ethanporcaro/eric-fulltext-meta huggingface dataset:
Habits of Mind in the ESL Classroom
Author: Bee, Maria Shu Hong
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Processes,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Qualitative Research,Teaching Methods,Cooperative Learning,Group Activities,Intelligence,Thinking Skills,Foreign Countries,Case Studies

Engaging HoM means having the disposition toward behaving intelligently when confronted with problems, to which solutions are not immediately apparent. Employing HoM helps students to reason and apply information to solve problems in today's classrooms. This article examines the prominent HoM among primary school students as they interact to co-construct knowledge in group reading sessions. Talking and interacting with reading reinforce learning in a social context and such discussion reflects students' thinking. Qualitative data were analyzed and the findings indicated the presence of HoM. The research provides an insight as a means for teachers to develop the reading context into one that truly stimulates the individual and social co-construction of knowledge. By exploring the students' HoM, these dispositions of intelligent behaviours can perhaps be made explicit and taught in the ESL classroom.
The Use of Progressives among Malaysian ESL Learners
Author: Narinasamy, Ilhamanggai
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Essays,Language Usage,Word Frequency,Grammar,Writing (Composition),Computational Linguistics,Language Styles,Language Teachers,Course Descriptions,Instructional Design,Verbs,Pictorial Stimuli,Elementary School Students,Secondary School Students

Studies on ESL/EFL learners' use of the progressives reveal that it is one of the grammatical aspects most problematic to them. This paper presents the results of a study on the use of progressives among Year 5, Form 1 and Form 4 Malaysian ESL learners' compositions using the English of Malaysian School Students (EMAS) corpus. The purpose of this study is to investigate if the progressives do pose any difficulties to Malaysian ESL learners. The results showed that the use of progressives increase in frequency in tandem with the educational levels of the ESL learners, indicating there is an ongoing development in language learnt. The frequency count of progressives in the &quot;Picture-Based&quot; essay was higher by 74.25% compared to &quot;The Happiest Day of My Life&quot; essay. It was also found that the past progressives were used more than the present progressives across levels. These findings might be connected to the genre of the essays written. The findings may have useful implications for English language teachers in preparation to teach the progressives more effectively; syllabus designers to look into efficient ways to incorporate progressives into the curriculum; and material developers to produce helpful resources in aiding language teachers' attempts in explaining this troublesome grammar construction.
Students' Perceptions of Effective EFL Teachers in University Settings in Cyprus
Author: Kourieos, Stella
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Student Attitudes,Teacher Effectiveness,Teacher Behavior,Teacher Characteristics,Questionnaires,Focus Groups,Student Centered Learning,Technology Uses in Education,Learner Engagement,Interpersonal Relationship,College Faculty,Mixed Methods Research,College Freshmen,Error Correction,Interviews

This study sought to identify what characteristics and teaching behaviours describe effective EFL University teachers as perceived by Cypriot students. Data were collected by means of a questionnaire and focus group interviews. Findings have provided evidence that effective language teaching seems to be related to a more learner-centred approach to language learning and teaching, which, in turn, assumes a more assisting, mediating role for the language teacher. According to the participants of this study, an effective EFL teacher is no longer considered one who has a directive and authoritarian role in the learning process but one who takes into consideration his/her students' individual differences, language anxiety, abilities and interests and design learning environments accordingly. Language teachers' skills in using technology and engaging students in meaningful classroom interactions by involving them in group tasks designed around real life topics and authentic language use have also been emphasised. Participants' views call for EFL teachers in university settings to move beyond the traditional focus-on-form approach to language teaching which views language learning as an individual activity, to the adoption of the communicative approach to language teaching which acknowledges the social aspect of learning and as such, it depends upon meaningful interactions with peers. EFL teachers working in tertiary education should use these findings as a yardstick to better understand themselves and the needs of their students for the enhancement of the learning process.
Young Adult Literature in the Malaysian Secondary School
Author: Govindarajoo, Mallika V.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Adolescent Literature,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Foreign Countries,Novels,Journal Writing,Student Journals,Student Attitudes,Young Adults,Adults,Reading Material Selection,Qualitative Research,Interviews

This article presents the results of a study on the experience of the Malaysian secondary school student with Young Adult Literature in the English language classroom. The study aimed to determine the extent to which the Malaysian secondary school student identified with the young adult protagonists and issues in the novels which have been prescribed as literary texts in the English language classroom. As the study required in-depth knowledge of young adult students' &quot;essence of experience&quot; in their engagement with the texts, the method used was phenomenological. The sampling for the study was purposeful and data came from participants' written journal reflections during the reading of the novel and from follow-up qualitative interviews. In terms of identity and relevance of novels to the young adult participant, the findings revealed a sense of reciprocity, bonding or mediatory role that developed between participant and characters. The identification of participant with familiar issues and characters were significant not only by their presence but also by the absence. Expectations of participants towards adult characters were higher and attitudes tended to be more judgmental and less forgiving compared to young adult protagonists. Participants' responses also indicated the need for literary texts to provide a realistic portrayal of society. The study has shown how young adults identify with the elements of YAL in literary texts and thus provides valuable information when text selection for young adults needs to be made particularly in the Malaysian context.
Being a Proud Academic Dinosaur: My Career in the Foundations of Education
Author: Janak, Edward
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Principles,Personal Narratives,Historiography,Story Telling,Autobiographies,Criticism,Best Practices,Educational Practices,Educational Trends,Educational Policy,Policy Formation,Preservice Teacher Education

In this article, Edward Janak shares his experience with Educational Foundations for the past thirty years. It spans from being an undergraduate pre-service educator in the 1980s, to being a master's degree student and a doctoral student in Educational Foundations from the 1990s and early 2000s, to being a full-time faculty member in Educational Studies for the past twelve years. The narrative is a blend of historiography, storytelling, and autobiography. It explores how the study of Educational Foundations, particularly in teacher education, has been gradually but systematically pushed to the side in favor of more current, but less meaningful, study. Colleges of education today provide students with the latest information on what is considered current best practice, but as this is not grounded foundationally students never understand the &quot;why&quot; behind these practices, making such study less meaningful. Ultimately, this narrative is designed to serve as one means of informing current discussions on how to prevent Educational Foundations from becoming extinct in colleges and schools of education across the U.S.
The Potential Sources of Foreign Language Reading Anxiety in a Jordanian EFL Context: A Theoretical Framework
Author: Ahmad, Ismail Sheikh
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Reading Comprehension,Sampling,Anxiety,Questionnaires,Incidence,Guidelines,Foreign Countries,Vocabulary Skills,Familiarity,Cultural Differences,Statistical Analysis,College Students,Validity,Reliability,Student Attitudes

The last decade has witnessed an increasing research trend on foreign language reading anxiety as a skill related to but distinct from foreign language anxiety. However, sources of foreign language reading anxiety have rarely been investigated. Thus, the current study responds to the study by (Saito, Horwitz, &amp; Garza, 1999) and extends the work of (Al-Shboul, Ahmad, Nordin, &amp; Rahman, 2013b) in this specific area to propose a theoretical framework that represents the sources of foreign language reading anxiety and to measure the extent of those sources in the Jordanian EFL context. A cross-sectional survey of 1500 undergraduate students who were taking Basic English courses was administered. A total of 1006 questionnaires were valid for analysis. However, only 408 questionnaires were randomly chosen according to the criteria of quota sampling techniques. The proposed theoretical framework was tested to measure the prevalence of the sources of foreign language reading anxiety to reveal that there were two aspects of foreign language reading anxiety: personal factors and text features. Under the concept of personal factors, there were two main sources of foreign language reading anxiety; afraid of making errors and worry about reading effects. On the other hand, there were three main sources of foreign language reading anxiety under the concept of text features; unknown vocabulary, unfamiliar topic, and unfamiliar culture. Implications to the study and recommendations for further research were considered.
Gender Disparities and Socio-Economic Factors on Learning Achievements in Agricultural Science in Rural and Urban Secondary Schools of Ogbomoso North Local Government Area of Oyo State, Nigeria
Author: Amao, S. R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Sex Fairness,Socioeconomic Influences,Academic Achievement,Agricultural Education,Rural Schools,Urban Schools,Equal Education,Parent Background,Socioeconomic Status,School Location,Secondary Education,Multiple Choice Tests,Achievement Tests,Statistical Analysis,Questionnaires

To contribute to the realization of the Millennium Development Goal (MDG) by the United Nations on the promotion of gender equity, the researchers sought to empirically verify the existence or otherwise of gender inequality in the agricultural and science achievement of urban and rural, male and female students in Ogbomoso North Local Government area of Oyo State, Nigeria; and whether parental socio-economic status and school location, taken independently, are significant factors in the achievement of the students. By simple random sampling, 240 students (50% males, 50% females) were selected from three schools each in urban and rural settings of the secondary schools and a 30-item four option multiple choices agricultural science achievement test (ASAT) was constructed and administered. Two validated instruments were used to collect the data while descriptive and t-test statistics were employed for data analysis. The findings indicated that gender, schools location and socio-economic status have effects on students' performance in agricultural science as a subject. A major implication of this study is that collective efforts of the governments and other educational stakeholders should be put in place.
Developing a Participatory Pedagogical and Multidisciplinary Approach for Integrating HIV/AIDS into University Curriculum
Author: Mulwo, Abraham Kiprop
Date: 2015-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),College Curriculum,Interdisciplinary Approach,Sexuality,Health Promotion,Questionnaires,Surveys,Student Attitudes,College Students,Interviews,Observation,Foreign Countries,Access to Information,Information Sources

The current framework for integrating HIV/AIDS into university curriculum is mainly informed by the need to make HIV/AIDS education relevant to specific disciplines, and to equip graduates with necessary skills to respond to HIV/AIDS in their professional capacities. This strategy mainly emphasizes content and knowledge and largely ignores the current context in which students live and make sexual decisions. This paper explores the opportunities for utilizing multidisciplinary, and participatory integrated HIV/AIDS education programmes to address sexual risk-taking and students' vulnerabilities to HIV/AIDS within their university campuses. It examines students' preferences regarding development and implementation of HIV/AIDS programmes based on the findings of a PhD study conducted at three universities in KwaZulu-Natal province. Data was obtained through a questionnaire survey involving 1400 students, and in-depth interviews with 24 students and three HIV/AIDS coordinators drawn from across the three universities. Non-participant observations were also conducted at each of the three universities. Study findings indicate that participatory programmes and those that have an entertainment component demonstrate currency within student communities. Students rejected the didactic approach undertaken by some communication programmes with some participants arguing that &quot;young people don't want be told what to do.&quot; A comparative semiotic analysis of HIV/AIDS posters within university campuses revealed a huge disparity between posters designed by students and those obtained from national communication campaigns. The choice of imagery and semantic codes differed significantly. The paper suggests the adoption of a Freirian pedagogical methodology in implementing an integrated and multidisciplinary HIV/AIDS education programmes so as to generate conditions in which students are able to reflect on their own realities and personalize the risk of HIV infection.
The Need for an Effective Collaboration across Science, Technology, Engineering &amp; Mathematics (STEM) Fields for a Meaningful Technological Development in Nigeria
Author: Haruna, Umar Ibrahim
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Alignment (Education),Interdisciplinary Approach,Program Development,Educational Cooperation,Knowledge Management,Shared Resources and Services,Partnerships in Education,Teacher Collaboration,Educational Practices,Technological Advancement,Foreign Countries

Collaboration plays a major role in interdisciplinary activities among Science, Technology, Engineering &amp; Mathematics (STEM) disciplines or fields. It also affects the relationships among cluster members on the management team. Although effective collaboration does not guarantee success among STEM disciplines, its absence usually assures problems. More specifically, collaboration has the obvious roles of identifying talents coming together for a common purpose of combining knowledge and sharing responsibility, creativity, and experience of others. Facilitating collaboration across Science, Technology, Engineering, and Mathematics (STEM) fields in program development is critical to providing a strong educational foundation to all learners in STEM education. This synergistic effort among educators and other professionals across the STEM fields will enable effective knowledge sharing in program development. This paper addresses leadership and knowledge sharing among collaborators in STEM program development through facilitating collaboration across STEM field.
Thai English Teachers' Understanding of &quot;Postmethod Pedagogy&quot;: Case Studies of University Lecturers
Author: Saengboon, Saksit
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Teaching Experience,Educational Philosophy,Semi Structured Interviews,Qualitative Research,Instructional Innovation,Case Studies,Sampling,College Faculty,College Students,Foreign Countries,Communicative Competence (Languages)

This qualitative case study aimed to solicit Thai EFL university lecturers' opinions concerning postmethod pedagogy. It was motivated by an interest in how local teachers construe pedagogical innovations such as postmethod pedagogy vis-à-vis their own teaching conditions. More often than not, local teachers encounter many challenges in implementing those innovations in their own teaching. Through semi-structured interviews and unique and snowball sampling, the participants (n = 6) were asked a series of questions that delved into their English teaching experiences, especially their understanding of postmethod pedagogy. Results suggested that, although the participants did not spell out exact postmethod strategies, their response patterns pointed to a high level of understanding of the postmethod pedagogy philosophy. Moreover, limitations of the study were provided and the paper was concluded with Hayes' (2008) ecological perspective on language teaching. It is recommended that qualitative research be conducted at a wider scale in order to ascertain whether and to what extent postmethod pedagogy can be successfully implemented in the EFL context.
Interrelationship between Attachment Styles and Facebook Addiction
Author: Eroglu, Yuksel
Date: 2016-01-00
Type: Journal Articles
Subjects: Attachment Behavior,Addictive Behavior,College Students,Student Characteristics,Questionnaires,Correlation,Predictor Variables,Foreign Countries,Social Media,Social Networks,Multiple Regression Analysis

Social networking sites have started to become one of the most frequently used online communication types in the world. It is reported that one of the commonly used social networking sites is Facebook. Since Facebook use is new yet, it can be stated that researches on the Facebook addiction are at the beginning level. For this reason, determining factors leading to the Facebook addiction has gained importance. In this context, in this study, relationships between attachment styles and the Facebook addiction were examined. The participants of the study were 322 university students [145[subscript (45%)] male, 177[subscript (55%)] female, M[subscript age] = 20.61 years, SD = 1.82]. In the study, the Personal Information Form, the Relationship Scales Questionnaire and the Facebook Addiction Scale were administered. The relationships between attachment styles and the Facebook addiction were calculated via using the Pearson correlation analysis. The Pearson correlation analysis results indicated that the Facebook addiction was negatively related with the secure and dismissing attachment style and positively related with the preoccupied attachment style. No relationship was found between the fearful attachment style and the Facebook addiction. If the attachment styles predicted the Facebook addiction was examined via using the stepwise regression analysis. The research findings indicated that the secure and dismissing attachment style negatively predicted and the preoccupied attachment style positively predicted the Facebook addiction. However, it was determined that the fearful attachment style did not predict Facebook addiction. The research findings were discussed under the light of related literature.
A Comparative Study of Mindfulness between Male and Female Intervarsity Taekwondo Players of India
Author: Rahaman, Abdul
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Gender Differences,Theory of Mind,College Athletics,Investigations,Competition,Experimental Groups,Executive Function,Sport Psychology,Questionnaires,Rating Scales

Mindfulness refers to being completely in touch with and aware of the present moment, as well as taking a non-evaluative and non-judgmental approach to one's inner experience. The present empirical investigation was conducted to compare the mindfulness of male and female intervarsity Taekwondo players of India. One hundred and four Taekwondo players (Male = 52 and Female = 52) who participated in the All India Intervarsity Taekwondo tournament held at Manipur University, Canchipur (India) in 2012 were taken as the subjects. Their age ranged from 17 to 27 years. Mindful Attention Awareness Scale (MAAS) developed by Brown and Ryan (2003) was administered on the subjects to assess the level of mindfulness of the subjects of two experimental groups. &quot;t&quot; test was employed to analyze the data. Results of the study revealed insignificant difference between male and female intervarsity Taekwondo players of India in regard to mindfulness.
The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners
Author: Yoke, Soo Kum
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Computer Mediated Communication,Electronic Mail,Educational Innovation,Academic Discourse,Writing (Composition),Educational Experiments,Experimental Groups,Control Groups,Native Language Instruction,Writing Processes,Statistical Analysis,Instructional Effectiveness,Error Patterns,Writing Attitudes,Preferences,Error Correction,Student Motivation,Postsecondary Education,Interviews

Conventional corrective feedback has been widely practiced but has been said to be tedious, stressful and time consuming. As such, the focus of this study is to investigate the use of an alternative method to giving corrective feedback namely, an online corrective feedback through e-mail. In order to examine if this innovative form of corrective feedback can be applied to the teaching and learning of academic writing, an experimental design was used with a control group and an experimental group of L1 Malay learners who were pursuing an academic writing course at the tertiary level. Interviews were also conducted on selected individuals to determine whether the use of online corrective feedback was practical in assisting learners improve their writing from the first draft to the final product. The statistical analysis applied to this research indicated that online corrective feedback may be an effective way to improve writing skills of learners and save time. Thus, the results showed that online corrective feedback should be potentially useful when integrated into the teaching and learning of academic writing.