ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Higher Education Faculty Use of Current Digital Technologies: Importance, Competence, and Motivation
Author: Martin, Florence
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Technology Uses in Education,Integrated Learning Systems,Teacher Attitudes,Preferences,Social Media,Technology Integration,Educational Benefits,Teacher Characteristics,Gender Differences,Teaching Experience,Teaching Methods,Academic Rank (Professional),Undergraduate Study,Graduate Study

Higher education faculty use of current digital technologies based on their perception of importance, competence, and motivation is examined in this study. Two hundred and forty-seven faculty in the United States responded to an online survey on current digital technology use. Descriptive statistics and categorical means for the digital technologies are provided. Faculty rated the use of learning management system as the highest in terms of importance and competence. They rated social media as the lowest in terms of importance and adaptive learning in terms of competence. For motivation to integrate digital technology, faculty rated benefit to learning as the most influential factor and reappointment, promotion, and tenure as the least influential factor. Faculty characteristics such as gender, teaching level, primary teaching method, faculty rank, and teaching experience and its association with faculty beliefs of importance, competence and motivation on using digital technologies are also examined in this study.
Improving Student Learning Outcomes through a Collaborative Higher Education Partnership
Author: McMillan, Libba
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Intervention,Outcomes of Education,Nursing Education,Program Descriptions,Enrollment Trends,Student Recruitment,Teaching Methods,Licensing Examinations (Professions),College Faculty,Class Size,Partnerships in Education,Mentors,Teacher Effectiveness,Standardized Tests,Educational Improvement,Educational Change,Interdisciplinary Approach,Faculty Workload,Decision Making,Remedial Instruction

The aim of this article is to discuss a portfolio of interventions used to improve student outcomes in an accredited southeastern university's baccalaureate nursing program. Faculty identified three specific student-focused issues challenging student learning: (a) a steady trend of increasing student enrollment, (b) increased difficulty level of the national licensure exam, and (c) lack of a structured remediation/mentoring process to improve student skills. Increasing student enrollment challenged faculty to explore teaching strategies designed for larger class sizes, to maximize teaching effectiveness, and to use standardized exam results to inform curricular changes. A Learning Improvement Team (LIT) was strategically formed with university resources; The Biggio Center for the Enhancement of Teaching and Learning (BC), the Office of Academic Assessment (OAA), and the School of Nursing. Faculty, particularly junior-level, are taking the lead role in implementing pivotal changes in courses. Strategies include student learning outcomes improvement efforts as a departmental goal and expectation, dashboard communication for data-based curricular decisions, faculty workshops spotlighting successful classroom strategies, and interdisciplinary university partnerships. Lessons learned included recognition of the need for congruent faculty role expectations and workload, as well as awareness of the critical role of institutional support and collaboration. This successful partnership positively impacted nursing faculty, transformed departmental culture, and improved student outcomes.
Persistence of Multitasking Distraction Following the Use of Smartphone-Based Clickers
Author: Ma, Sihui
Date: 2020-00-00
Type: Journal Articles
Subjects: Attention Control,Handheld Devices,Audience Response Systems,Persistence,Undergraduate Students,Student Attitudes,Social Media,Technology Uses in Education

Clickers are used to improve student learning, motivation, and engagement. Smartphones can serve as clickers; however, instructional use of smartphones may lead to students multitasking between instructional and alternative media. This study investigates whether students are distracted after instructional use of smartphones in a lecture-based classroom. Outcomes were assessed through both self-reported smartphone use and in-class observations of actual smartphone use. Students were observed covertly for 5 minutes following instructional use of smartphones to determine whether multi-tasking distraction occurred and/or persisted following the instructional use of smartphones. Even though the self-reported data indicate that students disagreed to somewhat disagreed that smartphone use was a distraction, our findings show that 42% of students began to use their smartphones for non-instructional purposes immediately following the instructional episode, and 28% of students persisted in this behavior five minutes after the instructional episode ended. The observations contradicted the students' self-reported survey responses, thus emphasizing the need to critically consider self-reported outcomes related to multi-tasking distraction in the classroom. Policies or practices to limit multitasking distraction due to non-instructional use of smartphones in the classroom should be considered in cases where smartphones are being used for instructional purposes.
Challenges Faced by Newly Inducted Teachers Implementing Revised English Curriculum in Pakistan
Author: Jadoon, Atta Ur Rehman
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Role,Teaching Methods,Curriculum Implementation,Language Teachers,Outcomes of Education,Barriers,Teacher Attitudes,Public Officials,School Administration,Instructional Leadership,Secondary School Teachers,Beginning Teachers,Educational Change

In the modern world of today, English language is frequently used as a medium of communication at the international level and among the multilingual speakers. The grand significance of the English language in the global village stresses all the stakeholders and policymakers in Pakistan to initiate and execute appropriate teaching methods for successful learning of English language. In view of the demands of the modern world, the provincial government of Khyber Pakhtunkhwa (KPK), Pakistan implemented the revised English curriculum and inducted new teachers with better qualification to ensure its desired outcomes. Revised English curriculum, handed over to the newly inducted teachers to implement was supposed to pose a variety of challenges. The current study investigated those challenges faced by these newly inducted teachers implementing revised English curriculum. The study was limited to the newly inducted teachers teaching English at secondary level in district Abbottabad (KPK), Pakistan. Employing a mixed-method research based on purposeful sampling, the data was initially collected through semi structured interviews of the focussed group of the research participants and further validated by means of survey questionnaire filled by the entire research population. The findings of the study revealed that inappropriate classrooms with deficient resources posed major challenges for the teachers to effectively communicate the revised curriculum. Moreover, lack of students' involvement in the lessons and teachers' insufficient awareness to curriculum impeded the curriculum implementation as desired. The current study stressed on the remedial measures to be taken on part of the government officials and the school administration to ensure the availability of resources required for English language learning and encouragement of learners' involvement in the lessons. Moreover, teachers should be provided with appropriate training to meticulously implement the revised English curriculum.
Developing English Abilities of Autonomous Learning for Undergraduates in the Environment of Ecological Affordance
Author: Song, Ji
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Independent Study,English (Second Language),Second Language Learning,Learning Strategies,College English,Affordances,Personal Autonomy,Foreign Countries,Study Habits,Self Efficacy,Teacher Guidance

The research investigates undergraduates' English abilities of autonomous learning in the environment of ecological affordance. It proves that their abilities are significantly different before and after independent learning in one semester, and they can actively try their own learning strategies and achieve good results in English learning, which reflects the success of cultivating the ability of autonomous learning. And it also holds that it is a good ecological affordance when learners could sense and understand abundant learning resources under their teachers' effective guidance, and thus arouse enough enthusiasm for English learning to guarantee the quality of College English instruction.
A Validity and Reliability Study of the Scale of Teacher Candidate Beliefs about Ottoman Turkish
Author: Kayabasi, Bekir
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Preservice Teachers,Student Attitudes,Likert Scales,Test Construction,Construct Validity,Test Reliability,Factor Structure,Factor Analysis,Native Language Instruction,Alphabets,Grammar

The aim of this study is to develop a scale of pre-service teacher beliefs about Ottoman Turkish. The 34-item &quot;The Scale of Teacher Candidate Beliefs about Ottoman Turkish,&quot; created for the piloting was given to 202 pre-service teachers who were taking an Ottoman Turkish course in the departments of Turkish education and Arabic education at Adiyaman University Faculty of Education, to determine the factor structure of the scale. Exploratory and confirmatory factor analyses were performed on the data, and a 14-item scale consisting of alphabet, reading, writing and grammar sub-dimensions was obtained. The total variance explained by the scale was calculated to be 44.69%. The internal consistency value of the Scale of Teacher Candidate Beliefs about Ottoman Turkish was found to be 0.84. Thus, a functional scale serving the purpose of the study was developed.
Bronfenbrenner&apos;s Theory and Teaching Intervention: The Case of Student with Intellectual Disability
Author: Panopoulos, Nikolaos
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Intellectual Disability,Teaching Methods,Special Education,Students with Disabilities,Reading Skills,Reading Instruction,Special Needs Students,Case Studies,Foreign Countries,Learning Theories,High School Students

The aim of this study is to highlight the importance of teaching interventions in accordance with Bronfenbrener's Ecosystem Theory. The research questions address, how reading skills are taught in the microsystem of school through a Targeted, Individual, Structured, Integrated Program for Students with Special Educational Needs (TISIPfSENs) and how meso- exo-, macro- and chrono-system shape the structure of the intervention to enhancing reading skills. The methodology refers to a case study of a student with intellectual disability (ID) in Greece. The results indicate that the student with ID has enhanced his reading skills. The conclusions highlight the factors that influence and shape the educational intervention of reading skills in students with ID in accordance with Bronfenbrener's Ecosystem Theory.
Difficulties Faced by the Undergraduate Students in the Process Writing Approach
Author: Gezmis, Nejla
Date: 2020-00-00
Type: Journal Articles
Subjects: Process Approach (Writing),Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Check Lists,Writing Instruction,Translation,Writing Processes,Teaching Methods,Student Attitudes,Difficulty Level,Revision (Written Composition),Editing,Foreign Countries

The purpose of this study is to identify in which stage/stages of the Process Writing Approach students have difficulties most. This posttest-experimental study was applied to the 50 first-year students studying English Translation and Interpreting. The students were expected to produce an essay with the help of the Process Writing Approach at the end of the procedure. Their essays were assessed with a checklist prepared by the researcher according to the steps of the approach. At the end of the analysis, it is found that the students have success in the application of the approach in their writing class. Furthermore, it is seen that the students have difficulties in the application of the second stage, drafting, of the approach. The Process Writing Approach is a difficult and time-consuming approach in writing. It is found in this study that drafting and revising are problematic stages for undergraduate students. Thus, it is thought that it will be better for teachers to warn students to prepare enough before the production stage. Also, having separate lectures on the organization of paragraphs before the application of the approach will be useful for students.
Second Language Vocabulary Learning from Viewing Video in an EFL Classroom
Author: Yawiloeng, Rattana
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Video Technology,Teaching Methods,Vocabulary Development,Pretests Posttests,Scores,Language Tests,Native Language,Visual Aids,Student Attitudes,Multimedia Materials,Visual Stimuli,Auditory Stimuli,Achievement Gains,Thai,Undergraduate Students,Multimedia Instruction,Foreign Countries,Instructional Effectiveness

This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer's (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data, five types of research instruments were utilized including a survey of English vocabulary knowledge, pre-test, post-test, the English vocabulary video, and a questionnaire. The findings of this study revealed an increase in the post-test scores after the Thai EFL learners engaged in learning second language (L2) vocabulary using an English vocabulary video. Moreover, the findings also uncovered that the EFL learners gained L2 vocabulary knowledge after viewing the video containing first language (L1) and L2 captions, images, and L2 audios which are relevant to the target words. Furthermore, the results revealed that the EFL students preferred learning L2 vocabulary via video containing both L1 and L2 captions, interesting and related images, and the proper volume of audios. Therefore, the significant findings of this study lead to theoretical and pedagogical implications regarding the significant role of multimedia learning in terms of the links between visual and auditory information.
The Construction of College English Online Learning Community under ADDIE Model
Author: Zhang, Jianfeng
Date: 2020-00-00
Type: Journal Articles
Subjects: Models,English (Second Language),Second Language Instruction,Second Language Learning,Online Courses,Teaching Methods,College Students,Innovation,Cooperation,Communities of Practice,Instructional Design,Language Teachers,Instructional Effectiveness,Needs Assessment,Material Development,Educational Objectives,Networks

Based on collaborative communication, reciprocal learning, and knowledge sharing, the college English online learning community, which is a kind of effective online learning method, can help to build knowledge construction and innovation. Therefore, from analysis, design, development, implementation and evaluation, ADDIE model is utilized to construct college online learning community that is fully combined with network environment, learners, teachers and learning resources, so that English learners' integrative competences and the level of knowledge construction can be developed; meanwhile, the performance of college English online teaching will be promoted.
An Investigation of Metaphoric Cognition of First-Year College Students at Xinxiang Medical University, China
Author: Ran, Zhang
Date: 2020-00-00
Type: Journal Articles
Subjects: Medical Education,Chinese,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Figurative Language,Schemata (Cognition),Educational Change,Program Descriptions,Language Proficiency,English for Academic Purposes,Student Attitudes,Context Effect,Visual Aids,Undergraduate Students

The &quot;College English Teaching Reform Project&quot;, issued by the Chinese Ministry of Education aims to strengthen the practical English instruction and improve the English language proficiency of the college students (Ministry of Education, 2007). However, the problem of &quot;naturalness&quot; in handling English by the college students still exists due to imbalanced language forms and concepts between their native language (Chinese) and target language (English). Since metaphor was referred to as only a figure of speech and often compared with simile in high schools, many students do not realize that it also can be a powerful cognitive tool. In order to ascertain the students' metaphor cognition competence in General English and Medical English, a metaphor cognition questionnaire was distributed in a class and the results obtained show that the respondents can readily recognize the existence of metaphors in General English and the teachers' instruction, and they know the essential function of metaphors. The results further show that many respondents understand metaphors in terms of the context rather than the images. However, only about half of them can effectively use metaphors in their writing and speaking.
A Review on Reader Response Approach to Teaching Literature at EFL Contexts
Author: Iskhak
Date: 2020-00-00
Type: Journal Articles
Subjects: Reader Response,Reading Instruction,English (Second Language),Second Language Instruction,Teaching Methods,Constructivism (Learning),Classroom Techniques,Electronic Learning,Critical Theory,Student Journals,Web Based Instruction,Technology Uses in Education,Discussion Groups

The review explores the philosophical basis of the application of Rosenblatt's Reader Response Theory (RRT) to teach reading-to write of literary works in practical senses in EFL contexts across borders. Grounded in the integration of paradigm shift from text- to reader-oriented, critical pedagogy and literacy, and socio-constructivism, reader response-based teaching pedagogy places learners among the active meaning makers as members of a democratic classroom community while getting immersed in critical reading-writing (literacy) events. Moreover, this critical review highlights the possible classroom practices as framed by RRT principles that offer freedom and enjoyment in reading literary works to face the sophistication of varied modern 21st century educational web-based platforms that lead to the use of e-response journal and e-literature circles by means of e-peer-reviewing. Drawing on the current technology-enriched teaching media, RRT application is expected to benefit most EFL learners in gauging literature-based literacy development to sensitize their intercultural communication across global contexts. Moreover, recommended practical trends of RRT principles are presented in this review.
Effects of Written Corrective Feedback: A Synthesis of 10 Quasi-Experimental Studies
Author: Abalkheel, Albatool
Date: 2020-00-00
Type: Journal Articles
Subjects: Error Correction,Written Language,Feedback (Response),Educational Research,Instructional Effectiveness,Quasiexperimental Design,Writing Improvement,Second Language Instruction,English (Second Language),Grammar,Higher Education

Many language teachers spend countless hours correcting student writing in hopes of improvement in accuracy, but as of yet, there has been little consensus regarding the efficacy of written corrective feedback (CF) or the type of CF that is most efficient. Although many studies have been conducted on the topic, conflicting results have arisen. In this meta-analysis, ten quasi-experimental studies of written corrective feedback are examined to analysis the overall effect of CF and compare the variations of CF. It is shown that written corrective feedback in general is inconclusive as a predictor of student improvement in writing over time and the efficacy of the feedback depends on its focus. It is also shown that focused written feedback has any overall positive effect on student's writing, whereas comprehensive written feedback has the potential to have a harmful effect on student's writing over time.
Private Tuition: High Stakes and Thorny Issues
Author: Yahiaoui, Habib
Date: 2020-00-00
Type: Journal Articles
Subjects: Tuition,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Student Attitudes,High Stakes Tests,Parent Attitudes,Teacher Attitudes,Student Characteristics,Foreign Countries,Supply and Demand,Private Education,Tutoring,Tutors,Language Teachers

Private tuition or shadow education is a self-contained activity. It is a system that exists parallel to the national education system. The scale of private tuition has witnessed a worldwide skyrocketing increase. The present research sheds light on the determinants that lead to the demand/ supply of private tuition. It examines the issue from the perspectives of the tutors, the tutees and the parents. The stratified sample in the study represents the population of JamaleddineElafghani Secondary School Mascara. The research tools utilised are a questionnaire to the learners, an interview to both the parents and the teachers and observation of sessions of PT to have a complete image of the situation under study. The results demonstrate that the national education system inadequacies like high stake examination, inexperience teachers and large classes have a great impact on the widespread of this phenomenon. The recommendation we suggest is regulating and thus harnessing this activity, or finding an alternative.
Attitudes of Turkish Teacher Candidates towards Discussion
Author: Cin Seker, Zeynep
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Discussion (Teaching Technique),Gender Differences,Instructional Program Divisions,High Schools,Institutional Characteristics,Books,Reading Habits,Thinking Skills,Teaching Methods,Student Centered Learning

In this study, it was aimed to determine the attitudes of Turkish teacher candidates towards discussion skills according to variables of gender, grade, type of high school graduated, and the number of books read in a month. The research sample was determined with the appropriate sampling method. Participants of the study determined by the mentioned sampling method are the students of Atatürk University Kazim Karabekir Education Faculty Turkish Education Department. A total of 253 students, 55 of which were 1st grade, 56 of which were 2nd grade, 86 of which were 3rd grade, and 56 of which were 4th grade participated in the study. In the research in which the screening model was used, the &quot;Discussion Skill Attitude Scale&quot; developed by Ocak and Karakus (2015) was used to determine the attitudes of Turkish teacher candidates towards discussion skills. The data obtained were analyzed with the SPSS 22.0 package program. As a result, it was observed that the attitudes of Turkish teacher candidates towards discussion skills did not differ according to gender, class level, and high school of graduation variables, and differed according to the number of books read in favor of those who read 5-6 books in a month. The results of the study were discussed together with the studies examining the attitudes towards the discussion skill. At the same time, the results of the studies examining the attitudes towards critical thinking skills are taken into account in the discussion section since the discussion skill has an important place in the development of critical thinking skills.