ethanporcaro/eric-fulltext-meta huggingface dataset:
Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia
Author: Ahsanu, Muhamad
Date: 2020-12-00
Type: Journal Articles
Subjects: Reflective Teaching,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Teachers,Secondary School Students,College Students,Content Analysis,Foreign Countries,Educational Quality,Educational Improvement,Teacher Attitudes

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as &quot;reflection-in-action, being reflective in their post-teaching referred to as &quot;reflection-on-action, &quot; and being reflective in their future improvement planning known as &quot;reflection-for-action.&quot; The practitioners' reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students' learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.
The Effect of Using a Self-Regulated Jigsaw Task on Female Students&apos; Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia
Author: Alfares, Nurah
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Reading Instruction,Cooperative Learning,Females,Masters Programs,Graduate Students,Teaching Methods,Instructional Effectiveness,Reading Achievement,Student Role,Self Efficacy

This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students' performance in the course of curriculum reading in English, and to find out the learners' perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to become autonomous learners as well as to promote cooperation between learners. The study sample consisted of 40 (two classes) female students studying the course of curriculum reading in English in the Master's Program of curriculum and instructions at Umm Al-Qura University. The classes were allocated to the experimental group (n=21 students), which was taught using self-regulated jigsaw task, and the control group (n=19 students), which was taught using traditional tasks. Pre-and post-tests have been conducted to find out the statistical differences. Further, an open-ended questionnaire was given to the participants in the experimental group (n=21 students) to find out more about their perception of using the jigsaw technique in the learning process. Wilcoxon Signed Rank test was used as a statistical procedure to analyze the participants' scores on the post-test, and the Greenhouse-Geisser test was applied to investigate the differences between groups. The results of the study showed that the difference in performance between students taught using self-regulated jigsaw task and those taught using traditional tasks was statistically significant. Further, the participants in the experimental group perceived that using the jigsaw task had a positive effect on the learning process, enhanced their relations with other learners, and increased their motivation in learning. It is hoped that this study could encourage university instructors to design and implement jigsaw tasks into different courses in higher education.
The Notion of Emotion in EFL Learning and Teaching in Saudi Arabia: A Critical Review of 20 Years of Research
Author: Alrabai, Fakieh
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Educational Research,Emotional Response,Student Attitudes,Student Motivation,Anxiety,Personal Autonomy,Self Esteem,Learning Motivation,Social Attitudes

This paper provides a broad critical review of the research that examined the emotional factors such as learners' attitudes, motivation, language anxiety, autonomy, and self-esteem in the context of learning English as a foreign language (EFL) in Saudi Arabia over a period of 20 years (2000-2020). The aim of this critical review is to answer some questions relating to identifying the most common themes of research efforts in this area, the strengths, and weaknesses among it; and to explain how such efforts have contributed to the development of English language learning/teaching within the Saudi context. The study is significant in that the findings identified some issues with thematic orientation in Saudi EFL emotion research--particularly regarding under- and over-explored topics due to an element of randomness in how research topics related to EFL emotions are often selected and explored, with some topic areas receiving excessive attention and others receiving little or no attention. Some issues related to research design and methodology were also acknowledged and assessed. The study suggests that it is useful to develop ways to coordinate and streamline future research on EFL emotions in Saudi Arabia and to work towards developing new research protocols that investigate the practicalities of language learning emotions in real learning situations.
Missional Muddles: Why Private School Students Have a Positive Right to Learn Dissent
Author: Sellers, Kathleen
Date: 2020-00-00
Type: Journal Articles
Subjects: Democracy,Private Schools,Political Attitudes,Citizenship Education,Activism,Catholics,Institutional Autonomy,Student Attitudes,Advantaged,Teaching Methods,Institutional Mission,Institutional Characteristics,Student Rights,Catholic Schools,Church Role,Educational Philosophy

Democracy needs dissent. More specifically, democracy needs citizens with &quot;knowledge&quot; of how to practice political dissent, a willingness to &quot;think&quot; about why and when such dissent is necessary, and &quot;habituation&quot; to the practice of good dissent. Where, then, are citizens to develop such habits? In Sarah Stitzlein's &quot;Teaching for Dissent: Citizenship Education and Political Activism,&quot; she suggests that public schools are the place best-suited to train American citizens in habits of good dissent. And more, she argues not only are public schools best-suited to this task, but American citizens have a positive right to learn dissent from them. In this article, Kathleen Sellers seeks to expand Stitzlein's argument to include private schools, using the insights of Catholic political philosopher John Courtney Murray, SJ to help construct a framework for thinking about institutional autonomy as a privileged positionality, which enhances private schools' ability to practice (and therefore instruct students in) dissent. First Sellers explains Stitzlein's thesis regarding dissent as a positive right, locating it within the broader context of civics education in American democracy. She then explains the context of a private, mission-driven school, with particular emphasis on features that differentiate such institutions from public schools. Sellers then introduces Murray's insights to explain how mission-driven contexts possess distinct positionality for practicing dissent, a positionality which inheres responsibility for the practice of this positive right. This is followed by concluding remarks.
Public Work for Public Problems
Author: Haarman, Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Democracy,Democratic Values,Citizen Participation,Progressive Education,College Students

Two practices in education--community-based learning and deliberative democratic discourse--have been lauded as highly effective in instilling democratic values in students and preparing them to be active citizens. Both practices have the potential to facilitate the formation of publics in the Deweyan understanding--the building block of democratic society and action. However, while both practices can inspire a raised political consciousness and awareness in students, they do not seemingly materialize into active participation on a civic level, as voting rates for 18- to 29-year-olds continue to be less than 50% and lower than any other age group. This article will briefly examine the potential of both community-based learning and deliberative democratic discourse to encourage citizenship through the formation of Deweyan publics before pivoting to the critiques and possible explanations for their failure to engender action. It will then focus on the concept of &quot;deliberative democracy in community,&quot; a method of deliberative pedagogy that bridges the two practices along with an emphasis on democratic education that focuses on a Deweyan understanding of democracy as a way of life. This reframing of civic action as public problem-solving becomes the focal point for Boyte's idea of public work and Honig's conception of &quot;public things.&quot; It will close by calling for the academy to reimagine its definition of civic engagement to help it course-correct from an anemic, technocratic modality that ignores the wisdom of the public and fails to galvanize action in its students to a more dynamic form of education for democracy.
The Double Bind of Parental Conscience
Author: Wenneborg, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Criticism,Parent Attitudes,Public Schools,Decision Making,Student Participation,Democracy,Educational Objectives,Educational Policy,Integrity

Two philosophers of education, Sarah Stitzlein and Lauren Bialystok, have recently expressed criticisms of so-called &quot;Parental Conscience Acts,&quot; which allow parents to opt their children out of aspects of the public school curriculum that they find objectionable. (These laws and policies should be distinguished from those which allow parents to enroll their children in nonpublic schools or to homeschool them, which are far less controversial.) Both Stitzlein and Bialystok acknowledge that dissenting consciences are important and worth protecting in a liberal democracy; Stitzlein has even argued at length that children have a positive &quot;right&quot; to be taught how to dissent well. Yet Stitzlein and Bialystok argue that dissent can be taken too far, when it serves to undermine crucial goals of public education. For this reason, they do not believe parents should be allowed to simply opt their children out of parts of the curriculum, though they differ on the exact reasons why opt-out is objectionable. In this article, Emily Wenneborg argues that both Stitzlein and Bialystok place conscientious parents in a situation in which they have no room to appropriately exercise their consciences. She first summarizes their respective arguments against so-called &quot;Parental Conscience Acts,&quot; and then explains the double bind for conscientious parents that results from each of their arguments. Finally, she offers her recommendations for maintaining the integrity of the public school curriculum without forcing conscientious parents into such double binds.
The Impact of Blended Learning on the Twelfth Grade Students&apos; English Language Proficiency
Author: Al Noursi, Omar Hussein
Date: 2020-12-00
Type: Journal Articles
Subjects: Blended Learning,High School Students,Grade 12,English (Second Language),Second Language Learning,Language Proficiency,Instructional Effectiveness,Language Tests,Foreign Countries

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students' English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students' English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study's goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a&lt;0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students' achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.
Examination of the Relationship between Mood and Achievement Goal Orientations of the Students Studying at Faculty of Sports Sciences
Author: Erdogan, Barbaros Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Psychological Patterns,Achievement Need,Goal Orientation,Student Motivation,Undergraduate Students,Positive Attitudes,Negative Attitudes,Gender Differences,Instructional Program Divisions,Athletics,Physical Education,Affective Measures,Foreign Countries

The aim of this study is to examine the relationship between affect and achievement-goal orientations of sports science faculty students. Participants forming the research group are studying at the faculty of sports sciences at Mehmet Akif Ersoy University, and in terms of gender, the research group consists of a total of 487 students, 272 males and 215 females ([x-bar][subscript age] = 23.08 + 3.271). The first of the measurement tools used in line with the research purpose; It is the Achievement Goal Orientations Scale, which was developed by Midgley et al. (1998) and gained literature by adaptation to Turkish culture by Akin (2006) Secondly, the Positive and Negative Affectivity Scale, which was originally developed by Watson, Clarck, and Tellegen (1988) under the name of &quot;Positive and Negative Affectivity Schedule&quot; and adapted to Turkish culture by Gençöz (2000) was used. Pearson Correlation test, Anova test and independent samples t test were used in the solution and interpretation of the data. As a result, it was observed that there was a relationship between the achievement-goal orientations of the sports faculty students and their mood (positive and negative).
The Relationship between the Sports Manager Behavior and Locus of Control of Students Taking Sports Management Education
Author: Kepoglu, Abdurrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Athletics,Administrators,Leadership Qualities,Locus of Control,Physical Education,Administrator Education,Undergraduate Students,Questionnaires,Gender Differences,Self Efficacy,Scores

The study aims to determine the degree to which sports managers show behaviors related to management processes and to what extent the focus of control of sports managers affects these behaviors, to increase the performance of sports managers. The universe of the research consists of 1st , 2nd, 3rd, and 4th-year students studying at the Department of Sports Management of Usak University. The sample of the study, which was conducted with the non-probabilistic sampling method, in which 95% confidence level and 5% margin of error were used, consisted of 231 students, male = 155, female = 76. &quot;Sports Manager Behavior Scale&quot; and &quot;Internal-External Locus of Control Scale&quot; were used in the study. In general, it was determined that the students participating in the research have a very high level of sports manager behavior and internal-External Locus of Control. 95.7% of the students have internal control and 4.3% have an external locus of control.
Representing Kingdom&apos;s Makeover after Vision 2030: A Corpus-Driven Analysis of American Media Discourse
Author: Hameed, Ansa
Date: 2020-12-00
Type: Journal Articles
Subjects: Strategic Planning,Mass Media,News Reporting,Computational Linguistics,Social Change,Tourism,Economic Development,Reputation,Foreign Countries,Newspapers

Saudi Vision 2030 is a scheme; the Kingdom of Saudi Arabia has formulated to realize its mainstream economic, social, and administrative goals. Accordingly, the Kingdom strategizes to implement this transformative Vision. The current research aims to analyze how American media has reported several events, actions, and policies in line with Saudi Vision 2030. Thus, the question posed is how an image of the transformative Saudi Kingdom has been presented by American media discourse, in line with Vision 2030. The study is substantial for the Kingdom to ascertain how the world has responded to its Vision. Moreover, in a world with media as a dominant directing agency, it is imperious for the Kingdom to keep an eye on its image in the global community. The research is primarily a quantitative study based on the corpus approach to study the designated media discourse. A specialized corpus of 150,000 words is compiled and analyzed through a variety of corpus tools. The results reveal that American newspapers have given limited representation of the Vision and related activities. Their media usually highlights the pre-existing features of the Kingdom. On the other hand, there are very occasional references to some new aspects like the transformation of the economy, promotion of tourism, revision of the society, etc., which are being implemented in the Kingdom. The study suggests that the Kingdom needs to brief the Western world for an enriched campaign of its contemporary image.
Targeted Change in the Mentality of Communities through Transformative Adult Learning
Author: Dzvinchuk, Dmytro
Date: 2020-00-00
Type: Journal Articles
Subjects: Community Attitudes,Community Development,Attitude Change,Adult Education,Transformative Learning,Administrative Organization,Governance,Power Structure,Local Government,Democracy,Human Resources,Foreign Countries

The relevance of the study is driven by the need to transform the mentality of human resources of Ukraine to introduce the reform of decentralisation of power and to create capable amalgamated territorial communities. The paper explains the specifics of the implementation of the programmes of transformative adult learning for a targeted change in the mentality of communities. For this purpose, the reengineering programme &quot;Aware Residents is a Strong Community&quot; was developed (using the theories of transformative adult learning, institutional matrices and progressive capitalism) and carried out among 200 local leaders and 800 residents of territories where the Kosmatska and Yabluniv ATCs were to be created, according to the Government's Perspective Plan. The content of the programme was justified, and the effectiveness of its implementation was proved based on the results of the pre-project and follow-up sociological surveys through questioning all categories of adults with a sample size of 400 people selected using the methods of sociological analysis. The research revealed that the transformative adult learning, which involves a duality approach of individual and collective learning and community engagement approach, is an effective tool for introducing targeted changes in the human mentality according to the criteria of the Western institutional matrix. Therefore the findings can be used when implementing educational projects and programmes aimed at the reformation of public administration and the introduction of democratic governance.
Media as Message: Technology as Reductionism
Author: Boyles, Deron
Date: 2020-00-00
Type: Journal Articles
Subjects: Criticism,Educational Philosophy,Heuristics,Speeches,Influence of Technology,Social Problems,Technological Advancement,Problem Solving,Social Media

The primary goal of this response to Eric C. Sheffield's presidential address &quot;Human Expression and Meaning Making: Pondering the Role of the Medium in Creating a Life Worth Living,&quot; is to extend some of the excellent points raised and to offer some questions for continued inquiry. To extend Sheffield's critique, the author offer three points: (1) defining technology and the limits entailed; (2) why a pragmatist understanding of technology is helpful both philosophically and socially; and (3) a Postman heuristic that is useful when applied to technological &quot;innovations.&quot; The response concludes with a few specific questions to Sheffield that he may or may not wish to take up. [For &quot;Human Expression and Meaning Making: Pondering the Role of the Medium in Creating a Life Worth Living,&quot; see EJ1287366.]
Realization of Authorial Ideations &amp; Purposes through Transitivity Analysis of Media Texts Written by Native and Non-Native Writers of English: A SFG Perspective
Author: Alraimi, Looloo Mohammed
Date: 2019-03-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),News Writing,Semantics,Grammar,Newspapers,Authors

This study explores how ideational meaning is realized in media texts written by native and nonnative writers of English. Particularly, the paper attempts to analyze transitivity or process types from a semantic-grammatical point of view based on Halliday's (1985) framework of Systemic Functional Grammar. The study aims to describe and compare the process types used by the authors to transmit their experiences/ideations and fulfill the intended purposes. To this end, eight articles from &quot;Washington Post&quot; (WP) &amp; &quot;Arab News&quot; (AN) online newspapers were analyzed. The selected texts were divided into clauses and the process types (material, mental, relational, verbal, existential &amp; behavior) were identified and compared. The analysis reveals that the authors of both newspapers give prominence to the use of material and relational processes seeming to focus exclusively on the actions of physical nature and make links between actions and actors with some qualities associated with them. The subsequently used processes in WP articles are verbal, mental and existential; whereas in AN articles they are mental, existential and verbal. Behavior process is the last and least frequently used process type in both newspapers articles showing that the physiological responses of the actors are not a major involvement. However, the rates of process types in all articles of both newspapers differ considerably. This variation is ascribed to the authors' choice to include a process type more than the other or exclude another to transmit their own experiences and bring about the intended purpose.