ethanporcaro/eric-fulltext-meta huggingface dataset:
Intransitive Prepositions in Albanian Language
Author: Koskoviku, Bahri
Date: 2021-00-00
Type: Journal Articles
Subjects: Indo European Languages,Form Classes (Languages),Grammar,Syntax,Linguistics,Verbs

The subject at hand of this paper is intransitive prepositions, which E. Klima (1965) defined as prepositions that do not select syntactic objects. This word group comprises those linguistic units which traditional grammar used to consider as bicategorical, sometimes as adverbs, and in other instances as prepositions created through conversion. Through syntactic and lexical analysis, we intend to confirm that such words in both uses are prepositions rather than adverbs. This type of phrases that are projected only X head does not take complement semantically and structurally. From this point of view, PPs that are generated at level X [P + compl] are opposed, where the presence of a complement is mandatory. Prepositions that project a PPs component at level X have [- compl] feature and are called intransitive prepositions, while prepositions with [+ compl] feature which project a PP at level X are called transitive prepositions. This means that the intuition of an Albanian speaker for the PP component is elaborated not only within the traditional framework PP-P -- NP but also within PP-P structures. Another hypothesis of this paper is that the [- compl] feature of this type of prepositions is not an absolute feature, but rather a relative one -- which means that we do not have genuine intransitive prepositions but rather double feature prepositions [- compl, + compl] which sometimes appear as intransitive, sometimes as transitive which -- similar to transitive verbs with intransitive use -- we have called &quot;ergative prepositions.&quot;
Interacting with Readers: How Nonnative Authors of English Use Meta-Discourse Markers in Their Research Article Abstracts Published in English Medium Journals
Author: Nur, Sahril
Date: 2021-00-00
Type: Journal Articles
Subjects: Periodicals,Journal Articles,Documentation,Applied Linguistics,Authors,English (Second Language),Second Language Learning,Discourse Analysis,Writing (Composition),Academic Language,Expertise,Writing for Publication,Taxonomy,Models,Connected Discourse,Foreign Countries,Persuasive Discourse,Language Usage

The use of appropriate rhetorical moves (RMs) and meta-discourse markers (MMs) improve the argumentative and persuasive force of academic texts, such as essays, thesis, seminar papers, and articles. However, authors from different language backgrounds and levels of expertise may use different RMs and MMs when writing in a foreign language. This study is aimed at describing how Indonesian authors in Applied Linguistics use RMs and MMs in their research article abstracts (RAAs) published in international and local journals. 20 RAAs published in international journals and 20 RAAs published in local journals were chosen for the corpora of this study. Swales (2009) five rhetorical moves for RAAs and Hyland's (2005) taxonomy of MMs were used as models in the analyses. The results reveal that different from international journal readers' expectations, Indonesian authors in Applied Linguistics use only 3 Moves (Moves 2, 3 &amp; 4) classified as obligatory and 2 Moves (Moves 1 &amp; 5) conventional. Also, they use interactive MMs far more frequently in Moves 3 and 4 because these two moves are relatively longer than the other three moves. As found in other similar studies, the Indonesian authors use interactive MMs far more frequently than interactional MMs because they concern more about their text cohesion, coherence, and convincing rather than their interaction with the potential readers.
Lexical Meaning in Albanian Language Textbooks of Pre-University Education
Author: Metani, Idriz
Date: 2021-00-00
Type: Journal Articles
Subjects: Semantics,Indo European Languages,Computational Linguistics,Textbooks,Content Analysis,Classification,Vocabulary Development,Teaching Methods,Phonemes,Definitions,Foreign Countries,Figurative Language,Phrase Structure,Lexicography,Elementary Secondary Education

Lexical meaning, as an important and essential aspect of the word, has long attracted the attention of scholars, who, in trying to know its nature, have sometimes mystified it by seeing it as an inexplicable thing and sometimes simplified it, equating it with the function of the word, with the concept, even with the &quot;reali&quot; itself that it signifies. Each meaning is explained separately, but keeping in mind the other meanings of the word, when it is polysemantic. The purpose of explaining meaning is to connect us with realie or something of the reality that the word signifies in that sense, to identify and distinguish it intact from other realities similar to it. In addition to the common semantic components, some differentiating semantic components are given that serve to distinguish the meanings of the respective words. By thoroughly analyzing the corpus of words unknown to students present in today's Albanian language textbooks of pre-university education, our article aims to provide an almost complete picture of the typology of explaining language units unknown to students, as it turns out in the textbooks we are talking about while giving some methodological recommendations to improve the work with students' vocabulary in the future. In general, we can say from the beginning that textbook compilers, in order to explain language units unknown to students, have used at least four types of explanations: &quot;descriptive explanation,&quot; &quot;definition explanation,&quot; &quot;paraphrasing explanation&quot; and &quot;synonymous explanation,&quot; which will be discussed in more detail in this article.
Research of Peculiarities of Speech of Male and Female on Phonetic and Lexical Levels of Language
Author: Rustamov, Dilshodbek
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Phonetics,Speech Communication,Psycholinguistics,Sociolinguistics,Gender Issues,Vocabulary,Language Usage,Russian,Communication (Thought Transfer),Work Environment,Nonverbal Communication,Intonation,Behavior Patterns

Gender differences are manifested not only in the physiological characteristics of a person, but also in the speech communication. This article presents the research data obtained at the phonetic and lexical levels of the language. The purpose of this work is to determine the speech characteristics that distinguish men and women at the studied language levels. The identification of the peculiarities of the speech of men and women supplements and clarifies the results of research in the field of gender studies. Before beginning the discussion on the specifics of male and female speech, it is important to understand what gender linguistics is and to learn a little about the history of this study. Until recently, linguists focused only on studying the differences in languages that were related to differences between groups of people (psycholinguistics, ethno linguistics, socio linguistics). But no one paid attention to the gender difference of the speech. Only recently have linguists begun to pay attention to the peculiarities of male and female speech.
ESL Students&apos; Perceptions of Mobile Applications for Discipline-Specific Vocabulary Acquisition for Academic Purposes
Author: Kohnke, Lucas
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Undergraduate Students,Late Adolescents,Second Language Learning,Second Language Instruction,Instructional Effectiveness,English for Academic Purposes,Vocabulary Development,Intellectual Disciplines,Game Based Learning,Courseware,Handheld Devices,Dictionaries,Electronic Learning,Foreign Countries

Undergraduates are often advised to expand their discipline-specific vocabulary in order to cope with the rigor of reading and writing academic texts. For the students studying in English-medium settings, it is in their interest to acquire vocabulary in their disciplines as this is vital to academic success. While students recognize the importance of discipline-specific vocabulary acquisition, they are typically unable to do so due to their heavy work on learning and assessment tasks. With the advent of mobile technology, one way to address this problem is to create vocabulary apps. To meet this need, this paper presents a gamified, discipline-specific vocabulary learning app &quot;Books vs Brains@PolyU.&quot; It was developed to help busy undergraduates to build a repertoire of the vocabulary across seven disciplines. We explored students' perceptions and evaluation of this tool via interviews with sixteen student participants of the project. The results show that students found the tool useful and motivating, indicating the effectiveness of the app in helping busy undergraduates to build and expand their knowledge of discipline-specific vocabulary.
Examining Student Regulation of Collaborative, Computational, Problem-Solving Processes in Open-Ended Learning Environments
Author: Emara, Mona
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Self Management,Metacognition,Computer Science Education,Science Education,STEM Education,Difficulty Level,Problem Solving,Physics,Programming,Scaffolding (Teaching Technique),Performance Factors,High School Students,Summer Programs,Natural Language Processing,Learning Analytics,Models

The integration of computational modelling in science classrooms provides a unique opportunity to promote key 21st century skills including computational thinking (CT) and collaboration. The open-ended, problem-solving nature of the task requires groups to grapple with the combination of two domains (science and computing) as they collaboratively construct computational models. While this approach has produced significant learning gains for students in both science and CT in K-12 settings, the collaborative learning processes students use, including learner regulation, are not well understood. In this paper, we present a systematic analysis framework that combines natural language processing (NLP) of collaborative dialogue, log file analyses of students' model-building actions, and final model scores. This analysis is used to better understand students' regulation of collaborative problem solving (CPS) processes over a series of computational modelling tasks of varying complexity. The results suggest that the computational modelling challenges afford opportunities for students to a) explore resource-intensive processes, such as trial and error, to more systematic processes, such as debugging model errors by leveraging data tools, and b) learn from each other using socially shared regulation (SSR) and productive collaboration. The use of such SSR processes correlated positively with their model-building scores. Our paper aims to advance our understanding of collaborative, computational modelling in K-12 science to better inform classroom applications.
Online Knowledge Construction Mediated by Mobile Instant Messaging
Author: Yasuda, Raymond
Date: 2021-03-00
Type: Journal Articles
Subjects: Synchronous Communication,Handheld Devices,Telecommunications,Technology Uses in Education,Economics Education,Student Projects,Group Activities,Cooperative Learning,Affordances,College Students,Foreign Countries

Widespread use of mobile instant messaging (MIM) both formally by educators and voluntarily by students to support coursework has resulted in increased interest in the academic utility of the technology. However, due to the relative newness of the technology there is a call for more studies on how MIM impacts teaching and learning. To address this need, this case study investigates how MIM mediates online knowledge construction within the context of an economics course project. Online interactions over the course of a 16-week semester were coded and analysed using the Interaction Analysis Model. Analysis of 4,685 online messages revealed evidence of all five phases of knowledge construction: the sharing of information, identification of dissonance, negotiation of meaning, testing, and collective understanding. Both the structure of the course project and the affordances of connectivity, context-free access, and quasi-synchronous communication were found to be key factors in facilitating the knowledge construction process. Findings indicate that MIM may be effective supporting online collaborative learning. Furthermore, specific examples of student interactions offer insights into the complexity of online discussion possible via MIM and the interrelationships between the various phases of online knowledge construction.
Rethinking a Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
Author: Haipinge, Erkkie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Large Group Instruction,Online Courses,Higher Education,Telecommunications,Handheld Devices,Distance Education,Institutional Cooperation,Culturally Relevant Education,Open Educational Resources,Open Education,Educational Technology,Electronic Learning

Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one's immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.
Developing Multimedia Programmes for Out-of-School Girls: The Case of GIRLS Inspire in Tanzania
Author: Gasuku, Samwel
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,Out of School Youth,Multimedia Materials,Independent Study,Audiovisual Instruction,Foreign Countries,Case Studies,Adult Education,Program Descriptions,Strategic Planning,Teaching Methods,Material Development,Educational Policy,Literacy Education,Student Attitudes,Facilitators (Individuals)

Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness.
Faculty Members&apos; Communication Needs with Regards to Technology
Author: Uzorka, Afram
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Needs,Computer Mediated Communication,Technology Uses in Education,Technology Integration,Faculty Development,Computer Literacy,Teacher Administrator Relationship,Teacher Student Relationship,Interpersonal Relationship

Educators are interested in the impact of technology on education and are supported by regulatory bodies promoting technology standards, recruiters seeking teachers with technology skills, legislated technology in the curriculum, and a demand for a technology skilled workforce. In response to the interest in technology in education, and faculty members incorporating technology in their work, this study was launched to investigate the communication needs of faculty members. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed and entered into a database for analysis. Findings reported were about technology in communication. Concluding statements report that participants use technology in their communication. Faculty members look to early enablers to share best technology practices.
Interplay between Literacy and Health Services Access: The Case of Elderly Exemption Beneficiaries in Tanzania
Author: Edward, Joshua
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Older Adults,Access to Health Care,Illiteracy,Correlation,Knowledge Level,Attitudes,Costs,Public Policy,Access to Information,Decision Making,Information Sources,Comprehension,Health Facilities,Allied Health Personnel,Psychological Patterns,Social Bias,Satisfaction

Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper's question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select 879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.
To Use or Not Use Collaborative Learning Techniques in Teleconference Teaching? A Case Study from the Hellenic Open University
Author: Niari, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Electronic Learning,Distance Education,Teaching Methods,Teleconferencing,Value Judgment,Intention,Barriers,Tutors,Humanities,Group Dynamics,Student Role,College Students,Open Universities,Foreign Countries

The purpose of this small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters needed to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. An adequate teleconference platform, tutors' training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies, are also highlighted by the results.
The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses
Author: Aynas, Naciye
Date: 2021-00-00
Type: Journal Articles
Subjects: Authentic Learning,Teaching Methods,Science Instruction,Problem Solving,Pretests Posttests,Comparative Analysis,Measures (Individuals),Student Attitudes,Tests,Factor Analysis,Learning Processes,Foreign Countries,Secondary School Students,Science Education,Constructivism (Learning)

This study aims to investigate the effects of authentic learning methods -- applied in science courses -- on the problem-solving skills and attitudes towards those courses. As a research design, a quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students at the level of 6th grade in Van, Turkey in the 2017-2018 academic year. As data collection tools, the Problem-Solving Skills Test and Science Attitude Scale were used throughout the study. During the data analysis phase, descriptive statistics, one-factor analysis of variance for unrelated samples, t-test for related samples, Kruskal Wallis-H and Wilcoxon Signed Rank Test were used. As a result of the study, it was realised that there was a significant difference between the experimental group and control groups' problemsolving skills total scores in favour of the experimental group. Furthermore, it was ascertained that authentic learning practices improved the problem-solving skills of the experimental group students to a significant extent. In terms of attitude points towards science, it was determined that the post-test scores of the experimental group were significantly higher than the control groups and authentic learning practices had a positive effect on attitude.
Supporting Teachers Moving Online, Using a MOOC, during the COVID-19 Pandemic
Author: Mays, Tony John
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Large Group Instruction,Program Effectiveness,Foreign Countries,Faculty Development,Distance Education,Educational Technology,Technology Uses in Education,Teaching Methods,Student Evaluation,Teacher Attitudes,Teacher Competencies,Teacher Characteristics,Technological Literacy,Satisfaction

Following campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end-course surveys of participants' perceptions indicated that while there was, and is, scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose.