ethanporcaro/eric-fulltext-meta huggingface dataset:
The Introduction of a Thin-Bending Wood Horn Speaker as Multipurpose Teaching Material in Japanese Junior High School Technology Classes
Author: Jung, Kiho
Date: 2019-00-00
Type: Journal Articles
Subjects: Audio Equipment,Instructional Materials,Junior High School Students,Technology Education,Technological Literacy,Early Adolescents,Acoustics,Instructional Effectiveness,Student Satisfaction,Student Interests,Woodworking,Foreign Countries,Design

As a case study of the introduction of efficient and effective teaching materials and methods that enhance students' technological literacy in different areas despite the relative lack of classroom hours devoted to technology education in Japanese junior high schools, a front-loaded horn speaker system was proposed as a component of multipurpose teaching materials and methods integrating several areas. Following the development of teaching materials and lesson plans, their effectiveness was evaluated through implementation. Acoustic measurements showed that the horn speaker provided high efficiency in the midrange. Moreover, the results of a post-lesson questionnaire administered to junior high school indicated that the speaker system was highly effective as teaching material. It was therefore concluded that the new design enhanced not only student interest but also their technological literacy, as they demonstrated an understanding of the acoustic mechanism and high satisfaction with their final products.
Advantages of Employment after Retirement -- A Content Analysis Approach. What Is Academic Professional Experience Worth after Retirement Age?
Author: Davidovitch, Nitza
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Retirement,College Faculty,Employment Potential,Employment Experience,Teaching Experience,Experienced Teachers,Teacher Characteristics

This study is a pioneer study that examines the advantages of faculty employment after retirement age from the perspective of academic faculty. The economic-industrial literature suggests that prior experience is a major consideration in the industry, particularly in the process of selecting suppliers, and the weight given to occupational experience has an effect on other advantages as well. 108 questionnaires administered to senior faculty were collected in a case study of a single university. A combined research method including qualitative and statistical analyses was employed, with the aim of exploring the advantages of faculty employment at institutions of higher education after retirement age. The current research findings show that most of the faculty members claim that the experience accumulated by faculty who have passed the retirement age is their strongest advantage. Furthermore, professional-academic experience was found to correlate with other advantages, namely knowledge, international contacts, deeper familiarity with the global academic system, improved teaching capabilities, and improved ability to guide advanced studies. This, in addition to the advantages of personal-professional skills: more patience and greater research performance ability. The findings raise the practical question of the implications for the academic system in general and for the public academic system in particular. In other words, how does the public system of higher education translate the advantages of previous academic experience beyond retirement age? What are the benefits for colleagues, young faculty, the institutions -- and the system of higher education in general, with regard to research, teaching, and contribution to the community?
Pre-Service Primary School Teachers&apos; Scientific Epistemological Beliefs and Attitudes toward Science: Is There a Relationship?
Author: Bayraktar, Sule
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Scientific Attitudes,Scientific Literacy,Epistemology,Beliefs,Gender Differences

The purpose of this study was to examine pre-service primary school teachers' scientific epistemological beliefs and attitudes toward science. The study also investigated whether there was a relationship between epistemological beliefs and attitudes toward science. Sample of the study consisted of 90 students pursuing their third year in primary teacher education at Giresun University, which is located in northeastern part of Turkey. Data for the study were collected through the use of the Scientific Epistemological Beliefs Scale and the Attitudes toward Science Scale. Means, t-test, and correlation analysis were used to analyze data. Findings showed that these pre-service primary school teachers' scientific epistemological beliefs differentiated for the dimensions of the scale from relatively naive to sophisticated beliefs. There were no significant differences between male and female pre-service teachers in terms of scientific epistemological beliefs and attitudes toward science. Results also showed a positive significant correlation between the scientific epistemological beliefs and attitudes toward science.
From Preservice to Practice: Expectations of/in the Secondary ELA Classroom
Author: Noel, Tiffany Karalis
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Expectation,Language Arts,Beginning Teachers,Secondary School Teachers,Self Efficacy,Classroom Techniques,Experiential Learning,Reflective Teaching,Teacher Student Relationship

The paper explores how preservice ELA teachers' expectations of teaching compare to the reality of their experiences during the first year of teaching. The authors consider common concerns of beginning ELA teachers and their implications for teacher self-efficacy. The paper is informed by narrative research, which provides practical and specific insights into the lived experiences of participants. The first data set consists of reflective writings on a self-identified topic connected to ELA teaching and/or learning throughout the semester. Two, one-hour individual interviews conducted during the first year of teaching form the second data set. The paper provides empirical insights about how preservice experiences inform ELA teachers' expectations of first-year teaching and their development of self-efficacy. Their two major concerns -- classroom management and building rapport -- identified their fears and insecurities about managing disruptive students and establishing connections with students. These struggles offer a connection between expectations, experiences and self-efficacy. Likewise, they point to the need for teacher education to address preservice teachers' self-efficacy as a way to support their successful entry into the classroom. The paper includes implications for the development of increased opportunities to study and experience critical concerns of the profession. Such learning experiences offer preservice teachers meaningful opportunities to engage with experiential learning, applied practice and critical reflection before their first year in the field. The paper fulfills an identified need to study how differences between expectation and reality can be difficult for beginning ELA teachers to reconcile, a disconnect that lends itself to considerations of teachers' self-efficacy.
Teaching as Inquiry: Teachers Understanding and Its Implication for Teaching and Learning
Author: Buabeng, Isaac
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Foreign Countries,Reflective Teaching,Student Needs,Teaching Methods,Faculty Development,Outcomes of Education,Knowledge Level,Barriers,Teachers

Teaching as inquiry (TAI) is described as a component of effective pedagogy that has significant impact on learning outcome. Based on this premises, the study sought to examine TAI and its implications for teaching and learning in the Cape Coast Metropolis, Ghana. The descriptive survey design was adopted for the study and a sample of 160 basic school teachers was selected from three circuits within the Cape Coast Metropolis. A questionnaire and an interview guide were used in collecting the data for the study. Data obtained from the questionnaire were analyzed using descriptive statistics (frequency count, percentages and means and standard deviations) whereas the interview data was transcribed and presented by doing thematic analysis. The study revealed that majority of the respondents had knowledge about TAI. In addition, the study showed that the teachers engaged in TAI practices such as reflecting and questioning their methods of teaching, identifying the academic needs of students before planning instruction and engaging in projects and research concerning the subject and content to be delivered. Findings from the study showed that teachers who participated in the study have embraced the concept of TAI very well and considering how they can mentor and lead others. It was recommended that the Cape Coast Metropolitan education office should organize intermittent workshops and training for teachers on TAI to help teachers build specific skills and refinements for reflection and action and planning strategies to support learners to learn specific things (content or skills) that teachers can specifically monitor in terms of student outcomes.
It Takes Two to Say &apos;Hi&apos;: Evaluating College Teacher/Student Greetings in Kuwait
Author: Algharabali, Nada A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Teacher Student Relationship,Social Behavior,Speech Communication,Gender Differences,Age Differences,Social Status,Caring,Classroom Environment,Nonverbal Communication

As mundane and empty expressions as they may seem, greetings are necessary social behavior for the establishment and maintenance of interpersonal relationships no matter what setting they occur in or who the interlocutors are. We hypnotized that greeting behaviors may especially be beneficial with college students in academic contexts. With a socio-pragmatic perspective in mind, the present study investigates the importance of caring classroom behavior between college students and teachers. Quantitative analysis elicited from online questionnaires analyzed via SPSS in search of significance across variables, such as gender, age, and social status, showed both students and teachers strongly believe that exchanging greetings are a crucial part of classroom interaction as it leads to the overall success of the relationship between them. In an era of achievement-oriented education, students are expected to pave their way efficiently towards potential professional levels needed in the job market. It is therefore essential that research exploring, even the most mundane aspects of teacher/student interaction, helps in tailoring to the students' needs and interests.
Using Drama Activities to Teach Beginner&apos;s French to Chinese Students at a Tertiary Institution in Hong Kong: An Exploratory Case Study
Author: Abenoja, Zarina Marie Krystle M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Recall (Psychology),Second Language Learning,Second Language Instruction,Foreign Countries,Drama,French,Teaching Methods,Vignettes,Educational Environment,Language Usage,Learning Experience,College Students,Student Attitudes,Self Esteem,Language Skills,Introductory Courses

The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students' abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.
Developing Autonomous Self-Editors: An Alternative Approach to Written Corrective Feedback
Author: Maamuujav, Undarmaa
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Editing,Revision (Written Composition),Feedback (Response),Second Language Learning,Writing Teachers,Teacher Role,Scaffolding (Teaching Technique),Critical Reading,Student Participation,Self Management,Teacher Guidance

Written corrective feedback has been a long-standing practice among second language writing instructors, yet the efficacy of this practice for long-term development of students' writing remains uncertain. In the field of writing research, error correction in second language writing continues to be a topic of much controversy. While numerous studies have investigated the long-term effect of written corrective feedback, no consensus has been reached. Challenging the deep-rooted conviction that instructors' correction is beneficial, this article (a) argues that the role of a writing instructor is not to serve as an editor but to help students to become autonomous self-editors of their own work, and (b) proposes an alternative approach that is designed to develop students' self-editing skills. Through effective scaffolding and strategy training, writing instructors can develop in second language writers a habit of mind to critically read and edit their own work.
The Inadequate Use of Confirmatory Factor Analysis in Second Language Acquisition Validation Studies
Author: Vafaee, Payman
Date: 2019-00-00
Type: Journal Articles
Subjects: Factor Analysis,Misconceptions,Second Language Learning,Validity,Language Tests,Language Research,Evaluation Methods,Grammar,Decision Making,Task Analysis,Goodness of Fit

The current study aims to demonstrate how the lack of a conceptual framework and the inadequate use of confirmatory factor analysis (CFA) in second language (L2) acquisition validation studies can lead to misconceptions about the nature of data collected via different measurement instruments. To this end, we reanalyzed data from three factor-analytic validation studies on several measures of L2 explicit (EXK) and implicit (IMK) knowledge and demonstrated how an inadequate implementation of CFA in these studies has led to unwarranted validity claims. Following several criteria (e.g., presence or absence of time pressure, or drawing of attention to form or meaning), Ellis and Loewen (2007), Bowles (2011), and Zhang (2015) created test batteries that included different types of tests hypothesized to be &quot;distinct&quot; measures of EXK or IMK. Our re-analysis included the original CFA models retained in these studies, together with new theoretically and empirically plausible alternative models. Results demonstrated that the conclusions reached in the original studies were compromised by the existence of alternative or even equivalent CFA models that fit the date, and the measures included in these batteries were not actually distinct measures of EXK and IMK.
Educating Students of Refugee Backgrounds: Critical Language Teacher Education in TESOL
Author: Baecher, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,English (Second Language),Second Language Instruction,Language Teachers,English Teachers,Teacher Education Programs,Equal Education,English Language Learners,Cultural Awareness,Consciousness Raising,Student Needs,Teacher Competencies,Faculty Development,Travel,Experiential Learning

Critical language teacher education (Hawkins &amp; Norton, 2009) describes an approach to TESOL teacher preparation that explicitly attends to the structures of schooling and society that privilege some groups over others. More than presenting methods or theories of TESOL in isolation, the intention of a critical approach is to foster awareness of local policies and practices in relation to possible teacher action for equity--essential for those in the position of welcoming and supporting English learners in US schools. This article explores how this approach was enacted in a domestic travel course for ESL teachers focused on the education of students of refugee backgrounds, an area underdeveloped in teacher education. Implications for TESOL teacher preparation in general, and for TESOL teacher professional learning about refugees specifically, are discussed.
How (Not) to Teach English Vocabulary
Author: Dronjic, Vedran
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,Second Language Instruction,English (Second Language),Evidence Based Practice,Best Practices,Reading Instruction,Cues,Dictionaries,Translation,Rote Learning,Memorization,Word Lists

Teachers of English as a second or foreign language often state that they lack an understanding of how to teach vocabulary in a principled, evidence-based way sensitive to students' needs. Vocabulary teaching is typically unsystematic, not adequately supported by curricula and teaching materials, and shaped by beliefs based in opinion or myth. A large amount of research on L2 vocabulary learning and processing is now available, and most of this work is on English vocabulary. The present article synthesizes this body of knowledge to achieve the following: (a) establish how many words learners need to know for different purposes; (b) discuss the scientific evidence for commonly held beliefs about vocabulary teaching; (c) recommend sound, research-informed teaching practices; and (d) refer the audience to a range of freely available high-quality tools that can facilitate lexical instruction in English.
Exploring Teachers&apos; and Learners&apos; Overlapped Turns in the Language Classroom: Implications for Classroom Interactional Competence
Author: Cancino Avila, Marco Octavio
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Communication,Discourse Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Audio Equipment,Teaching Methods,Language Teachers,Teacher Student Relationship,Interaction Process Analysis,Adult Students,Foreign Countries

The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, &amp; Tadic, 2016; Yataganbaba &amp; Yildirim, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA's methodological advantages in capturing the interactional nuances of classroom discourse.
Cross-Examining English-Medium Legal Education
Author: Dundon, John Terry
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Legal Education (Professions),Law Schools,Native Language,Language Usage,Organizational Change,Academic Achievement,Applied Linguistics,Language Planning,Educational Policy,Foreign Countries,International Education,Outcomes of Education

Increasingly, English is being used as a medium of instruction in law schools around the world, even in countries that do not use English in their legal systems. This paper examines three related research questions about this phenomenon. First, it explores why these law schools are choosing to deliver law degrees in English, notwithstanding the discrepancy between the language of instruction and the languages in which local laws are written. Next, it assesses how English is actually being used in law school classrooms and what other institutional changes appear to be occurring at the same time. Finally, it examines what, if anything, can be said about the effect that English-medium instruction may be having on student content achievement. Many elements of these research questions appear to be unanswered by research in either applied linguistics or legal education, and directions for future empirical research are therefore suggested.
Longitudinal Effects of Task Performance and Self-Concept on Preadolescent EFL Learners&apos; Causal Attributions of Grammar Success and Failure
Author: Faber, Günter
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,Academic Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Longitudinal Studies,Prior Learning,Attribution Theory,Role,Task Analysis,Low Achievement,Gender Differences,Grade 5,Grade 6,Foreign Countries,Cloze Procedure,Instructional Program Divisions,Preadolescents,Elementary School Students

Learners' academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Developmentally, they will not only operate in a mutually reinforcing manner. Rather, self-concepts will directly affect learners' outcome attributions in a particular academic setting. Current research in the English as a foreign language (EFL) context has increasingly analyzed learners' attributions and self-concepts on a task-specific construct level. Nevertheless, there still exist certain research gaps in the field, particularly concerning learners' grammar self-concept and attributions. Therefore, the present study aimed at analyzing longitudinal relations of prior performance and self-concept with subsequent attributions of grammar success and failure in a sample of preadolescent EFL learners. Findings demonstrated that attributional patterns mostly but not entirely depended on learners' grammar self-concept. Poor performing learners holding a low self-concept displayed a maladaptive attribution pattern for explaining both grammar success and failure. Though not with respect to all causal factors, these findings largely confirm the crucial role of task-specific self-concept in longitudinally explaining related control beliefs in the EFL context.