recommends that in this age of melting zones, widespread migration and globalization; linguistic variations and cultural diversities must be celebrated as a privileged site of difference and plurality. It also suggests that the creative English writers like Arundhati Roy and their narratives may be encouraged and disseminated in order to demystify the misrepresentation, misperception, misconception, and mistrust between the Anglo-American's Discourse shaper and mover, and the peripheral counter discourses in terms of the mediation and constant engaging contest and conflict across the globe.
The Social Media and Language Use: The Case of Facebook
Author: Nwala, Michael Alozie
Date: 2019-08-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Language Usage,Language Variation,Writing (Composition),Computer Mediated Communication,Usability,Language Styles,Second Language Learning,Second Language Instruction,Memory,Student Attitudes

The social media is now the fastest and easiest means of communication; it is very popular and most of its sites are accessible. The Facebook, one of the popular types of the social media is not just common among youngsters; it is very dynamic, user-friendly and specific. This paper using the descriptive design and Technological Determinism (TD) theory, investigates the language of the Facebook and discovers that the platform is awash with a lot of cyberslangs, acronyms, morphological shortenings, initialisms, contractions and neologisms. The paper discovers that the writing style of the Facebook departs from the known conventional ways of writing, a situation where a word can be represented in any form deemed fit by the user. Again, it is observed that the flexibility of the platform, its economic sensitivity or time saving nature and its user friendliness makes the platform attractive. But the negative implication of all these is that it is anti-pedagogy and portends great danger to language learning and usage.
Perceptions and Opinions of Graduates about the Effects of Open and Distance Learning in Turkey
Author: Kan Kilinc, Betul
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Graduates,Student Attitudes,Outcomes of Education,Open Education,Distance Education,Employment Level,Income,Socioeconomic Status

Open and distance learning in higher education provides an opportunity to individuals who cannot attend university full time on campus. Urban area residents especially have an advantage by accessing such higher education. There are almost three million people who receive university education in this way, and almost 1,5 million students in the Open and Distance Learning System at Anadolu University. On campus university graduates can also register for any department as a second university to receive university education in the Open and Distance Learning System. Therefore, the number of students and graduates increase every year. The purpose of this study is to analyze the role of the Open and Distance Learning System at Anadolu University, which has helped Turkish higher education by means of increasing economic and social welfare. To achieve the goal, 9131 graduates were surveyed. The results indicate that the Open and Distance Learning System in question has been effective with regard to their employment status (before and after education), income levels and their social-economic welfare positions.