ethanporcaro/eric-fulltext-meta huggingface dataset:
Child and Adolescent Socialization in the &quot;Music-Making for All&quot; Festival and Competition Project
Author: Krasil'nikov, Igor
Date: 2020-08-00
Type: Journal Articles
Subjects: Socialization,Competition,Music Activities,Music Education,Teaching Methods,Teacher Surveys,Teacher Attitudes,Student Interests,Creative Activities,Spiritual Development,Self Esteem,Individual Development,Communication Skills,Friendship,Elementary Secondary Education,Program Descriptions,Foreign Countries

The article examines the socialization of children and adolescents in the process of participating in the innovative festival and competition project &quot;Music-Making for All&quot; involving concerts in which school students perform along with professional orchestras. The basis for achieving the desired result is provided by the author's pedagogical technology of interactive music activity, which presents living through the music in the process of its creation or perception based on complementary interaction with an external sound source. A teacher survey is employed as a method of identifying the indicators of the formation of socialization and the factors affecting the socialization process. The survey reveals numerous factors determining the successful socialization of a modern person. Creating a festive mood at the concerts of the project stimulates students' interest in creative activity. High-quality repertoire orients young artists towards spiritual values. Overcoming the difficulties of music activity contributes to their personal self-affirmation. Interaction with the instrumental ensemble becomes an effective means of creative expression of students. The communicative skills of the younger generation develop in the process of creative communication between students, professional musicians, and the public. The desire of children and adolescents to establish friendships and work in a team contributes to the formation of moral qualities. Children realize the value of labor, acquire personal qualities valuable for successful socialization, such as higher self-esteem and ethical and aesthetic personal growth, and overcome personal issues.
Who Are We Citing and How? A SoTL Citation Analysis
Author: Cappello, Alicia
Date: 2020-00-00
Type: Journal Articles
Subjects: Citation Analysis,Scholarship,College Instruction,Educational Research,Literature Reviews,Journal Articles,Citations (References)

The Scholarship of Teaching and Learning (SoTL) is continuing to develop as a multidisciplinary, international field of practice and a topic of study itself. As the field matures, one area of interest has been the SoTL literature review. However, there has not been an evidence-based study of SoTL citation practices. The purpose of this study was to analyze one year's worth of articles from this journal to see how references and in-text citations are used. Overall, 514 references and 954 in-text citations were found across 18 articles. A diverse range of multidisciplinary and specialized academic journals were cited; 8 percent of in-text citations cited a source other than an academic journal. Each reference and in-text citation was coded as either substantive (Applied, Contrastive, or Supportive) or non-substantive (Reviewed or Perfunctory). A high rate of in-text citations (74 percent) were found to be non-substantive, with the majority of non-substantive in-text citations (71 percent) found in either the Introduction or Literature Review sections of the articles. Conversely, of the 26 percent of in-text citations considered substantive, 50 percent were found in either the Results &amp; Discussion or Conclusion sections. We demonstrate the use of the coding scheme as a self-assessment tool and conclude by suggesting that SoTL authors and reviewers could use it to assess the depth and breadth of their literature reviews.
Competence and Professional Skills in Training Future Specialists in the Field of Physical Education and Sports
Author: Ivanii, Ihor V.
Date: 2020-08-00
Type: Journal Articles
Subjects: Competency Based Education,Educational Trends,Educational Research,Specialists,Professional Training,Professionalism,Higher Education,Physical Education,Athletics,Correlation,Foreign Countries

The relevance of the problem is determined by the need to understand the further strategy of improving the training of physical education and sports specialists. The purpose of the article is to study the problem of correlation between the notions of &quot;competence&quot; and &quot;professional skill&quot; in the context of the formation of a specialist in the field of physical education and sports. The study of the relationship between the notions of &quot;competence&quot; and &quot;professional skill&quot; was conducted on the basis of an array of special literature on the competent approach to training of physical education and sports specialists, including more than 200 sources published in different countries. The article analyses negative trends in the content of training future specialists in the system of higher professional physical education based on a competence approach. The acme-culturological approach for improving the professional training of future specialists is proposed and tested, the stages of formation of professional skills of future specialists in the training process are presented. There is a need to focus on the identified features of professional training of young people to professions in the field of physical education and sports. The proposed system of professional training of future specialists of physical education and sports on acme-culturological bases directs teachers to improve the quality of training graduates in their future professional activities.
The Place of Research Paradigms in SoTL Practice: An Inquiry
Author: Haigh, Neil
Date: 2020-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Research,Models,Inquiry,Research Methodology,Evaluation Criteria,Guidelines

Research paradigms constitute views that a researcher holds about (a) the nature of reality and what they can know about it (ontology); (b) the potential influence of their existing ideas and values on what they want to know, how they try to get to know, and criteria they use to make judgments about knowledge (epistemology); and (c) appropriate strategies for developing and evaluating knowledge (methodology). These views may influence their conception, design, implementation, and accounts of research projects. Critical self-reflection (reflexivity) is required to recognize these views and articulate their implications for projects. As scholars of teaching and learning, we attend explicitly to these views and their implications for our projects. However, our observation of practice in the field of the Scholarship of Teaching and Learning (SoTL) in general, as documented in publications, indicates that while some colleagues attend to such views and implications, others do not. This observation prompted us to explore the extent to which journal-based accounts of SoTL projects refer to paradigm-related views and possible explanations for the attention that their authors do, or do not, give to this consideration. Explanations proposed include conceptions of SoTL, journal author guidelines and review criteria, and properties of the concept of a paradigm. Recommendations for educating new SoTL practitioners about research paradigms and their possible relevance to SoTL, based on our inquiry, are also presented.
Social and Cognitive Outcomes of Service Learning: Results from a Pre-Post and Control Group Comparison
Author: Ryan, Rebecca G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Comparative Analysis,Outcomes of Education,Empathy,Social Responsibility,Cognitive Development,Educational Gerontology,Undergraduate Students,Older Adults,Self Efficacy,Prosocial Behavior,Self Concept Measures,Educational Benefits,Pretests Posttests

Students in an undergraduate course opted to either complete a service-learning project or write article summary papers over the course of a semester. Analyses revealed a significant increase in aspects of empathy, social responsibility, and community and personal involvement in the service-learning group, but not in the control group. The findings are discussed in terms of the social and cognitive benefits of service learning and considerations for incorporating service learning into a gerontology-related course.
Developmental Education for University Students: Ways and Methods of Its Organization
Author: Samarokova, Irina V.
Date: 2020-08-00
Type: Journal Articles
Subjects: College Students,Developmental Studies Programs,Values,Cognitive Development,Student Centered Learning,Remedial Instruction,Organization

This article is devoted to the organization of developmental education of students of higher educational institutions. Based on works by I. A. Zimniaia, T. I. Iliin, V. V. Kraevskii, G. M. Kodzhaspirova, I. Ia. Lerner, I. F. Kharlamov and other researchers, the authors clarified the concept of &quot;developmental education of university students&quot;, analyzed its components, systematized domestic and foreign experience in organizing developmental education in a higher educational institution. The article also presents the author's set of pedagogical conditions, which contributes to the organization of developmental education for university students. This set includes the following components: correction of students' value orientations in the educational process of the university; the development of cognitive activity of students and the construction of the educational process at the university, subject to the requirements of a person-centered approach.
Improving Postgraduates&apos; Academic Writing Skills with Summarizing Strategy
Author: Khazaal, Edhah Numan
Date: 2019-09-00
Type: Journal Articles
Subjects: Writing Skills,Writing Improvement,Second Language Learning,Second Language Instruction,English (Second Language),Pretests Posttests,Political Science,Foreign Countries,Graduate Students,Global Approach,Writing Tests,Academic Language,Writing Instruction

Writing is one of the essential poles of language learning, and should be one of the senior interest, and concern to teachers, students, and researchers. The purpose of this study is to identify the effect of using the summarizing strategy on postgraduates 'learners. To develop the summary writing skills, two months implementation is applied to twenty Iraqi postgraduates 'learners, who are studying English as a foreign language (EFL) .The participants were from two departments in the college of political sciences at A-Nahrain University, Iraq, during the academic year 2018-2019. It was carried out in a single-group pre-post-test model only. A pre-test on summary writing conducted to participants a week before the summarizing strategy applied. The experimental process of the study lasted eight weeks, where the participants received 16 treatment sessions. Five different passages choose from their textbook (Headway for Academic Skills Level3), which was recommended by the university. The selected written passage for post-test was &quot;globalization.&quot; The participants asked to summarize the passage within 45 minutes according to the new strategy. Data of the summary written test collected, and scored according to the five criteria such as; (grammar, vocabulary, organizing, content, and coherence). The findings of the study indicated that the summarizing strategy has a significant effect on postgraduates' learners in academic writing skills, so it is recommended that this strategy be applied in the curriculum of our schools and universities.
Vocabulary Learning in the Mobile-Assisted Flipped Classroom in an Iranian EFL Context
Author: Jalili, Shahriar
Date: 2020-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Flipped Classroom,Electronic Learning,Handheld Devices,Telecommunications,Computer Assisted Instruction,Technology Integration,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Formative Evaluation,Conventional Instruction,Females,Young Adults,Foreign Countries,Private Schools

The emergence of flipped instruction has provided new opportunities to improve English language learning. The present study attempted to investigate the effects of flipped learning strategy on enhancing the vocabulary knowledge of Iranian EFL learners. To this end, the authors assigned 26 learners from an English institute to the flipped and conventional groups. They adopted a two-group counterbalanced design in this research. In the flipped classroom, the teacher posted the course materials via &quot;Telegram&quot; in advance to the class. Inside the classroom, the participants engaged in various peer and group activities including precommunicative sentence arrangement, communicative tasks, pair, and group discussion, roleplay and storytelling. The data were from multiple data sources including a vocabulary knowledge test, a student-recorded portfolio and interviews. The results revealed that the participants performed better in the conventional classroom than the flipped learning classroom. However, they did not have positive attitudes toward inverted learning. The authors presented insights into the impacts of flipped instruction on the quality of vocabulary learning and offered recommendations and implications for future practice.
Morphological Awareness and Vocabulary Knowledge among English Language Learners
Author: Rabadi, Reem Ibrahim
Date: 2019-09-00
Type: Journal Articles
Subjects: Vocabulary Skills,Second Language Learning,Second Language Instruction,English (Second Language),Correlation,Morphology (Languages),Morphemes,Metalinguistics,Literature,College Seniors,Language Tests,English Literature,Teaching Methods,Foreign Countries

This study aims to tackle an answer to the main question; if there is a relationship between the vocabulary size of adult English language learners and their morphological awareness and if their performance would differ in word complexity. The participants were 90 senior BA English Language and Literature students from Jordanian universities. The two empirical research tools were the Vocabulary Size Test and Morphological Awareness Test. The results revealed the mid-frequent level vocabulary size of the participants, and they were unable to form and use new words using morphemes. A positive correlation between the vocabulary size of the participants and their morphological awareness existed. Besides, a positive relationship existed between their performance on word complexity and their morphological knowledge. Pedagogical solutions need to be implanted in &quot;English as a Second Language (ESL)/English as a Foreign Language (EFL)&quot; classes.
The Writing Center&apos;s Role in the Academic Life of an English Foreign Language Student from an Instructor&apos;s Perspective
Author: Bakkar, Beth Bassima
Date: 2019-09-00
Type: Journal Articles
Subjects: Academic Support Services,English (Second Language),Second Language Learning,Teacher Attitudes,Foreign Countries,College Students,College Faculty,Writing Instruction,Tutoring,Teaching Methods,Misconceptions

The English Writing Center (WC) has recently become a writing support service in selective Lebanese universities even though it has been a common practice in Western universities for the last twenty years. The article from a university instructor's experience aims to bring forward the reasons the WC at Lebanese universities is slowly attracting students to its provided practices and how disciplinary instructors amongst other socio-cultural factors are contributing towards students misconceptions of the WC philosophy and services. The article first introduces the profile of the Lebanese university English as a foreign language (EFL) student to provide a background on their English language level of proficiency and expectations from the WC tutors and the misguided understanding of the WC philosophies and framework practices that are opposing students' expectations from the WC; and continues to construct the need for the WC to re-evaluate its current writing pedagogy and process between tutor and student. The article concludes by discussing the negotiated roles WC tutors, disciplinary instructors and faculty management should take in order to transfer students' misconception of the WC aims and objectives and to take responsibility for their writing.
Creative Writing from Theory to Practice: Multi-Tasks for Developing Majmaah University Students&apos; Creative Writing Competence
Author: Mohammed, Faiza Abdalla Elhussien
Date: 2019-09-00
Type: Journal Articles
Subjects: Creative Writing,Writing Instruction,Pretests Posttests,Scores,Comparative Analysis,Females,Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students),Universities,Advanced Students,Fiction,Nonfiction,Essays,Language Teachers,Teaching Methods,Undergraduate Students,Foreign Countries,Theory Practice Relationship

This research investigates the efficiency of applying creative writing multi-tasks in developing level 4 female English major students' creative writing competence. The study conducted for 12 weeks in 2018-2019 academic year, in Zulfi College of Education, Majmaah University, Kingdom of Saudi Arabia (KSA). The sample consists of 64 female students divided equally into two groups: experimental and control groups. The experimental group studied an advanced college writing course supported by the creative writing multitasks designed by the researcher. A group of pre- and posttest design was applied in the study. When the pre and posttest's scores of the experimental group were analyzed and compared, it was detected that there was a statistically considerable difference in the pre- and posttest scores, in favor of posttest's score. Also, it shows that there was a significant difference in the mean scores of the experimental and control group posttest's scores, favoring the experimental group posttest's score. These results prove the main research hypothesis: Creative writing multi-tasks have a significant impact on developing the experimental group's creative writing competence, compared to the control group. The findings indicate that using creative writing multitasks has a positive effect on developing the students' creative writing competence in both fiction and nonfiction essays. It is recommended for English language teachers to adopt similar creative writing multitasks when teaching writing skill.
Effects of Integrated Feedback on Academic Writing Achievement
Author: Yamalee, Eason
Date: 2019-09-00
Type: Journal Articles
Subjects: Feedback (Response),Pretests Posttests,Writing Achievement,Student Attitudes,Teaching Methods,Writing Tests,Academic Language,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,College Students,Writing Instruction,Writing Evaluation,Scoring Rubrics

This study examined the effects of integrated feedback on students' writing achievement. Then, it further investigated the attitude of student towards the implementation of integrated feedback on writing. Twenty students from one class were used as a sample group (intact group) to participate in this study. So the convenience sampling was used to select the participants. Research instruments consisted of integrated feedback model, pretest and posttest, and semi-structure interview questions. The participants did the pretest at the first week of the study. Later on, they were required to write four paragraph writing tasks and all of them were assessed and given feedback. Then they were required to do posttest on week 14. The following week was reserved for in-depth interview. The writing achievement of students was analyzed by Wilcoxon-Signed Rank Test. Week 15 was reserved for interviewing and the results were analyzed by content analysis. The results demonstrated that students improved their writing after they cooperated with the integrated feedback approach. Interviewing results revealed that they had positive attitude towards implementing integrated feedback in improving their writing skill.
The Perceptions and Beliefs of Saudi Preparatory Year Program Learners towards Learning English: A Case Study
Author: Massri, Rola A.
Date: 2019-09-00
Type: Journal Articles
Subjects: Student Attitudes,Language Attitudes,English (Second Language),Second Language Learning,Introductory Courses,Undergraduate Students,Late Adolescents,Learning Motivation,Socioeconomic Influences,Cultural Influences,Academic Achievement,Foreign Countries,Context Effect

Learning English in the Kingdom of Saudi Arabia (KSA) can be a challenging experience. Nevertheless, being proficient in English language guarantees better job opportunities in various fields and thus learners need to acquire an acceptable level of proficiency. Recognizing its significant role in the learners' academic and professional excellence, the English language has gained the status of a mandatory language in the Saudi higher education institutions. As students enter universities for higher studies, they are often required to take prerequisite courses in English to gain a higher level of proficiency. This qualitatively driven descriptive case study investigated the attitudes of EFL students who were enrolled in the Foundation Year Program. This study aimed to examine the learners' feelings, emotions, and attitudes in the light of their academic performance. In total, thirteen male and seventeen female students were interviewed using semistructured interviews as a main tool for the data collection. They were asked to recall and write their narratives regarding their experience of learning the English language throughout the foundation year program. The socio-constructivist nature of this qualitative case study offered an opportunity to participants to share their stories. Consequently, it highlighted the factors that motivated them for a language learning experience. Moreover, it allowed them to reflect on the challenges that they encountered during their learning odyssey of the English language course as part of the preparatory year program (PYP). Findings from this research study suggest that the participants' motivations to learn English are primarily related to socio-economic reasons. Besides, students were particularly motivated to learn English when they were encouraged by their families and by 'good' teaching practices. Nevertheless, these findings failed to establish an association between the learners' attitudes and their performance on the assessments during the course. This case study adds to the existing literature by examining a context that lacks empirical evidence on the topic of EFL learners' beliefs about English learning. More research in this area is required to determine why this discrepancy occurred.