ethanporcaro/eric-fulltext-meta huggingface dataset:
The Socio-Cultural Impress on the Promotion of Self-Directed-Learning in Algerian Universities
Author: Berrezoug, Hanaà
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Educational Change,Masters Programs,Graduate Students,Learning Processes,Teaching Methods,Independent Study,Traditionalism,Barriers,Cultural Influences,Social Influences,Collectivism,Educational Strategies,Personal Autonomy,Global Approach,Individualism

The Algerian universities have witnessed significant changes since the establishment of the three-tier system composed of Licence, Master, and Doctorate (LMD). The latter necessitates many changes in the learning process as well as teaching methods. Yet, to achieve self-directed learning, the learner should first achieve autonomy at the personal level. Thus, this paper is mainly devoted to analyzing the impress of Algerian cultural and social traditions on the development of self-directed learning. This study addresses the following question: Do the Algerian cultural and social traditions enhance and facilitate self-directed learning or impede its implementation at university? The main aim of this paper is to investigate the aspects of the Algerian culture that hinder the promotion of self-directed learning. The research has been conducted in Saida University among Master students. To investigate the socio-cultural impact on the development of self-directedness, the researcher used a questionnaire and an interview that was related to Hofstede's six-D Model. Discussing the Algerian culture through the lens of Hofstede's six-D Model helped the researcher to diagnose the reasons behind the failure to promote self-directedness. The main finding of this research is that the collectivist nature of the Algerian culture retards the progress of self-directed learning. This paper also suggests that if the Algerian culture does not favor self-directed learning, educators should adopt new approaches and strategies that engage their learners in the learning experiences. Educators should counterbalance the parochial and paternalistic traditions with glocalization and multiple perspective curricula.
Using Advance Organizer Model to Influence the Meaningful Learning of New Concepts for ESL Learners in a Collaborative Classroom
Author: Sunasuan, Piyawan
Date: 2021-09-00
Type: Journal Articles
Subjects: Advance Organizers,Teaching Methods,English (Second Language),Second Language Learning,Instructional Effectiveness,Cooperative Learning,Classroom Environment,Concept Formation,High School Students,International Schools,Laboratory Schools,Business Education,Foreign Countries

This research attempted to study how using an advance organizer model can influence meaningful learning of new concepts for ESL learners in collaborative classrooms. The objectives were 1) to study the effects of using the advance organizer model, and 2) to study the student achievement after using the advance organizer model to compare to the 80 percent criterion. The study sample is purposively limited to 20 students in a class of the Introduction to Skills for Leadership and Management at Mahidol University International Demonstration School, Thailand. Post-test and observation forms were used as research tools. The data were analyzed by content analysis, mean and standard deviation. The findings revealed that 1) The effects occurred in both instructional and nurturant effects. The students engaged effectively in learning and acquiring information. Students discussed and exchanged information using existing knowledge and experiences to connect and explain the ideas to others. The instructional design also meets the steps of the advance organizer model. The teacher designed the tasks of learning follows the three phases of the advance organizer format. 2) The student achievement after using the model to meet the criteria of 80. This study reflects that the model can influence meaningful learning of new concepts and improve academic achievements for ESL learners in collaborative classrooms. However, few researchers have addressed the problem of collaborative learning in large courses. Hence, further study should focus on implementing the model with higher numbers of students to confirm its effectiveness.
The Theme of Unity in Political Discourse: The Case of President Joe Biden&apos;s Inauguration Speech on the 20th of January 2021
Author: Bani-Khaled, Turki
Date: 2021-09-00
Type: Journal Articles
Subjects: Political Attitudes,Discourse Analysis,Speeches,Presidents,Religion,United States History,Language Usage,Teaching Methods,Social Integration,Intergroup Relations,Persuasive Discourse

This study explored the theme of unity in President Joe Biden's Inauguration Speech on the 20th of January from a linguistic perspective. The main research question was: How was the theme of unity conveyed in this particular speech through linguistic choices? The significance of this work lies in the fact that this specific speech has not been subjected to academic linguistic investigation to date. In addition, this speech is unique as it came to mark the beginning of the new presidency with a direct focus on unity as a recurring theme. The methodology adopted a qualitative analytical analysis of the concept of unity as referred to in this speech. The study followed a thematic analysis in approaching the speech text. The researchers scrutinized every utterance for clues on the possible linguistic features that portrayed the theme of unity conveyed by the speaker. They also examined the lexical items concerning the concept of unity in the speech. The results showed that the speaker used appropriate language in addressing the theme of unity. The speaker used religion and history as a source of rhetorical persuasive devices. The overall tone of the speech was confident, reconciliatory, and hopeful. The study concluded with some implications for pedagogy and academic research.
Mastering Prepositions in English: Explicit versus Implicit Instruction
Author: Zaabalawi, Rafe S.
Date: 2021-09-00
Type: Journal Articles
Subjects: Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Direct Instruction,Instructional Effectiveness,Interference (Language),Error Patterns,Semitic Languages,College Students,Late Adolescents,Translation,Private Colleges,Foreign Countries

Prepositions form a hurdle for several EFL learners, Arabs in particular. One major catalyst is that the preposition systems in English and Arabic rarely correspond to one another. Most scholars who researched this area concentrated on the problem itself, rather than finding a successful remedy that can empower these students to masterfully handle such a thorny area. This study is novel inasmuch as it concerns itself with finding means of facilitating this language area for Arab learners. It reveals the effectiveness of using translation to teach English prepositions to these learners. The research question of this study is: do students who have received explicit tuition and adequate practice on the use of English prepositions in translated texts naturally perform better using such grammatical items in subsequently translated texts than those who have not been instructed on such exemplars in similar language contexts? Sixty students at the Gulf University for Science and Technology in Kuwait participated in the field experiment. The study paradigm had a pre-test/post-test protocol. While the pre-test included four fill-in-the-gap exercises, the post-test contained three Arabic passages which participants were required to translate into English. The findings showed that teaching prepositions explicitly in translated texts is a viable technique for EFL learners' mastery of such grammatical items. This has implications for EFL specialists and syllabus designers.
An Investigation of Teacher Experiences in Learning the Project-Based Learning Approach
Author: Yang, Dazhi
Date: 2021-11-00
Type: Journal Articles
Subjects: Teaching Experience,Active Learning,Student Projects,Teacher Attitudes,Instructional Development,Faculty Development,Online Courses,Graduate Students,Elementary School Teachers,Secondary School Teachers,College Faculty,Self Efficacy

Project-based learning (PBL) has a positive impact on student motivation, students' perceived learning, and performance. However, many teachers are reluctant to adopt PBL. This mixed-methods study examined in-service teachers' learning experiences of planning and implementing PBL situated in a graduate level PBL course and sought insight into the challenges and ways to overcome the challenges in implementing PBL in practice. Results indicate that teachers' confidence about their ability to plan and implement a PBL project improved upon completion of the course. Nevertheless, teachers cited various obstacles, such as a lack of mentoring, planning time and implementation experiences, which had prevented them from complete implementation of PBL in teaching. Possible ways to overcome the challenges in adopting PBL include school support, opportunities for experience and practice with PBL, and peer collaboration. The study also showed that a semester-long course focused on designing and developing a PBL project of teachers' choice was effective in helping increase their confidence and experience in potential implementation of PBL in classroom practice. This study contributes to the implementation of PBL in classrooms and teacher education as well as teacher professional development on the PBL approach.
Factors Affecting Teacher Educators Adoption of Formative Assessment Strategies in the Mathematics Classroom
Author: Enu, Justice
Date: 2021-11-00
Type: Journal Articles
Subjects: Teacher Educators,Formative Evaluation,Mathematics Instruction,Foreign Countries,Influences,Student Evaluation,Faculty Workload,Teacher Attitudes

The purpose of this study was to look into the factors that influence mathematics teacher educators' formative assessment practices. This paper took a qualitative case study research design approach with six educators teaching mathematics in three teacher Colleges of Education in Ghana. The exploration focused on factors that hinders teacher educators use of formative assessment practices. Data were generated through the administration of semi-structured interviews and lesson observations. The qualitative data was analyzed using thematic analysis. Findings revealed that major factors which limit teacher educators formative assessment practices were: large class size, time, lack of transparency in assessment, and internal and external summative assessment issues. The factors limiting teacher educators' use of formative assessment (FA) discussed in this study are beneficial for teacher college administration in addressing the issues and educators in assisting pre-service teachers in eliminating these factors during their training and after passing out from the college of education to the teaching field. Based on the findings, it is recommended that a large scale study is conducted on factors that affect teachers formative assessment practices and the effect on students mathematics learning.
Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment
Author: Pylypenko, Olena
Date: 2021-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Electronic Learning,Distance Education,Instructional Effectiveness,Student Satisfaction,Student Motivation,Undergraduate Students,COVID-19,Pandemics,Barriers,Affordances,Interaction,Access to Computers,Internet,Foreign Countries

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data &quot;that would allow concluding about the effectiveness of distance education for&quot; Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, &quot;particularly for the study of foreign languages.&quot; The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher -- students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students' foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.
Listening Skills: Important but Difficult to Learn
Author: Alzamil, Jwahir
Date: 2021-09-00
Type: Journal Articles
Subjects: Listening Skills,Skill Development,English (Second Language),Second Language Learning,Second Language Instruction,Difficulty Level,Value Judgment,College Students,Student Attitudes,Females,Foreign Countries

This study of 87 Saudi female university students aimed to discover whether they experience difficulties learning to listen to spoken English. Acknowledging that listening is an important part not just of learning a new language but also of day-to-day communication, data was collected using an online questionnaire. Participants were asked to respond to a series of statements designed to test four constructs relating to their attitudes to learning English language skills in general (a); learning listening skills specifically (b); their attitudes towards listening activities (c); and (d) their attitudes towards improving their listening skills. The results showed that most of participants felt that speaking and listening were the most important skills to learn, but listening was also the most challenging. Reading was felt to be the most effortless skill to learn, as well as the most commonly used, suggesting that frequency of use contributes to students' perceptions of the ease of learning a skill. Participants' difficulties with learning to listen to English were associated with speech rate, pronunciation, nervousness, limited vocabulary, and lack of background information. However, students also expressed positive attitudes towards improving their listening skills. Understanding students' attitudes to listening skills and their problems with listening may help teachers improve the way they teach these skills. This may in turn improve students' listening comprehension not only in universities but also in schools.
Students&apos; Motivation to Learn English as a Foreign Language in the Context of Saudi Arabian Learners
Author: Aljuaid, Hind
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Motivation,Student Characteristics,Undergraduate Students,English (Second Language),Second Language Learning,Knowledge Level,Language Proficiency,Correlation,Public Colleges,Foreign Countries

Motivation is the major contributor to the students' learning English as a second language. However, varying reasons have been suggested by different researchers and theorists to explain the reasons and dimensions of this motivation. Therefore, the study aimed to evaluate the motivation to learn English as a foreign language (EFL) among 157 Saudi Arabian university students. The instrument used for the analysis was a modified version of the motivation scale developed by Wen (1997), which measures motivation based on six subscales: integrative, instrumental, effort, valence, expectation, and ability. In addition, students' motivation was compared among students with different English language levels using multivariate analysis of variance (MANOVA) on six motivation subscales. The results of the MANOVA revealed that there was no significant difference among students of different levels of English knowledge when each level was compared separately. Nevertheless, when comparing a merged group of students with English level knowledge of 1st to 3rd with the group of 4th level, the motivation of the latter group was statistically significantly higher. Furthermore, the difference in mean values was significant for integrative, effort, valence, and ability subscales. Thus, the findings of this research depicted that instrumental and integrative motivations could be the main contributor to students' motivation to learn English as a foreign language.
A Review on Instructing English through Literary Genre
Author: Hamimed, Nadia
Date: 2021-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Literary Genres,Teaching Methods,Language Skills,Language Teachers,Textbook Selection,Reading Skills,Literature,Speech Skills,Writing Skills,Listening Skills,Instructional Effectiveness

This study aims to highlight the utilization of literary genre as a well-liked method for instructing both language skills (that is to say, writing, reading, speaking, and listening) and language fields (that are grammar, pronunciation, and vocabulary). Why employing literary textbooks in foreign language classrooms and the main motives for choosing appropriate fictional texts in these classrooms are emphasized to make the reader acquainted with the motivating incentives and standards for foreign language teachers' employing and picking erudite textbooks. Additionally, the teaching of language skills and literary genre gains benefits of diverse fields of literature (like drama, poems, tragedy and tales) to language teaching and to several difficulties met by language teachers in the sphere of instructing English using fiction (i.e. shortage of training in the field of literature teaching English as a Second English and Teaching English as a Foreign Language curriculums, deficiency of precise aims describing the function of fiction in English as a Foreign Language and English as a Second Language, foreign language teachers' not possessing the experience and preparation in literature, and lack of suitable teaching tools to be utilized by foreign language teachers in a class milieu) are taken into consideration.
Impact of the Society&apos;s Perception on Teachers&apos; Professionalism
Author: Fauziah, Arifah
Date: 2021-11-00
Type: Journal Articles
Subjects: Professionalism,Professional Identity,Social Attitudes,Teacher Salaries,Job Satisfaction,Academic Achievement,Correlation,Trust (Psychology),Teacher Effectiveness,Faculty Mobility,Developing Nations,Foreign Countries,Teachers

An effective teaching contributes to the students' performance and this depends on qualified-trained teachers, school administration, parents and conducive environment for teaching and learning. It is proven that students are more successful in their academic achievements, in the societies where teachers perceive their profession as their job. This paper explores the impact of the society's perception on teachers' professionalism. The method employed in this paper is qualitative by using interview technique and used audio-recorded to ensure a complete transcript. The result indicated that in some developing countries including Cameroon, Kenya and Fiji has various reasons for their job. Teaching profession was affected by how the society considers teachers whereby they are perceived as disadvantaged population who cannot fully take part in the social and economic activities due to the fact that their salary is very low compared other public servants. This low salary and loss of respect of teachers by the society lead to the job dissatisfaction and made the teaching profession as a transitional job before waiting to move to another different professional field.
&quot;Bloometizing&quot; the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change
Author: Bouali, Amina
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Second Language Instruction,Second Language Learning,English (Second Language),Critical Thinking,Thinking Skills,Questioning Techniques,Teaching Methods,Persuasive Discourse,College Students,Debate,Literature Appreciation,Taxonomy

On the 21st century scent of educational development, 'dialogism' hogs the limelight of leading academics, mapping ergo a stiff stronghold for active learning pedagogies. Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging practices are still an overlooked real-world praxis. Given this reality, the current paper endeavours to endorse the implementation of a new dialogic model that extrapolates its foundation-stone techniques from both of Bakhtin's (1983) discursive dialogues and Socratic argumentations. The pertinent problematics in this study is to investigate the effect of this model on enhancing learners' higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has embarked on an Experimental Study based on a pre/post-testing, carried on painstakingly with second-year EFL students at Oran2 University, Algeria. Substantially, after appraising the treatment results through SPSS, the study reveals that adopting such a dialogic model is a robust sinew for &quot;Bloometizing&quot; EFL literature classroom, namely by stimulating and revitalizing the learners' cognitive reasoning potentials at a very high complexity. Besides, in-class interactions help the students build empathy with literary texts and strengthen their analytical strategies. From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a fitting instructional capstone to bringing literature back to life before the learners' eyes and to add the 'wow' factor inside literature classrooms.
Rethinking Active Learning Program for Primary English Teachers through Connoisseurship Technique
Author: Kulachit, Nippita
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Active Learning,Language Teachers,Lesson Plans,Instructional Design,Program Implementation,Authentic Learning,Elementary Education,COVID-19,Pandemics

From the importance of English in world of internationally communicated, the problems of learning management in each area seems to be differenced, language and culture are needed for recognizing, active learning is called for effectiveness instruction, and primary English teachers need to prepared in modern classroom. This research employed evaluative research to employ active learning for primary English teachers through professional program. Data were collected by setting a connoisseurship technique. Seven experts are appointed and read carefully a tentative program for primary English teachers. The connoisseurship technique allowed all experts share their experiences and ideas to promote active learning in freely. Video recording and note taking were recorded during the validation activity. Active learning program for primary English teachers is approved before implementation in different school contexts. The uncertainty situations, COVID-19 pandemic may be affected to schooling, teachers have to redesign lesson. The implementation though active online learning is needed to discuss and rethinking how it be effectively in authentic classroom.