ethanporcaro/eric-fulltext-meta huggingface dataset:
More than Playing a Toy: The Effects of Lego Mindstorms on The Students&apos; Perceptions about Scientists
Author: Çavas, Bülent
Date: 2020-00-00
Type: Journal Articles
Subjects: Toys,Robotics,Student Attitudes,Scientists,Active Learning,Problem Solving,Attitude Change,Grade 5,Grade 6,Grade 7,Freehand Drawing,Stereotypes,After School Programs,Gender Differences,Science Education,Foreign Countries,Perception Tests,Role Perception,Pretests Posttests

Lego has been a popular toy since 1932. &quot;LEGO&quot; is an abbreviation of two Danish words &quot;leg godt&quot; which means &quot;play well.&quot; In today's LEGO-based learning and teaching environments, it has been revealed in studies that students working to solve problems presented to them were often unaware of how much time has passed. In this study, it was aimed to determine how Lego Mindstorms EV3 based robotics education changed the concept of what is a scientist in the minds of students. Twenty-one students from the 5th, 6th, and 7th grades participated. In the study, a single group pre-test and post-test design was applied. The &quot;Draw a scientist test (DAST)&quot; measurement tool was used to reveal the perceptions of scientists. In the study, a program developed for robotic education was offered to students during the robotic club hours for 4 weeks. DAST was administered to the students before and after the robotic education. The students worked in groups and participated in structured, guided, and inquiry-based learning. In the past week, students were asked to develop solutions to a socio-scientific problem using the Lego Mindstorms kit. The findings showed that the students changed their drawings using different styles in not only the scientists' body and facial expressions but also work environments. The results show that Lego Mindstorms EV3 based robotics education played an important role in changing the perceptions of scientists in the students' minds.
&quot;I Used Them Because I Had to...&quot;: The Effects of Explicit Instruction of Topic-Induced Word Combinations on ESL Writers
Author: Colovic-Markovic, Jelena
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Teaching Methods,Writing Strategies,Comparative Analysis,Phrase Structure,Vocabulary Development,Essays,Writing Evaluation,Scores,Student Attitudes,Instructional Effectiveness,Intensive Language Courses,Adult Students,Persuasive Discourse

This study attempts to determine whether the students who receive explicit instruction make more gains in their abilities to use topic-induced phrases in their writing than those who do not. Additionally, through interviews with a selected group of students from the treatment group, the study attempts to glean insights into the approaches learners use for written production of the target phrases. Data was collected from 54 ESL students in high-intermediate writing classes at an IEP who were assigned to the contrast (N=19) and treatment (N=35) groups based on their class enrollment. Over a period of four days, the treatment group received training on 15 target structures. The contrast group received no vocabulary instruction. Both groups were exposed to the target phrases through reading the same course materials and discussing them in class. The data included the scores participants received on the production of the target structures in their essays at the beginning and end of term. A repeated-measures ANOVA revealed that while both groups made improvement, it was the treatment group that made more significant gains in their abilities to produce topic-induced phrases than the contrast. The interviews' findings indicated the students' perceptions of the usefulness of the target structures may influence whether or not learners employ them in writing. The study findings suggest that explicit instruction is helpful for the writers' abilities to produce topic-induced phrases. These findings have implications for ESL writing pedagogy.
Not a Panacea, but Vital for Improvement? Leadership Development Programmes in South African Schools
Author: Kirori, Maureen
Date: 2020-02-00
Type: Journal Articles
Subjects: Leadership Training,Foreign Countries,Public Schools,Leadership Effectiveness,School Effectiveness,Principals,School Business Relationship,Cost Effectiveness,Program Effectiveness,Partnerships in Education,Transfer of Training,Peer Teaching,Capacity Building,Program Design,Program Evaluation,Program Content,Educational Improvement,Elementary Secondary Education

The performance of South Africa's educational system in national and international tests indicates that a large proportion of its public schools are underperforming. Ineffective leadership has been put forward as one reason. This paper analyses a leadership development programme, Partners for Possibility (PfP), which seeks to strengthen leadership in underperforming schools. PfP employs a one-year, cross-sector social partnership that pairs school principals with business leaders. Literature on leadership development attests to the problem of learning transfer. Interviews were conducted with 9 PfP principal business leader dyads and 4 PfP unpaired participants. The research also included observations of PfP meetings and analysis of PfP reports. Although PfP's partnerships were found to support the school principals' learning, the cost of the programme limits its scalability. PfP's group learning component was also found to sometimes divert partnerships from transformational to transactional forms. This study contributes to the understanding of learning transfer within social partnerships. It also highlights a limitation of programmes such as PfP, which aim at school improvement, but are not focused on instructional practice. The article explores ways in which partnership programmes could be strengthened.
Pre-Service Teachers&apos; Views about the Nature of Science and Scientific Inquiry: The South African Case
Author: Stott, Angela
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Scientific Principles,Scientific Literacy,Inquiry,Science Process Skills,Comparative Education,Student Teacher Attitudes,Knowledge Level,Age Differences,Misconceptions

The convenience sample used in the study reported on here consisted of 91 students enrolled in the primary and middle school Postgraduate Certificate in Education course for 2 consecutive years at a South African university. We used the Student Understanding of Science and Science Inquiry instrument to answer questions about these students' knowledge of the nature of science and scientific inquiry compared to that published for pre-service primary and middle school teachers from China, Turkey, and the United States of America (USA), whether the changes proposed for the instrument enhanced its reliability, and whether any correlation could be found to these students' age and educational factors. The findings show that these South African student teachers shared similar levels of knowledge of the nature of science and scientific inquiry to their counterparts from Turkey and the USA, all of which were less sophisticated than that of the Chinese students. The test was found to have a high degree of reliability in the South African context, with the proposed changes to the instrument doing little to enhance this. The older students and those who did not study any tertiary science or mathematics courses scored statistically significantly higher. We suggest that the confirmatory nature of tertiary practical science work and exposure to the complexity of science in postgraduate work or employment in industry could explain these findings.
A Hope-Based Future Orientation Intervention to Arrest Adversity
Author: Marsay, Gloria
Date: 2020-02-00
Type: Journal Articles
Subjects: Intervention,Positive Attitudes,Long Range Planning,Teacher Role,Program Effectiveness,College Students,Barriers,Foreign Countries,Young Adults,Student Welfare,Anxiety,Attention Deficit Disorders,Self Determination

Hope has been identified as a key element to success in planning one's future. An attitude of hope opposes feelings of despair and can sustain one through adversity. The study reported on in this article is based on the premise that everyone needs hope to thrive and that educators can be providers of hope for the future, since they are responsible for building capacity in young people. Educators can assist young people towards successful transition from school to tertiary education and training, before entering the world of work, by focusing on practical interventions. The prevailing difficulties within the economic-sociopolitical arena contribute to ubiquitous feelings of helplessness and hopelessness among both privileged and disenfranchised people. The intention of this case study was to explore the efficacy of a hope-based future orientation intervention to arrest the negative impact of adversities faced by a university student. The participatory action research approach was used to gain insight into the experiences of the participant. The analysis was qualitative. The efficacy of this intervention, which uses constructs of hope as a unique foundation, is discussed.
The Role of Professional Learning Communities to Support Teacher Development: A Social Practice Theory Perspective
Author: Feldman, Jennifer
Date: 2020-02-00
Type: Journal Articles
Subjects: Communities of Practice,Professional Development,Foreign Countries,Educational Improvement,Teacher Collaboration,Interprofessional Relationship,Social Environment,Educational Environment,Educational Practices

In this article I discuss the potential of professional learning communities (PLCs) within the South African education context using a practice theory lens. PLCs are presented by the Department of Basic Education (DBE) as collaborative learning communities that are fundamentally social and should be established in all schools (DBE, Republic of South Africa, 2015). In order to consider how PLCs could be used within the current South African schooling context to support teacher development, the article provides an exposition of practice theory that is exemplified by a discussion on how PLCs can support teachers' pedagogical practice. Drawing on practice theory that states that the world is constructed and ordered by social practices rather than individuals and their attitudes, behaviour, or choices, the article suggests that the conceptual framework of social practice theory provides a productive way forward in conceptualising the social nature of teachers' pedagogical practices and consequently ways in which sustained improvement in teaching and learning can be analysed and understood as a social and individual phenomenon.
Impact of Related Activities on Reading Comprehension of EFL Students
Author: Alghonaim, Ali S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Reading Instruction,Foreign Countries,Pretests Posttests,Teaching Methods,Correlation,Reading Attitudes,Student Attitudes,College Students,Reading Strategies

This experimental study reported in this article is casual research since it aims to improve reading comprehension of EFL students by means of applying pre-related reading activities. The study is quantitative. It used two instruments: (1) Reading Engagement Scale developed by Whitaker (2003) to determine the efficacy of pre-related reading activities and (2) pretest/posttest to measure comprehension level after implementing related reading activities. The subjects, Saudi EFL learners, were students in an English college in Buraidah city. The research used two groups: experimental and control groups. The subjects in the control group (27 students) were receiving a regular reading instruction, whereas those in the experimental group (24 students) did some pre-related reading activities at home and before the class. Multiple statistical tests were used to find out reliability, regression, and pearson correlation. The result of the study showed that the difference between the two groups was statistically significant. The students in the experimental groups far outperformed those in the control group. The study suggests that EFL learners' comprehension level increases with reading engagement that is related to the class reading. Recommendation of this finding for EFL reading environment is discussed.
A Pragmatic Study of Junior High School Teachers&apos; Speech Act of Criticism from the Perspective of Politeness Principle
Author: Peng, Yuan-yuan
Date: 2020-00-00
Type: Journal Articles
Subjects: Pragmatics,Speech Acts,Empathy,Criticism,Humor,Self Concept,Teacher Student Relationship,Middle School Teachers,Teaching Methods,Language Usage,Classroom Techniques,Middle School Students

Recently, there are limited specific researches on the pragmatic strategies of teachers' criticism from the angle of the Politeness Principle, among which most of them argue that teachers should adopt appropriate politeness strategies when criticizing students. However, only a few researchers point out that Leech's Politeness Principle is &quot;other&quot; oriented and neglects &quot;self,&quot; which is too absolute, ideal, and unsuitable in teacher and student relations. In this paper, the author illustrates the true nature of politeness in teacher-student relations is that teachers should pay attention to self, show politeness to the students, and consider the third party (parents). Finally, the writer illustrates some politeness strategies, including criticizing with a sense of humour, criticizing in vague language, adopting empathy and showing politeness to a third party to show appropriate politeness to the students to make the criticism effective. The purpose is to make some middle school teachers recognize how to criticize appropriately.
Flipping the Writing Classroom: Focusing on the Pedagogical Benefits and EFL Learners&apos; Perceptions
Author: Alghasab, Maha Bader
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Blended Learning,English (Second Language),Foreign Countries,Writing Skills,Student Teachers,Student Teacher Attitudes,Teacher Education,Instructional Effectiveness,Writing Strategies,Student Centered Learning,Females,Young Adults,Advanced Courses,Video Technology,Learning Motivation,Interaction,Classroom Environment,Pacing

The flipped classroom is an instructional strategy that encourages students to undertake prior preparation for lessons, in particular through the use of online materials provided by their teachers. Empirical studies of the language classroom have supported the effectiveness of this strategy for language development. However, only a limited number of studies have been undertaken in this field, particularly when it comes to the Arab region. This current study therefore explores the application of the flipped classroom with Kuwaiti student teachers of the English language attending the College of Basic Education in Kuwait. It aims to explore the pedagogical benefits for the development of writing skills, in particular the experiences and perceptions of learners. The study took place over a period of thirteen weeks during the first semester of the 2019 academic year. The participants were thirty EFL student teachers taking a course in advanced writing. The data collection employed both a questionnaire and semi-structures interviews. The findings revealed that students have a generally positive attitude towards the process of flipping the writing classroom. The results from the questionnaire suggested that the flipped classroom provides: (1) a more effective learning environment; (2) flexible paced learning capable of improving students' writing strategies (in particular when planning and writing a thesis and topics sentences); and (3) enhancement of students' motivation and interaction. However, the additional findings from the semi-structure interviews revealed a number of sociocultural and contextual factors with a potentially negative influence on learners' interaction. This study consequently argues that this classroom transformation demands more than a simple addition of technology and out-of-classroom videos and activities, requiring a change in the way students view education.
The Relationship between the Saudi Cadets&apos; Learning Motivation and Their Vocabulary Knowledge
Author: Alqahtani, Ali Falah
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Vocabulary Development,Foreign Countries,Second Language Learning,Military Schools,English (Second Language),Correlation,Self Efficacy,Language Attitudes,Knowledge Level,Males,Late Adolescents

This paper is a report on the study of the relationship between foreign/second language (L2) motivation and vocabulary knowledge. The population of the study is the cadets of a military academy in Saudi Arabia who study English as a foreign language. The total number of participants is 195 Saudis. The author uses the L2 Motivational Self System to investigate the cadets' L2 motivation and the vocabulary test &quot;X-Lex&quot; (Meara &amp; Milton, 2003) to measure their vocabulary size (VS). The correlation analysis shows a positive moderate statistical correlation between the students' L2 motivation and their VS because the Ideal L2 Self, the Language Learning Attitudes, and the Intended Learning Effort had a linear relationship with the VS. Nevertheless, the regression analysis reveals that none of these motivational scales is a predictor of the students' VS. Finally, the correlation analysis and the regression analysis disclose a statistically significant correlation between the Saudi cadets' self-perception as competent English users and their L2 motivation as well as their VS.
The Effects of Pre-Service English Language Teachers&apos; Making Vocabulary Learning Materials in Web-Supported Situated Learning Environment on Their Vocabulary Learning
Author: Ünal, Kerim
Date: 2020-00-00
Type: Journal Articles
Subjects: Situated Learning,Content Analysis,Self Esteem,Vocabulary Development,Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Web Based Instruction,Academic Achievement,Self Efficacy,Pedagogical Content Knowledge,Technological Literacy,Diaries,Student Attitudes,Achievement Tests,Language Tests,Computer Mediated Communication,Pretests Posttests,Retention (Psychology),Scores,Comparative Analysis,Material Development,Critical Thinking,Problem Solving,Research Skills,Teacher Education Programs,Foreign Countries

The aim of this study was not only to help pre-service English language teachers (PS-ELTs) to design vocabulary learning materials for a web-supported situated learning (SL) environment but also to have them learn the vocabulary they used to prepare those materials in the web-supported SL environment. Also, the effects of this process on the PS-ELTs' academic achievement, self-efficacy beliefs in designing situated learning environments (SEB-SLE), and technological pedagogical content knowledge self-confidence (TPACK-SC) were revealed. One of the advanced mixed-method designs, intervention design, was employed, and 56 PS-ELTs participated in the study. The data were collected via quantitative measurements (two scales, a vocabulary achievement test) and qualitative measurements (student diary, online messaging logs, open-ended interview form, and focus group interview records). For the quantitative data, independent samples t-test, related-samples t-test, and 2X3 repeated measures ANOVA test were used; for the qualitative data, content analysis. The results showed that there was a significant difference between the within-group gain scores and retention test scores in terms of the vocabulary achievement test and the SEB-SLE scale. However, despite a significant difference in the within-group gain scores in terms of the TPACK-SC scale, no significant difference was found between the post-test and retention test scores. Moreover, although both groups revealed no significant differences in the scores of the vocabulary achievement test and the TPACK-SC scale, the scores of the SEB-SLE scale showed a significant difference in favor of the treatment group. Related to the procedure, PS-ELTs highlighted that preparing vocabulary learning materials according to the web-supported SL model had a considerable effect on their vocabulary learning. Besides, the application process supported permanent learning and vocabulary knowledge development. What is more, the procedure helped them gain critical thinking, problem-solving, synthesis, and research skills as well as improving their TPACK.
Learners in a Tight Corner: An Investigation of Figurative Idiomatic Competence and Learner-Related Factors
Author: Al-Houti, Shorouq K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Grade Point Average,Females,Foreign Countries,Role,Language Proficiency,Language Tests,Scores,Language Processing,Age Differences,Knowledge Level,Correlation,Undergraduate Students,Majors (Students)

Idioms play an indispensable role in communication. Knowledge of idioms is considered an indicator of proficiency. This study is aimed at investigating English as a Foreign Language (EFL) students' knowledge of frequently used idioms and the effect of learner-related factors. The participants were 218 female EFL college students at the College of Basic Education (CBE) in Kuwait. A test was designed and used as the data collection instrument to assess the students' knowledge of frequent idioms. The test scores reveal a substantially low overall knowledge in this area. The results show that Kuwaiti EFL learners have difficulty comprehending common idiomatic expressions. Additionally, the study is aimed at determining whether students' knowledge of idioms is linked to age, year of study, and/or Grade Point Average (GPA). A statistically significant difference in knowledge of frequently used idioms is evident when GPA is taken into account.
Motivators for Demotivators Affecting EFL Learners in Chinese Secondary Vocational School
Author: Liu, Chang
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Secondary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Student Motivation,Student Attitudes,Educational Strategies,Factor Analysis,Learning Motivation

The study investigated secondary vocational school students' motivational level to learn English and the demotivating factors perceived by them in the current school stage. To this end, questionnaires were administered to students in a national key secondary vocational school located in Shanxi, China and 62 valid questionnaires were collected. The results revealed that 75.8% of respondents had already been demotivated in English learning before the secondary vocational school, and the main causes were their dislike of teachers, too much homework and the lack of learning methods. However, there were not so many respondents thinking that they had been further demotivated in learning English in the current vocational school. Concerning the demotivators perceived by participants, the experience of failure was the most dominant whereas the teacher-related factors were the least significant, and the internal factors were more influential than the external ones in impairing participants' learning enthusiasm. New demotivating factors like the perceived increasing roles of Chinese and failing to see the practical significance of English in future jobs and life were also found in this study. Based on the findings of demotivation peculiar to students at secondary vocational schools, the specific motivational strategies were also suggested.