ethanporcaro/eric-fulltext-meta huggingface dataset:
Dictionary as an Effective Resource in Teaching and Learning of English as a Second Language: Complementing Instructions
Author: Ezeh, Nnenna Gertrude
Date: 2022-00-00
Type: Journal Articles
Subjects: Dictionaries,Second Language Learning,Second Language Instruction,Secondary School Students,Secondary School Teachers,English (Second Language),Foreign Countries,Language Proficiency,Learning Processes,Teaching Methods,Instructional Effectiveness

Second language learning requires conscious and persistent efforts on the part of the learner, to achieve significant proficiency. Generally, students show complacency towards learning a new language, as a result of frustrating factors such as unfamiliar vocabularies, mixing words with different textual meanings, difficulties in adopting the mechanics of effective writing and others. The dictionary as a learning resource, helps in ameliorating these challenges; serving as a complementary aid for learners, and even teachers in the choice of pedagogic strategies. The methodology adopts a quantitative design in assessing the effectiveness of the use of dictionaries, amongst secondary school teachers and students in Nigeria, using appropriate questionnaires. The result revealed the indispensable role of the dictionary as a learning resource in an ESL environment, and its maximal benefits when students are proactively trained to use it.
Implementation of the World Englishes Instructional Model for Enabling Thai Students&apos; Listening Comprehension toward Varieties of English
Author: Boonsamritphol, Navarat
Date: 2022-00-00
Type: Journal Articles
Subjects: Listening Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Teaching Methods,Student Attitudes,Student Improvement,Language Tests,Positive Attitudes,Mutual Intelligibility,Phonology,Phonetics,Undergraduate Students,Engineering Education,Listening Comprehension Tests,Foreign Countries

The aims of this study were 1) to examine the effectiveness of the World Englishes instructional model in enabling students to improve their listening comprehension towards varieties of English, and 2) to investigate students' attitudes towards the use of the World Englishes instructional model. The methodology of this study followed a mixed-method research design by combining both quantitative and qualitative methods based on the evaluation of test results and interview data. The research findings revealed improvement in students' ability to understand when listening to different speakers of English as a result of implementing the World Englishes instructional model. The test results showed that the post-test scores were higher than the pre-test scores. There were statistically significant differences in the mean scores of intelligibility and comprehensibility between pre-test and post-test. Moreover, students were satisfied and had more positive attitudes towards teaching and learning based on the World Englishes instructional model.
A Systematic Review of Autonomous Learning in ESL/EFL in Bangladesh: A Road to Discovery Era (2009-2022)
Author: Jamila, Mariam
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Personal Autonomy,Teaching Methods,Educational History,Trend Analysis,Educational Trends,Teacher Attitudes,Student Attitudes,Learning Readiness,Language Teachers,Teacher Role,Teacher Student Relationship,Research Reports

Learner autonomy has been a major focus of educational researchers in Bangladesh for more than a decade now. Studies in this area have generated significant themes in ESL/EFL pedagogy in Bangladesh, particularly during the last ten years or so, and the prospect looks promising. This article reviews the research pertaining to learner autonomy in Bangladesh during the years 2009-2022. The review revealed that studies related to learner autonomy in Bangladesh tend to focus on how autonomy facilitates English language teaching, examining teachers' and learners' attitudes, perception and readiness, factors affecting the fostering of learner autonomy, its implications, importance, and teachers' varied roles to exhilarate learner autonomy. However, research on learner autonomy in English language teaching and learning in Bangladesh seems insignificant. During the review process, it has been evident that there is a crucial need for more in-depth empirical studies in autonomy. Moreover, there is significant lack of investigations where learners' responses are included. Hence, this article examined the gaps, and suggestions for further studies are provided accordingly.
Reflections on Translation Instruction for BTI in China&apos;s Mainland: Current Situation and Implications
Author: Ren, Junhong
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Translation,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Undergraduate Students,Educational Change,Educational Philosophy,Course Content,Foreign Countries,Required Courses,Majors (Students),Multimedia Instruction

Effective translation instruction is crucial to the improvement of translation competence and language abilities of undergraduates majoring in translation. On the basis of an analysis of the problems in translation teaching, this paper provides an overview of the development of translation teaching reform, and puts forward some suggestions on translation teaching in terms of teaching philosophy, teaching content, teaching methods and assessment system.
The Effectiveness of Mnemonic Devices for ESL Vocabulary Retention
Author: Hill, Aryn C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mnemonics,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Effectiveness,Communicative Competence (Languages),Learning Processes,Undergraduate Students,Retention (Psychology),Vocabulary Development,Student Attitudes,Preferences,Foreign Countries,Metacognition,Learning Strategies,Language Tests,Instructional Materials,Pretests Posttests,Native Language

The overall purpose of this study is to explore and understand how students acquire and apply new information (in particular, vocabulary) and how we as instructors can aid in this process. Communicative Language Teaching (CLT) as a whole tends to prioritize implicit learning but it is my belief that certain content can be understood more profoundly when presented in an explicit manner. This research seeks to determine the role of various mnemonic devices in the learning process and how effective they are for helping university students retain information in the English as a Foreign Language (EFL) classroom. Results collected from this experiment conclude that mnemonic devices can indeed improve a student's vocabulary retention and that Chinese EFL students prefer mnemonic techniques which bridge the linguistic gap between their native language and target language. In application, EFL instructors can utilize the findings of this research to raise a student's awareness of language learning techniques via explicit instruction and increase the volume of their vocabulary retention.
The Effects of the Integration of Indirect Feedback and Concordances on Improving Grammatical Accuracy in Thai EFL Students&apos; Writing
Author: Inpanich, Pipittaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Teaching Methods,Intervention,Student Attitudes,Undergraduate Students,Foreign Countries,Task Analysis,Grammar,Accuracy,Revision (Written Composition),Indexes,Pretests Posttests,Error Analysis (Language),Error Correction,Positive Attitudes,Learning Processes

This study aimed to investigate the effects of the integration of indirect feedback and concordances on improving grammatical accuracy in Thai EFL undergraduate students' writing and to explore the students' perceptions toward the intervention. Thirty third-year undergraduate students who studied at a government university in Bangkok were the participants of this study. During the experiment, participants were required to perform three writing tasks. In each writing task, they wrote the first draft and then received both direct and indirect feedback. For indirect feedback, participants were asked to look at concordances to help revise their first draft. The pre-test and the post-test were used to assess grammatical accuracy in the students' writing before and after the experiment. Additionally, the questionnaire and the semi-structured interview were used to find out the students' perceptions toward the intervention. The findings revealed that the number of grammatical errors showed a significant decrease in the post-test compared with the pre-test. As a result, the integration of indirect feedback and concordances was seen to be able to improve grammatical accuracy in the participants' writing. Besides, the results from the questionnaire and the semi-structured interview showed that the participants had positive perceptions toward the intervention on improving grammatical accuracy in their writing because they had a chance to learn from their mistakes after receiving indirect feedback and concordances helped them to induce grammatical patterns.
Supporting Mindfulness for the Next Generation
Author: Sisk, Dorothy A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Cultural Differences,Program Effectiveness,Program Descriptions,Elementary School Students,Middle School Students,High School Students,College Students

In a time of social and political unrest and challenge, teaching mindfulness skills to the next generation is a wise investment that will bring positive rewards to all of our futures as we become better able to meet life's challenges. Arnett (2011) said there is a growing awareness of the unique challenges faced by young people in &quot;emerging adulthood.&quot; Arnett coined this term for young adults from ages 18 to 29. In this stage, there is a strong drive for identity development and a need to address possible life directions and careers. Mindfulness is being implemented in the schools from Pre-K-12 and a myriad of programs for emerging adults are available. This article examines successful mindfulness programs and highlights their individual approaches. What becomes apparent in reading about the various programs is the enthusiasm and vision of the individuals who planned and developed them, enriching the lives of their student participants as well as their own lives. The programs demonstrate that mindfulness practices encourage participants to experience the wonders of life in the here and now. To be aware mindfully is to open oneself to the activity of exploration and inquiry which is sorely needed by the emerging adults and all of us.
On Psychoses, Conspiracies, Creative Flow and the Absent-Mindedness of Genius: An Evolutionary Function-Dysfunction Taxonomy of the Multiple Subjective Realities of the Human Mind
Author: Persson, Roland S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychosis,Misconceptions,Cognitive Processes,Creativity,Attention Span,Gifted,Taxonomy,Evolution,Realism,Bias,Psychological Patterns,Well Being,Clinical Diagnosis,Cognitive Psychology

The significance of illusion as a positive force in everyday life has been underestimated in both societal discourse and in empirical science. The objective of this study is to provide a synthesis of many academic disciplines' understanding of illusion and reality by proposing a taxonomy of functional and dysfunctional subjective realities as based on the assumption that the human mind is adaptive in an evolutionary sense and likely to be a quantum entanglement system. Assumptions and discussions needed to construct the taxonomy are generally based on empirical research drawing from evolutionary theory, neurology, biology, anthropology, psychology, psychiatry, physics and other disciplines. The purpose of the proposed taxonomy is heuristic, serving as a base for further studies drawing particular attention to the fact that, by evolutionary processes, Homo sapiens have been made dependent on multiple subjective realities where illusion and reality are not necessarily opposites. The article is concluded by discussing possible reasons for why illusions as a positive force in human behaviour has been neglected in comparison to the dysfunctions of the human mind of which research abound.
A Trio of Courses to Support Mathematics Transfer Students&apos; Development of Professional Vision
Author: Roberts, Sarah A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Transfer Students,Mathematical Aptitude,Sense of Community,Professional Identity,Occupational Aspiration,Career Choice,Career Awareness,School Holding Power,Transitional Programs,Student Experience,Learner Engagement,Access to Information,Career Development

This study explored the development of professional vision as related to transfer students becoming upper division, four-year mathematics students. We drew from qualitative focus groups with 21 participants at a four-year research university, who were enrolled in a trio of concurrent transitional mathematics courses. We examined the development of professional vision in three areas: engaging in proof and problem solving, being a member of a university mathematics community, and finding a future in mathematics. We found that students developed professional vision related to proof and problem solving, including experiences that were more abstract, more proof-based, and more problem solving-based. Development of community as part of the students' professional vision was embedded throughout the cohort model, a noteworthy aspect of the trio of courses. Finally, students' professional vision around finding a future in mathematics developed around future careers in mathematics, as well as students' access to and knowledge of future career opportunities. Ultimately, diminished timelines exacerbated many of students' struggles, as related to professional vision or otherwise.
Thinking Preference Awareness, Leadership Skills and Learning Behaviour
Author: Boyko-Head, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Leadership,Student Behavior,Foreign Countries,Student Attitudes,Employment Potential,College Students,21st Century Skills

Prior to COVID-19, studies identified a gap between the skills employers needed and the skills graduates had (IBM, 2012, 2016, WEF2016b). Still impacted by the pandemic, graduating classes of the future may not be any different. This paper shares findings from an Applied Research in Innovation and Education (ARIE) pilot project conducted between 2016-2017 at Mohawk College, Ontario Canada with 117 students enrolled in a 14-week, mandatory Communications course. Specifically, the pilot project explored perceptions of leadership, employability skills and attributes in post-secondary students and how they perceived and assessed their leadership skills and developmental needs for future employment. The study also examined how learner awareness of their own and others thinking preferences when problem-solving impacted their academic behaviours and development goals. The aim was to determine the impact thinking preference awareness in learners might have on their communication, collaboration, and development of personal and professional learning targets. Using a mixed-methods, transformative-emancipatory critical approach, the research highlights the classroom as a living laboratory rich in emergent research questions and revealed additional areas of research regarding thinking preference theory and language, self-differentiated learning and inclusive, learner-focused curriculum design.
Two Centers for the Gifted, One Moon -- The Program
Author: Bengio, Efrat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Gifted Education,International Cooperation,COVID-19,Pandemics,Synchronous Communication,Computer Mediated Communication,Cooperative Learning,Partnerships in Education,Astronomy,Theater Arts,Creative Writing,Authentic Learning,Creative Thinking,International Programs

This article addresses a unique program involving international collaboration between gifted students from Israel and Croatia. The COVID-19 pandemic opened an opportunity for effective synchronous communication that enabled an unmediated connection between the participants. During the program the children researched the moon from various aspects: scientific, emotional-behavioral and artistic, via theater and creative writing. There were 35 gifted students, 20 from Israel and 15 from Croatia. Five teachers of gifted students, an educational counselor, an educational psychologist and the writers of this article participated in the program and provided the students with academic accompaniment in giftedness and creativity.
The Influence of a Science Camp Experience on Pupils Motivating to Study Natural Sciences
Author: Ivánková, Petra
Date: 2022-00-00
Type: Journal Articles
Subjects: Camps,Science Education,Student Experience,Natural Sciences,Outdoor Education,Informal Education,Preadolescents,Career Choice

One of the main goals of the work of teachers is to increase and maintain the motivation of pupils to learn. However, many studies have confirmed that traditional teaching, without problems that activate students and with the use of only the teacher's interpretation of the topic, does not increase, or even reduce motivation. Pupils behave passively, they are losing interest in learning. Natural sciences are perfect for teaching outside, for outdoor education, and science camp is one of the nonformal education forms. Pupils study science naturally there, technical disciplines history, or foreign languages as well. The Vebor Science Camp was held for two following summers before the pandemic situation in the world. Forty-five pupils attended the camp. We were searching for the impact of a science camp, as a form of experiential learning and outdoor education, on the motivation of the pupils to learn natural sciences. They took a pre-and a posttest, a pre- and a post-interview that focused on their reasons for participating in the camp, and then, after a year, data were provided about their school outcomes and interests. After the science camp, more than 60% of pupils improved their school outcomes in science, 20% were intensively interested in natural sciences, and more than 15% of pupils improved their English.
Children&apos;s Experiences and Self-Identification with Science in the Context of an Out-of-School STEM Program
Author: Heeg, Dagmar M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Community Programs,Identification (Psychology),Program Effectiveness,Interdisciplinary Approach,Active Learning,Science Experiments,Motivation,Career Choice,Vocational Interests,Culturally Relevant Education,Immigrants,Children

The goal of this case study was to examine how a group of young children in a historically marginalized neighborhood in the northern part of the Netherlands perceived their engagement in an out-of-school, STEM community-based program aiming to enhance young children's interest and self-identification with science. We collected data through semi-structured interviews with eight purposefully selected children and analyzed those through a constant comparative approach and with the use of open coding strategies. The findings revealed specific aspects of the design of the program that were perceived as motivating and engaging: the integrated multidisciplinary approach to exploring scientific concepts and opportunities for active engagement and personally relevant science experimentation. The findings are offered alongside a set of recommendations for the design of out-of-school, community-based programs that aim to support young children's engagement with science.
Unpacking the Emotional Experiences of English Majors Preparing for Postgraduate Entrance Exam in China
Author: Song, Hanxiao
Date: 2022-00-00
Type: Journal Articles
Subjects: Emotional Experience,Neoliberalism,Graduate Study,College Entrance Examinations,Competition,Metacognition,Ideology,Political Attitudes,Student Attitudes,Self Concept,Power Structure,Second Language Learning,Second Language Instruction,Language Planning,Foreign Countries,Test Preparation,Socioeconomic Influences,English (Second Language),Learning Experience,Majors (Students),Masters Programs,College Admission,Student Characteristics,Chinese,Language Proficiency

As a neoliberally-driven test, China's postgraduate entrance exam is gaining an increasing attention nationwide due to the intense competition in the local market and the dramatic size of Chinese students taking the exam. Under the neoliberal mechanism, Chinese candidates are ideologically self-regulated and emotionally-driven to mobilize their resources and maximize their opportunities to pass the exam. Seeing emotion as sociopolitically loaded and ideologically driven, this study unpacks the emotional experiences of Chinese students preparing for postgraduate entrance exam. Findings indicate that, despite their successful performance, Chinese postgraduate students have experienced a series of negative emotions imposed by various socioeconomic factors. Findings also show that their emotional experiences are intertwined with their different identity construction and negotiated between social relations and power. Overall, this article highlights the importance of addressing the need of studying the emotions and language learners from the sociopolitical perspective. The study is closed by the implications for language education and language policy.
A Cognitive Study of Spatial Metaphors in English &quot;Deep&quot; and Chinese &quot;Shen&quot;
Author: Wu, Yanting
Date: 2022-00-00
Type: Journal Articles
Subjects: Figurative Language,Teaching Methods,Learning Processes,Second Language Learning,Second Language Instruction,Contrastive Linguistics,Chinese,English,Cultural Context,Psycholinguistics,Time,Emotional Response,Behavior Patterns,Language Universals,Phrase Structure,Language Usage,Form Classes (Languages),Schemata (Cognition)

This paper presents an analysis and comparison of the projection of Chinese &quot;shen&quot; and English &quot;deep&quot; from the spatial domain to other domains of time, sense, emotion, behavior, and society from a cognitive perspective by using the comparative and contrastive method, explaining the universality and differences of SHEN and DEEP in the metaphorical domain concerning their collocation, usage, and frequency under Chinese and English cultural contexts, which serves as an insight for foreign language teaching, translation practice and cross-cultural communication. The results show that since humans share a similar physical structure and living environment, the spatial adjectives &quot;deep&quot; and &quot;shen&quot; show a lot of similarities. However, the usage, collocation, and frequency of use of &quot;deep&quot; and &quot;shen&quot; still reveal some variations, which might have great implications for second language learning and teaching.