ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Pronunciation Training Using Automatic Speech Recognition on Pronunciation Accuracy of Korean English Language Learners
Author: Dillon, Thomas
Date: 2023-00-00
Type: Journal Articles
Subjects: Pronunciation,English (Second Language),Second Language Instruction,English Language Learners,Foreign Countries,Training,Automation,Computer Software,College Students,Telecommunications,Handheld Devices,Program Effectiveness,Feedback (Response),Accuracy,Error Patterns

This study examined effects of pronunciation training using automatic speech recognition technology on common pronunciation errors of Korean English learners. Participants were divided into two groups. One group was given instruction and training about the use of automatic speech recognition for pronunciation practice. The other group was not given such instruction or training as a control group. A pre- and post-test experimental design was used. The treatment period was four weeks. Participants who were taught about using automatic speech recognition for pronunciation practice showed small but significant improvements in pronunciation accuracy than those who did not. In addition, automatic speech recognition was found to assist in the diagnostic evaluation of common pronunciation errors, although it did not produce statistically significant improvements. Participants responded positively to the use of automatic speech recognition for pronunciation practice and testing, although there remain some concerns over technical aspects of the test.
The Construction and Validation of a Q-Matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT
Author: Boori, Ali Akbar
Date: 2023-03-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,English (Second Language),Islam,Religious Colleges,Doctoral Students,Test Items,Item Analysis,Language Tests,Placement Tests,Test Construction,Test Validity,Vocabulary Development,Grammar,Inferences,Linguistic Theory,Psychometrics,Correlation,Goodness of Fit,Accuracy,Foreign Countries,Diagnostic Tests

Cognitive diagnostic models (CDMs) have received sustained attention in educational settings because they can be used to operationalize formative assessment to provide diagnostic feedback and inform instruction. A large number of CDMs have been developed over the past few years. An important component of all CDMs is a Q-matrix that specifies a particular hypothesis about the relationship between each test item and its required attributes. The purpose of this study was to construct and validate a Q-matrix for the reading comprehension section of the Islamic Azad University English Proficiency Test (IAUEPT), as an advanced English placement test designed to measure the language ability of Ph.D. candidates who tend to pursue their studies in the IAU. To achieve this, using item responses of 1152 candidates to twenty items of the reading section of the test, an initial Q-matrix was constructed based on theories and models of second/foreign language (L2) reading comprehension, previous applications of CDMs on L2 reading comprehension, and brainstorming and consensus of five content experts. Then, the initial Q-matrix was empirically validated using the method proposed by de la Torre and Chiu (2016) and checking mesa plots, and heatmap plot. Five attributes were derived for the reading comprehension section: vocabulary, grammar, making an inference, understanding specific information, and identifying explicit information. Finally, the analysis of the Generalized Deterministic Inputs, Noisy &quot;and&quot; Gate (GDINA) regarding absolute fit at the item- and test-level as well as three residual-based statistics showed the accuracy of the Q-matrix and a perfect model-data fit.
Psychometric Modelling of Reading Aloud with the Rasch Model
Author: Syman, Kuanysh
Date: 2023-03-00
Type: Journal Articles
Subjects: Oral Reading,Psychometrics,Item Response Theory,Language Tests,English (Second Language),Second Language Learning,Language Proficiency,Undergraduate Students,Foreign Countries

Reading aloud is recommended as a simple technique to measure speaking ability (Hughes &amp; Hughes, 2020; Madsen, 1983). Reading aloud is currently used in the Pearson Test of English and a couple of other international English as a second language proficiency tests. Due to the simplicity of the technique, it can be used in conjunction with other techniques to measure foreign and second language learners' speaking ability. One issue in reading aloud as a testing technique is its psychometric modeling. Because of the peculiar structure of reading-aloud tasks, analyzing them with item response theory models is not straightforward. In this study, the Rasch partial credit model (PCM) is suggested and used to score examinees' reading-aloud scores. The performances of 196 foreign language learners on five reading-aloud passages were analyzed with the PCM. Findings showed that the data fit the RPCM well and the scores are highly reliable. Implications of the study for psychometric evaluation of reading aloud or oral reading fluency are discussed.
Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language
Author: Tatarinova, Galiya
Date: 2023-03-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Language Tests,Correlation,Reading Tests,Reading Comprehension,Models,Reading Instruction,Test Construction,Item Analysis,Goodness of Fit,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Linguistics,Majors (Students),Foreign Countries

Unidimensionality is an important assumption of measurement but it is violated very often. Most of the time, tests are deliberately constructed to be multidimensional to cover all aspects of the intended construct. In such situations, the application of unidimensional item response theory (IRT) models is not justifieddue to poor model fit and misleading results. Multidimensional IRT (MIRT) models can handle several dimensions simultaneously and yield person ability parameters on several dimensions which is helpful for diagnostic purposes too. Furthermore, MIRT models use the correlation between the dimensions to enhance the precision of the measurement. In this study, a reading comprehension test is modeled with the multidimensional Rasch model. The findings showed that a correlated 2-dimensional model has the best fit to the data. The bifactor model revealed some interesting information about the structure of reading comprehension and the reading curriculum. Implications of the study for the testing and teaching of reading comprehension are discussed.
Structural Equation Modeling in L2 Research: A Systematic Review
Author: Ghanbar, Hessameddin
Date: 2023-03-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Structural Equation Models,Language Research,Research Methodology,Periodicals,Research Reports

Structural equation modeling (SEM), as a flexible and versatile multivariate statistical technique, has been growingly used since its introduction in the 1970s. This article presents a methodological synthesis of the characteristics of the use of SEM in L2 research by examining the reporting practices in light of the current SEM literature to eventually provide some empirically grounded recommendations for future research. A total of 722 instances of SEM found in 145 empirical reports published in 16 leading L2 journals across two periods of 1981-2008 and 2009-2020 were systematically reviewed. Each study was coded for a wide range of analytic and reporting practices. The results indicate that despite the growing popularity of SEM in L2 research, there was a wide variation and inconsistency in its uses and reports within and across the two periods in regard to the underlying assumptions, variables and models, model specification and estimation, and fit statistics. Drawing on the current SEM literature, we will discuss the findings and research implications for future use and reporting of SEM in L2 research.
Leadership Behaviour of a Boarding Schools in Indonesia
Author: Syam, Aldo R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Boarding Schools,Foreign Countries,Leadership Styles,Administrator Characteristics,Personality Traits,Psychological Patterns,Empathy,Listening Skills,Deans,Leadership Effectiveness,Caring,Thinking Skills,Administrator Attitudes

Effective leadership will be seen from his exemplary behaviour. Leadership behaviour greatly determine its success in leading an organization and its members, so that the commands and directions given will be carried out as well as possible by its members. The research aimed to describe leadership behaviour of a boarding-school in Indonesia. This study used a qualitative approach with a case study design, and it was conducted in Indonesia, particularly in eight faculties Universitas Darussalam Gontor, Ponorogo, East Java, Indonesia. Data collection techniques in this study were interviews, observation, field notes, and documentation, and to validate the data used a credibility technique. The data validation through the credibility technique was carried out by conducting triangulation, checking members, and improving the persistence and adequacy of reference materials. Research data will be analysed through four interrelated activity pathways, namely: data collection; data condensation; data presentation; and conclusions. Findings of this research were leadership behaviour shows the servant leadership style. Characteristics of leadership behaviour of a boarding-school are leaders who can reflect a visionary personality, firm stand, good listener, empathy, credibility, attention, persuasion, conceptualization, responsibility, calm, commitment, humorous, religious, fair, patient, honest, open, and trust. Leadership behaviour of a boarding-school in Indonesia: an psychology perspective shows melancholy (defensive) and phlegmatic (low profile) attributes.
Lecturers&apos; and Students&apos; Viewpoints of Distance Education during the COVID-19 Pandemic
Author: Köprülü, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Distance Education,COVID-19,Pandemics,Educational Benefits,Barriers,Foreign Countries,College Students,College Faculty,Educational Improvement,Formative Evaluation,Technology Uses in Education,Class Size,Technological Literacy,Communication Skills

Education is an essential component in maximizing the world's long-term competitiveness and social stability capacity. COVID-19 is now a major international public health crisis for our people, communities, and economies. It has infections and deaths reported worldwide. Learning through distance education is no longer optional; it is now a requirement. The goal of this study is to figure out the lecturers' and learners' perspectives on distance education, including their views on the benefits, drawbacks, and ways to strengthen the programs used throughout the COVID-19 pandemic. The study was carried out in a qualitative manner. To obtain in-depth information, data was obtained from open-ended questions, interview google forms. In Northern Cyprus, this google form was distributed to students and lecturers. The results obtained show that the advantages of distance education learning outnumbered the disadvantages during this pandemic. Proposals were also made by the participants on how distance education learning can be enhanced.
Online Writing Instruction in Indonesia: Causes of Anxiety Problems and Strategies of Solutions
Author: Kurniasih
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Anxiety,Writing Instruction,Student Attitudes,Foreign Countries,Peer Evaluation,Writing Evaluation,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Time Management,Language Proficiency,Writing Skills,Feedback (Response),Writing Strategies,Self Esteem,Teaching Methods,Undergraduate Students

Online learning brings EFL students the new experience of writing instruction. On the one hand, the new experience in online learning may lead to excitement; on the other hand, it may also result in problems such as anxiety. The current study aims at tracing the students' writing anxiety levels, identified the causes of anxiety problems, and put forward strategies of solutions. The results of the data analyses show that out of 149 students involved in this study, 115 students had a high level of writing anxiety and the other 35 students were of medium and low levels of anxiety. The results of the study also indicated that anxiety problems were predominantly caused by time constraints (3.92), linguistic factors (3.70), and feeling afraid of negative evaluation from peers and the teacher (3.63). Furthermore, students also reported conditions that made their writing skills stagnant, for instance, limited writing practice (3.57), insufficient writing technique (3.57), and shortage of feedback (2.81). The qualitative data revealed that numerous strategies implemented by highly anxious students to reduce their writing anxiety in online writing instruction include doing more linguistics activities, doing self-anxiety treatment, implementing writing techniques, building resources, and increasing their self-confidence. Understanding the numerous causes of anxiety, further research may investigate teachers' strategies to help students reduce their anxiety.
The Role of School Socioeconomic Status in School-Wide Technology Integration in the U.S.
Author: Cheng, Shonn
Date: 2023-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Technology Integration,Barriers,Educational Technology,Elementary Secondary Education,Public Schools,Disadvantaged Schools,Correlation,Financial Support,Professional Development,Technical Support,Time,Interests

This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)--educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, firstorder and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if firstorder barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.
The Effects of TPACK and Facility Condition on Preservice Teachers&apos; Acceptance of Virtual Reality in Science Education Course
Author: Thohir, M. Anas
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Technology Uses in Education,Science Education,Readiness,Computer Simulation,Value Judgment,Usability,Intention,Correlation,Foreign Countries

Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers' use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers' readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.
TPACK-SAMR Digital Literacy Competence, Technostress, and Teaching Performance: Correlational Study among EFL Lecturers
Author: Muslimin, Afif Ikhwanul
Date: 2023-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Digital Literacy,Competence,Stress Variables,Teacher Effectiveness,English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Correlation,Foreign Countries

This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers' digital literacy competence (DLC) based on the TPACK-SAMR framework and their technostress. In addition, this study revealed how the variables correlated to the lecturers' EFL teaching performances. Therefore, a correlational design with a descriptive explanation model was conducted. The participants were six EFL lecturers from six different universities in various cities in East Java Province, Indonesia. The data were collected by administering TPACK-SAMR DLC and technostress questionnaires, conducting a semi-structured interview, and documenting the teaching scenarios. The results showed that most participants were more confident with their pedagogical knowledge and content knowledge. They claimed it was hard to mingle them into harmonious teaching performances with technology that challenged them to achieve the higher TPACK-SAMR DLC level. Relevant to this finding, their DLC had a negative 'very high' correlation with technostress, shown by -0.824 Pearson correlation coefficient. Henceforth, their EFL teaching performances reflected the minimum operation of technology, according to SAMR stages, to mediate EFL teaching by substituting and augmenting the technology. Therefore, this study highlights the importance of DLC training to escalate the positive outcomes of EFL teaching with technology and minimize technostress.
Autonomous Learning and the Use of Digital Technologies in Online English Classrooms in Higher Education
Author: Pratiwi, Damar Isti
Date: 2023-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Educational Technology,Electronic Learning,Distance Education,English (Second Language),English Language Learners,Technology Uses in Education,Foreign Countries,Outcomes of Education,College Students

This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including &quot;Google Form,&quot; &quot;Quizizz,&quot; &quot;Quizlet,&quot; &quot;Kahoot!,&quot; and &quot;Socrative,&quot; and the efficacy of these tools in online English classrooms. Utilizing a quasiexperimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating &quot;Google Form,&quot; &quot;Quizizz,&quot; &quot;Quizlet,&quot; &quot;Kahoot!,&quot; and &quot;Socrative&quot; were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students' learning outcomes.
A Systematic Review on the Effectiveness of Children&apos;s Interactive Reading Applications for Promoting Their Emergent Literacy in the Multimedia Context
Author: Chuang, Chen
Date: 2023-00-00
Type: Journal Articles
Subjects: Literature Reviews,Interaction,Reading Instruction,Technology Uses in Education,Emergent Literacy,Electronic Publishing,Reading Achievement,Preschool Children,Early Childhood Education,Young Children,Reading Comprehension,Cognitive Ability,Vocabulary Development,Student Motivation,Attention,Learner Engagement,Recall (Psychology),Retention (Psychology)

Emergent literacy is the term used to describe the reading and writing experiences of young children before they learn to write and read conventionally, and it is important for the construction of children's early reading skills and the enhancement of their later reading performance. The systematic review was conducted to examine the effectiveness of children's interactive reading apps in promoting emergent literacy for children between the ages of three and eight over the last decade (2013-2022). A total of 50 studies were included in this review, and it can be concluded that multimedia features (e.g., a dictionary, background music, and animated pictures) in children's interactive reading apps are effective for enhancing emergent literacy. Conversely, interactive functions (such as games and hotspots) may distract children's attention, leading to poor reading performances. This review also demonstrated the positive effects of children's interactive reading apps on improving their learning outcomes and behavior. In addition, the results indicated that well-designed apps could promote children's emerging literacy skills. However, more in-depth studies will be required in the future to provide designers with a well-defined guideline for designing reading apps for children.
Physics Teaching via Dialogic Discussions about Circus Activities
Author: Volfson, Alexander
Date: 2023-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Recreational Activities,Scientific Concepts,Concept Formation,Misconceptions,Motion,Heat,Foreign Countries,Secondary School Science,High School Students

Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) in formal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion, (b) moment of inertia, (c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants' knowledge and its implementation in circus devices' analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows).