ethanporcaro/eric-fulltext-meta huggingface dataset:
Discourse and Learner Identity: Representations, Negotiation and Shift in a Saudi EFL Context
Author: Awadelkarim, Abdelmagid Abdelrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Identification (Psychology),College Students,Student Characteristics,Language Teachers,Language Usage,Empowerment,Multilingualism,Semitic Languages,Postmodernism,Second Language Learning,Student Attitudes,Native Speakers

Identity research, L2 learner identity included, has of late, witnessed an unprecedented surge. Changes in the concepts of 'language&quot; &quot;community&quot;, and the &quot;individual&quot; &quot;competence&quot;, have all influenced researching identities, leading ultimately to them perceived as &quot;complex&quot;, &quot;multi-faceted&quot;, &quot;dynamic&quot;, &quot;varied&quot;, &quot;changing&quot;, &quot;fluid&quot;, &quot;re/constructed&quot; and &quot;negotiated&quot; phenomena. This study attempts to explore identities in the context of a Saudi Arabian college. In particular, the complexities, idiosyncrasies and potentialities of a group of 8 high-achieving EFL learners were thoroughly probed cross a period of four to six years. Instances of manifestations, construction, negotiation, and shift were probed. The mixed data collected and analysed subsumed a variety of observation sheets, semi-structured interviews, and informal talk and some verbal introspections included largely within the body of interviews. Some four nonnative multilingual instructors were likewise interviewed to help enrich the journey into these participants' L2 selves. Findings suggest the existence of subtle ways of construction, manifestation, negotiation and shift among the participants. The discussion reveals interesting instances of L2/self facets, third spaces, idiosyncrasies (self-definition and reflection problems, self-talk, etc.), complex L1-L2 relationship (languaging and reversed transfer supporting Cook's Multicompetence), etc. Empowerment of nonnative multilingual is further suggested in the discussion building on the conversation and interviews with several of them working in the context investigated alongside the data from students.
Preschoolers&apos; Imitation of Sentential Complement Sentences: Does the Nature of the Matrix Clause Matter?
Author: Morton, Ian
Date: 2021-10-00
Type: Journal Articles
Subjects: Phrase Structure,Preschool Children,Semantics,Syntax,Language Acquisition,Linguistic Theory,Task Analysis,Age Differences,Imitation,Developmental Stages,Child Language,Race,Ethnicity,Educational Attainment,Mothers,Comparative Analysis,Pictorial Stimuli

Preschoolers' earliest productions of sentential complement sentences have matrix clauses that are limited in form. Diessel proposed that matrix clauses in these early productions are propositionally empty fixed phrases that lack semantic and syntactic integration with the clausal complement. By 4 years of age, however, preschoolers produce sentential complement sentences with matrix clauses that are more varied. Diessel proposed that the matrix clauses in these later productions semantically and syntactically embed the complement clause. We refer to these matrix clauses as formulaic and true, respectively. Diessel's hypothesis about the development of sentential complement sentences was based on an analysis of spontaneous language. The purpose of this study was to evaluate Diessel's hypothesis with an experimental sentence imitation task wherein stimuli varied in the nature of the matrix clause. Thirty children with typical language development participated; 10 children in each age group (3-, 4-, and 5-year-olds) imitated 50 sentential complement sentences that included either a true or a formulaic matrix clause; the structure of the dependent clauses did not vary. Dependent variables were percent sentence imitation and percent matrix clause imitation. There was a significant main effect for matrix clause type on imitation of sentences and matrix clauses. There was also a significant main effect for age on imitation of sentences and matrix clauses. Significant matrix clause type-by-age interactions were such that percent sentence imitation and percent matrix clause imitation varied by age. Three- and 4-year-olds were less proficient than 5-year-olds on imitation of sentences with true matrix clauses and on imitations of true matrix clauses. Only 3- and 4-year-olds were less proficient imitating true matrix clauses than formulaic matrix clauses. Experimental findings support Diessel's hypothesis that there is a developmental progression in the nature of preschoolers' production of sentential complement sentences.
On the Nature of Metrical Phonology of Iraqi Arabic: A Non-Linear Approach
Author: Al-Basri, Majid Abdulatif
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Language Variation,Morphology (Languages),Phonology,Foreign Countries,Linguistic Theory,Syllables,Pronunciation,Dialects,Phonemes

The paper is an in-depth study of how the principles and rules of the metrical theory of phonology have found their way to apply to Iraqi Arabic words and expressions. Iraqi lexical items have amassed evidence illustrating that both foot and stress are the hub of phonological designs of parametric prominence entailed in mapping and building up word syllables. Nevertheless, this is not a free-for-all which is far beyond restrictions or exceptions. Some constraints are not imposed to deviate from the metrical norms of Iraqi words nor some exceptions are made to distort their lexical frames, but rather they are adopted to emphasize that any theory's premises are generally the same but its applicable ends are definitely different in so far as the language or the dialect in question is concerned. The paper also digs deep certain metrical phenomena taking place in Iraqi word stress patterns like the extra metrical behavior of some word syllables and segments, and cyclic and non-cyclic parameters of some morphological operations of words.
The INNOMATTS: A Model of Mathematics Teacher Training Management
Author: Asikin, Mohammad
Date: 2018-12-00
Type: Journal Articles
Subjects: Models,Mathematics Instruction,Junior High School Teachers,Mathematics Teachers,Foreign Countries,Pedagogical Content Knowledge,Teacher Attitudes,Faculty Development,Program Effectiveness,Pretests Posttests,Teacher Competencies

The purpose of this paper is to analyze the impact of the INNOMATTS (Innovative Mathematics Teaching Study) Model on content knowledge and impact on pedagogical content knowledge related to the role of teacher. The research design is an adaptation of research and development research design. Data and information were obtained from Semarang Junior High School (JHS) Mathematics Teachers as trainees. Used data collection tool is questionnaire and test. The data were analyzed descriptively narrative and quantitative calculation. The results of the study and discussion are as follows: (i) In relation to the perception, only 27% of the teachers who think that the government training programs that have been followed so far there is a post-training follow-up program; 60% of the teachers found that they only participated in training if there were programs from the government; (ii) The effectiveness of the overall training model from before to after the model implementation of teacher competence has increased. the magnitude of the normalized average gain effectiveness before and after the model implementation is 0.62 (62%) in the moderate category; while the average effectiveness of the overall model characteristic is 75.35 is included in either category. Taking into account the effectiveness of the empirical model of both process and product as a whole, the overall effectiveness of pretest and posttest, as well as the results of the RPP assessment and its implementation, it can be concluded that the implementation of the model contributes to the improvement of professional competence of JHS Mathematics teachers in Semarang City.
The RME Principles on Geometry Learning with Focus of Transformation Reasoning through Exploration on Malay Woven Motif
Author: Febrian, Febrian
Date: 2018-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Geometry,Transformations (Mathematics),Geometric Concepts,Concept Formation,Teaching Methods,Discovery Learning,Indigenous Knowledge,Culturally Relevant Education,Literary Devices,Mathematics Activities,Elementary School Students,Children,Grade 4,Public Schools,Foreign Countries

The use of concrete objects in a real-life situation is one of the effective ways for teachers to teach and students to explore and learn transformation geometry. The present study, which used a local wisdom or learning context (called Malay woven motif of Kepulauan Riau), focused on developing the reasoning of transformation geometry with Realistic Mathematics Education (RME) approach. The sample of this two cycles of design research consisted of grade 4 students from a state elementary school of 001 Toapaya, Bintan Regency. The questions 'How does this learning approach illustrate some characteristics?' and 'How well does it perform?' need to be responded. Hence, the RME principles (i.e., activity, reality, level, intertwinement, interactivity, and1 guidance) in the implementation of learning have been re-formulated over the years. This study showed that learning geometry through transformation reasoning with all RME principles helped students actively learn mathematics. The context of Malay woven motif brings real and meaningful problems for students to enable the process of mathematization. The learned mathematical content intertwined with other mathematical contents allows learning process to emphasize individual, social, and teacher guide activities.
MyPad as a Reflection of Multimodal Action in Elementary School Children&apos;s Foreign Language Learning
Author: Müller, Mirela
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Second Language Learning,Second Language Instruction,Handheld Devices,Teaching Methods,Child Development,Technology Uses in Education,Technological Literacy,Language Skills,Instructional Effectiveness,Multimedia Materials,Municipalities,Grade 4,Grade 5,Technology Integration,Foreign Countries,German,Story Reading,Comparative Analysis

A MyPad as a teaching aid can be a bridge or a border in children's learning of expression and communication, depending on how and why it is used. Onto genetic and phylogenetic aspects are among the most important in a child's development, i. e. teaching children to talk. Multimodality refers to communication and integration using various channels. The term &quot;multimodal&quot; refers to expressing a reflective attitude using combinations of words and symbols, pictures, sounds, and all different aspects of a child's communication development. It is why this paper aims to examine how children use MyPads in special circumstances and tasks while concluding their use of linguistic forms and media competencies; the paper aims to answer whether the MyPad contributes to the development of linguistic and digital competencies in kids, as well as how such multimodal content is designed in the MyPad. The target group of respondents will be elementary school children 4 and 5 in the Municipality of Okrug Gornji Petar Berislavic, who will be allocated MyPads of elementary school children in learning a foreign language. The research the instrument will be a questionnaire, while the multimodal content will comprise four modio systems: pictures, sounds, video, and text. The planned activity survey is from 1 June to 15 June 2019. Expected results will aim to answer the stated questions and point towards the necessity of multimodality as an antipode of the development of linguistic and digital competencies in preschoolers.
Objectives of Teaching English Skills and Their Assessment in Indian Schools: A Study on the Divergence
Author: Qayoom, Nida
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Language Skills,Secondary Education,Language Tests,Teaching Methods,Educational Objectives,Boards of Education,Standards,Evaluation Criteria,Educational Policy,Policy Analysis

Listening and speaking are active language skills and need special attention in English language pedagogy, especially in ESL/EFL contexts. English in India is taught as a second language in almost all the states, and the secondary education boards stipulate the teaching of all the four language skills as the objective of teaching English, yet the teaching and assessment system is only read-write intensive, and the active language skills, i.e., listening and speaking, are neglected in teaching as well as in assessment. The present paper is the result of a survey of the language teaching objectives, learning outcomes and assessment policies of two secondary education boards in India to investigate whether there exists any divergence between the stated objectives regarding teaching English language skills, and the testing pattern followed. The findings of the study suggest that there exists a divergence between the objectives stated by state level secondary education boards and their assessment patterns set for the English language. The study recommends that there should be a uniform standard of teaching and assessment of English in secondary schools in India, and there should be more research studies on the potential negative impact of the neglect of teaching and assessment of active language skills.
Postgraduate Students&apos; Perception of the Use of E-Portfolios as a Teaching Tool to Support Learning in an Open and Distance Education Institution
Author: Modise, Mphoentle Puleng
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Electronic Learning,Online Courses,Portfolios (Background Materials),Open Education,Distance Education,COVID-19,Pandemics,Teacher Education,Adult Education,Learning Modules,Usability,Communities of Practice,Inquiry,Self Efficacy,Foreign Countries

E-portfolios have been used for decades in education, however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students' experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for online modules were selected and an online questionnaire was administered via Lime Survey. The results show that more than half of the respondents (71%) used the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that use e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful, however, further investigation of the learners' needs, and the available tools may assist with creative and appropriate designs of support strategies for their contexts.
Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda
Author: Kalibwani, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Occupations,Rural Farm Residents,Extension Agents,Rural Extension,Lifelong Learning,Empowerment,Program Effectiveness,Family Income,Agricultural Production,Geographic Regions,Geographic Isolation,Females,Credit (Finance),Foreign Countries

An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants' crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers' model in Uganda.
Assessing Indonesian Teachers&apos; Perspective on the Implementation of Distance Learning Due to COVID-19 Based on Online Survey
Author: Ibrohim
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Teacher Attitudes,Barriers,Teacher Student Relationship,Interpersonal Communication,Student Participation,Evaluation Methods,Readiness,Online Courses,Foreign Countries,Secondary School Teachers,Science Teachers,Family Influence,Access to Computers,Teacher Competencies

On account of preventing transmission of COVID-19 measures, schools worldwide are a closure. This study aimed to assess the teachers' readiness and hardship on the implementation of distance learning due to COVID-19, using a questionnaire survey. The data were collected during school closure through an online survey. The participants of this research were 355 teachers. The results showed that the teachers' main difficulty was the inability to communicate intensively with students, and student participation in every learning session was difficult to monitor and control. Teachers also discussed their desire to know more about how to do an online assessment. Teachers' readiness to implement distance learning in the next semester was only 16.9% that teachers stated they were very ready. Within this study's limitation, 94.6% of teachers showed providing the chance to use distance learning in post-pandemic. The teachers also expected to receive distance learning training and improving technology facilities.
Technology Enabled Delivery of Medical Programmes through ODL: A Study of Training Medical Doctors in Geriatric Medicine
Author: Kuba, Ruchika
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Online Courses,Distance Education,Graduate Medical Education,Medical Students,Physicians,Blended Learning,Delivery Systems,Geriatrics,Open Education,Open Universities,COVID-19,Pandemics,Professional Continuing Education,Foreign Countries

COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.
Examining Pre-Service Teachers&apos; Views about Online Chemistry Laboratory Learning Experiences Amid the COVID-19 Pandemic
Author: Yesiloglu, Sevinç Nihal
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Preservice Teachers,Student Attitudes,Science Laboratories,Science Instruction,Chemistry,Barriers,Program Effectiveness,Evaluation Methods

With the continued spread of the COVID-19 crisis, the universities were closed temporarily in Turkey just as in the rest of the world. As a result of this, many educators and students tried to adapt online education quickly. This research study examined 67 pre-service teachers' views on online chemistry laboratory learning experiences amid the COVID-19 pandemic. A data collection tool consisting of seven open-ended questions was used. Data sources included responses given to open-ended questions about the online chemistry laboratory learning experiences, the applications used for the chemistry experiments (e.g., simulations, images, and videos), the methods used for assessing online learning, and the system used for the virtual classroom platform. Content analysis was applied to participants' responses. Participants' views about online chemistry laboratories amid the COVID-19 pandemic were gathered in five themes: (i) advantages and disadvantages of online chemistry laboratories, (ii) effects of online chemistry laboratories on learning outcomes, (iii) views on technological applications used in online chemistry laboratories, (iv) views on measurement and assessment methods used in online chemistry laboratories, and (v) views of pre-service teachers on the virtual classroom platform used in online chemistry laboratories. The findings of the study highlighted that online laboratory learning has both advantages and disadvantages. The findings also included the strengths and weaknesses of the system used for the virtual classroom platform. The findings may provide useful information on how to design a positive online laboratory experience such as integrating hands-on activities as a part of the online laboratories to overcome the lack of &quot;learning by doing&quot; and using videos containing more detailed explanations about the experimental setup.