ethanporcaro/eric-fulltext-meta huggingface dataset:
Rethinking Reading at Home: Connecting Families with Multilingual Digital Texts
Author: Barker, Bernadette
Date: 2023-00-00
Type: Journal Articles
Subjects: Multilingualism,Family Environment,Catholic Schools,Elementary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Reading Materials,Native Language,Electronic Publishing,Literacy,Reading Improvement

Reporting a Brisbane Catholic Education (BCE) project spanning 2018-2020, this paper looks at what happened when early primary English as an Additional Language or Dialect (EAL/D) learners were given eReaders with multilingual texts to take home to read together with their families. The shift in pedagogy to view our learners as multilingual and developing multicompetence rather than English language learners only, influenced our decision to make digital texts in community languages more readily available to our students. Although our increasingly digital world has led to improved access to information, texts in different languages and the opportunity for students to access learning in different ways, we realised that many students at BCE schools, particularly those from a refugee background, have limited access to these resources. Along with improved access for students, we also wanted parents to have access to reading materials in their home languages, so that they could read together with their young children. Our goal was not only to facilitate reading in both home languages and English but to create greater student engagement in reading, while strengthening home and English literacy. In the course of developing the BCE digital library, we realised that we needed to find out more about what helps our multilingual students with reading and gain a greater understanding of family literacy practices in our school communities. Our learnings about the sustainability of libraries, student progress in reading, and family literacy practices in Brisbane Catholic Education school communities has important implications for how we teach multilingual learners to read today.
Teachers&apos; and Students&apos; Perception about Blended Learning: A Case Study of the University of Okara
Author: Farooqi, Muhammad Tahir Khan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Faculty,College Students,Student Attitudes,Blended Learning,COVID-19,Pandemics,Technology Uses in Education

The study was designed to investigate the perception of teaching faculty and learners regarding blended learning, i.e. the mixture of classroom and computer-equipped learning. The population of the study was comprised of students and teachers of university of Okara. The researchers used purposive sampling technique to collect the data. The interview protocol was used to collect the data. The interview protocol was drafted and finalized in the light of expert opinion. Total 15 (7 teachers and 8 students) interviews were conducted. The participants were personally contacted by the researchers and finalized the time for interview. The study concludd that the participants have sufficient understanding and know-how about blended learning. The way of teaching was adopted to disseminate educational information and up-to-date knowledge to the students sitting at home. As it was a newly adopted method so it has many procedural pros and cons thus it was the need of us to explore the perception of the teachers as well as students.
Teaching Intrapersonal Conflict: A Necessity in a Post COVID World
Author: Elmoudden, Sanae
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Mental Health,Mental Disorders,COVID-19,Pandemics,Help Seeking,Inclusion,Interpersonal Competence,Conflict,Social Bias,Stress Management,Well Being

At the university level, mental health and mental illness education is still limited to clinical disciplines. However, Post COVID-19 mental health issues have become an epidemic that the university cannot ignore. Left alone to clinical disciplines, mental health issues appear as a health disturbance instead of a daily process of internal negotiations in need of acceptance and promotion. Indeed, the normalization of mental health can lead students to seek the required help with no fear of diagnosis stigma. By interviewing students and faculty about their mental health journey during COVID and Post-COVID 19, this paper proposes different spaces where the normalization of mental health can be integrated easily within Higher Education. One of the spaces alluded to in the paper is an inclusive language that incorporates neurodiversity mental illness. However, the main purpose of this focuses on intrapersonal conflict as a discursive space where teaching can become mindful.
The Relationship between Language Mindsets and Foreign Language Anxiety for University Second Language Learners
Author: Barber, Jared David
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Anxiety,Correlation,Predictor Variables,Student Attitudes,Undergraduate Students,Teaching Methods,Case Studies,Age Differences,Measures (Individuals),Likert Scales,Communication (Thought Transfer),Language Aptitude

The learning of a second language is distinct from other types of learning, and involves a complex interplay of cognitive, affective, motivational, and emotional factors. Two important factors are language mindsets, the beliefs that learners hold regarding their language learning ability, and foreign language anxiety, the language classroom-specific anxiety that many learners experience. The purpose of this quantitative correlational study was to discover whether a relationship exists between language mindsets and foreign language anxiety for second language students at a large university in Virginia. The study used four bivariate linear regressions to examine correlations between the predictor variable, foreign language anxiety, and four language mindset-related variables, overall language mindset and its three subdimensions. Results indicated a significant, moderate, positive correlation between foreign language anxiety and fixed mindsets on three of the variables, and a significant, small, positive correlation on the fourth. The study therefore demonstrated a relationship between language mindsets and foreign language anxiety, such that higher levels of anxiety correlate with fixed language mindsets, and lower levels with growth mindsets. These findings have implications for classroom practice; efforts at lowering anxiety and encouraging growth mindsets ought to mutually strengthen one another and improve student outcomes. Suggested areas of future research include duplicating this study with different demographics and conducting multiple regression analyses between language mindsets and several other variables of interest.
Digital Literacy Competencies: A Study of Distance Learners of Higher Education Regulatory Authority Khyber Pakhtunkhwa
Author: Ahmad, Razzaq
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,Private Colleges,Likert Scales,Digital Literacy,Social Networks,Computer Mediated Communication,Student Attitudes,College Students,Technology Uses in Education,Multimedia Materials,Information Science Education,Teaching Methods,Foreign Countries

With the use of technology, students can store, share, and record what they learned in a given session or day of remote learning. This study aimed to assess distance learners' abilities in digital literacy by examining their attitudes, concepts, and methods. The quantitative descriptive survey research method was used. For this purpose, 95 distance learners were selected from the different private colleges in district Swabi that were affiliated with Higher Education Regulatory Authority Khyber Pakhtunkhwa and were offering distance-learning programs (i.e., B.Ed. 1.5 and 2.5 programs). Likert scale was used through online Google survey forms. The study found that some of the digital competencies of distance learners were below average, as they had no awareness regarding the effect of extensive technology use. They did not know multimedia product designing as well as could not upload self-created content to any website for sharing. While some aspects of digital competencies showed better results as majority of the distance learners had an awareness of social networking and online collaboration tools. As a prerequisite for any distance course, an ICT-based course may be made available to all distance learners as well as tutorials may be made available for fresh distance learners.
A Study on the Nature of Writing Apprehension among Saudi Undergraduate EFL Students
Author: Al-khresheh, Mohammad H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing (Composition),Writing Apprehension,English (Second Language),Second Language Instruction,Student Attitudes,Self Efficacy,Gender Differences,Instructional Program Divisions,College Students

Writing apprehension is an overwhelming feeling of stress and anxiety when writing in a foreign language. In the past ten years, it has been a hot topic of debate. Due to its influence on writing quality, this study aimed to investigate this topic among a group of university EFL students, measuring the level of this apprehension and identifying its main factors. To accomplish this objective, 137 Saudi EFL students were given a questionnaire containing 26 statements spanning four essential writing apprehension factors on a five-point Likert scale. The results indicated that Saudi EFL students generally received moderate writing apprehension. Negativity towards writing was the furthermost common factor of writing apprehension. Self-efficacy in writing was regarded as the least apprehensive factor compared to other writing apprehension factors. The potential causes of this apprehension in each factor were addressed. Statistically significant gender and university level differences were found favouring males and beginner university levels for negativity towards writing. Based on these findings, limitations and future study recommendations are suggested.
Online Flipped Classroom in the Context of Transactional Distance and Cognitive Load: A Mixed-Methods Study
Author: Gunbatar, Mustafa Serkan
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Cognitive Ability,Measures (Individuals),Synchronous Communication,Asynchronous Communication,Graduate Students,Student Attitudes,Comparative Analysis,Flipped Classroom,Computer Science Education,Schools of Education,Masters Programs,Educational Technology

This study aimed to evaluate the Online Flipped Classroom (OFC) instruction process in the context of Transactional Distance (TD) and Cognitive Load (CL). The study was conducted using a mixed-methods design. The participants were nine graduate students. One of them participated in the process asynchronously and seven of them participated synchronously, and the one member was irregular. Transactional Distance Scale and Subjective Rating Scale were used to collect quantitative data. Interviews were conducted to gather qualitative data related to OFC instruction process. All of the TD measurements for the asynchronous and irregular students were low. The synchronous students' TD measurements were low when OFC began, becoming very low later on. The asynchronous student felt cognitive load during some of the OFC activities. Synchronous and irregular students felt the cognitive load during almost all the OFC stages. The future studies may focus on measuring the types of CL and collecting qualitative data to determine the CL type may contribute to the literature.
Analysis of the Digital Citizenship Practices among University Students in Pakistan
Author: Jamal, Bakht
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,College Students,Computer Use,Knowledge Level,Citizenship,Student Behavior,Safety,Computer Security,Information Security,Student Responsibility,Telecommunications,Compliance (Legal),Wellness

This paper intended to analyze the practices of digital citizenship among university student in Pakistan. The quantitative descriptive survey research design was adopted for this study. The population of the study was 800 students of BS (Education) program in ten public sector universities in Punjab, Pakistan. Simple random sampling technique was used for the selection of sample. The sample of the study was 280 students (120 males and 160 females). The research instrument used for the data collection was a five-point Likert scale having nine aspects of digital citizenship identified by Ribble and Baily (2007). The validity of the research instrument was ensured through experts' opinion. Cronbach's Alpha value was used for the reliability of this instrument and its value was .89. The data were analyzed by applying both descriptive and inferential statistics. The research concluded that the majority of the students were involved in the digital citizenship practices in all the ten public sector universities. It was suggested that universities may manage digital citizenship education, formulate the laws for using digital citizenship for positive and healthy activities, conduct co-curricular activities to promote the knowledge of students and integrate digital citizenship education into the curriculum at all stages of education.
Effects of Explicit Written Corrective Feedback on Subject-Verb Agreement among Kurdish EFL Students
Author: Mahmood, Rizgar Qasim
Date: 2023-00-00
Type: Journal Articles
Subjects: Direct Instruction,Written Language,Error Correction,Feedback (Response),Grammar,English (Second Language),Second Language Learning,Foreign Countries,Undergraduate Students,Accuracy,Writing Instruction

The research on English as a Foreign Language (EFL) writing has garnered considerable attention over the years, particularly concerning the impact of corrective feedback (CF) on students' errors. However, in the context of Kurdish EFL students, this area of research has received limited attention, despite its potential to enhance their grammatical accuracy in writing tasks. This paper addresses this gap by examining the impact of Explicit Written Corrective Feedback (EWCF) on Kurdish EFL undergraduate students' writing accuracy in terms of &quot;subject-verb agreement (SVA).&quot; For data collection, the study employed a mixed-method approach and recruited sixty junior EFL undergraduate students who were randomly assigned to two groups: the experimental group (n=30) received EWCF on their SVA errors for five weeks, while the control group (n=30) received only implicit feedback without correction on SVA errors. Data was collected through questionnaires and pre-and post-tests, and the results revealed that EWCF was preferred by students and was more effective in enhancing their writing accuracy in terms of SVA, as evidenced in the post-test. The study has several theoretical and pedagogical implications, including the need for instructors to provide EWCF to enhance students' grammatical accuracy in writing tasks. Further, the study contributes to the limited body of research on EFL writing in the context of Kurdish students, highlighting the need for further investigation in this area.
Views of Parents on Digital Parenting Competencies
Author: Hark Söylemez, Nesrin
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Competence,Parenting Skills,Computer Use,Child Safety,Parenting Styles,Self Efficacy,Secondary School Students,Video Technology,Social Media

This study was conducted to examine the views of parents on digital parenting competencies and experiences. Phenomenology was chosen as a research design. The study group consisted of 13 parents, selected according to criterion sampling. A semi-structured interview form was used as a data collection tool. Content analysis was used in the analysis of the data. Parents stated that they are most uncomfortable while their children are watching videos and surfing social media. Most parents set a period to reduce the time their children spend with digital technologies. We found that the majority of parents do not accompany their children while using digital technologies, and some children do not want their parents to accompany them. Moreover, majority of parents felt inadequate to protect their children against digital risks, and followed different ways to ensure the safety of their children in digital environments.
EFL Low-Achieving Learners and Effectiveness of Remedial Instruction
Author: Al Ghaithi, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Low Achievement,Instructional Effectiveness,Remedial Instruction,Student Attitudes,Student Motivation,Foreign Countries,Elementary School Students,Gender Differences

Many institutes conduct extra English classes to allow weaker students to improve their English proficiency and cope with institutions' language demands. The study, therefore, sought to discover English as a Foreign Language (EFL) low-achieving learners' perceptions and motivation toward the English remedial program. The study also investigated the gender difference among the participants regarding the remedial classes. Forty-five Omani elementary-level students were selected as the population of this study. To collect the data, a questionnaire adapted from Salami (2019) was used along with the interview sessions using six open-ended questions. The study's results revealed that Omani students were strongly motivated to enroll in English remedial classes. Moreover, they had positive perceptions toward English remedial courses. The findings also revealed that Omani female students were slightly more interested in English remedial courses. Therefore, the study will significantly motivate teachers and institutions to focus on providing English remedial classes for their low-achieving students.
Task Design Features and Pragmatics Learning: A Systematic Review of Recent Research
Author: Nguyen, Minh Thi Thuy
Date: 2023-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Task Analysis,Learning Processes,Instructional Design,Cooperative Learning,Teaching Methods,Research Reports

The learning effects of task-based interaction is an emerging topic in the field of instructed pragmatics for ESL learners. Specifically, researchers are exploring the impact of different task features on pragmatics learning. This article reports a review of the extant research. First, the review aimed to identify specific task design and implementation characteristics that appeared to enhance learners' use of pragmatic features during task performance. Inter alia, the review indicated greater benefits from tasks which learners completed collaboratively versus individually and tasks which presented learners with relatively complex versus relatively simple cognitive demands. Secondly, the review aimed to assess evidence of learning across this body of research. The review could not establish whether the enhanced pragmatic language use observed during task performance equated with long-term learning as very few studies included delayed post-tests, an obvious lacuna in the body of research to date.
Endorsement of Intimate Partner Violence among Afghan Women: A Cross-Sectional Analysis of 2015 DHS Data
Author: Kim, Eunice E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Intervention,Family Violence,Violence,Interpersonal Relationship,Females,National Surveys,Ethnic Groups,Diversity,Marriage,Intersectionality,Social Influences,Cultural Influences,Spouses,Predictor Variables,Fear,Political Attitudes,Conflict,Foreign Countries

There are ongoing global efforts to mitigate intimate partner violence (IPV); nevertheless, IPV is extensive in conflict-affected countries like Afghanistan. This study examined disparities in IPV endorsement among Afghan women using data from the 2015 Afghanistan Demographic and Health Survey of 20,793 ethnically diverse married women. We adopted intersectionality and social entrapment theories to account for various socio-cultural factors that explain IPV endorsement in the Afghan context. The results revealed that over 80% of respondents endorsed physical IPV in various circumstances. Hierarchical logistic regression estimated over threefold effects of broader social and cultural factors with a Nagelkerke R Square value of 0.131 (13.1%) variance in the IPV endorsement than the commonly found socio-demographic risk factors with a Nagelkerke R Square value of 0.041 (4.1%) variance. According to our multivariate analysis, the most significant predictor was fear of husbands, which explained 9.4% of the variance. Province-level political conflict severity and prior exposure to parental IPV accounted for another 1.6% and .8% variance, respectively. We also noted many culture- and context-specific variations, emphasizing the need for a nuanced approach to addressing the issue of Afghan women's stance on IPV.
Exploring a Tricomponent Attitude Model for the Application of &quot;Forced&quot; Online Learning in the Post-COVID Era
Author: Wong, Ling Chai
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Electronic Learning,Distance Education,School Closing,Student Surveys,Student Attitudes,Student Satisfaction,Usability,Instructional Design,Technology Integration,Educational Quality

Purpose: The present study explores a tricomponent attitude model for &quot;forced&quot; online learning applied in the post-COVID era following the online learning transition. The study aims to provide a reference for future practitioners in the event a similar crisis results in the mandatory transition towards this study mode again. Methodology: Following the guideline for judgmental sampling, a total of 156 valid responses were collected from Malaysian undergraduate students via an online questionnaire from Google Forms. The respondents' profiles were computed using the Statistical Package for the Social Sciences (SPSS) version 21.0, while Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to validate the measurement model, structural model, and mediation model for hypothesis testing. Findings: The findings demonstrate that perceived usefulness (PU) is insignificant when online learning is the only feasible learning strategy. Technical system quality (TSQ) was found to be positively related to perceived ease of use (PEU), attitude (ATT), and student satisfaction, while quality of content (QC) was found to be positively related to PEU and student satisfaction. The remaining hypotheses were rejected. These findings are expected to transform various student attitude, leading to the cognitive components of PEU and PU and ultimately contributing to student satisfaction. In line with the government's desire to transform digital education in higher education, TSQ and QC constitute a framework for shaping the affective components of students' attitude. Attitude, in turn, drives students' PEU and PU, which are two critical factors of the Technology Acceptance Model that serve as the main determinants of student satisfaction. Significance: The study demonstrates that instructors can use a variety of strategies to increase student satisfaction with online education, which can be beneficial even in the post-COVID era. The findings can aid education providers in implementing necessary changes to improve online learning for their students in the future. In addition, the study reveals that through the pandemic, students have become more resilient and have begun to value online learning, highlighting the importance of considering the long-term effects of online learning on student satisfaction.