ethanporcaro/eric-fulltext-meta huggingface dataset:
The Application of Process Approach in Enhancing Paragraph Writing Skills of SMA Negeri 1 Lembang
Author: Situngkir, Debby Annella
Date: 2019-00-00
Type: Journal Articles
Subjects: Paragraph Composition,Process Approach (Writing),Writing Processes,Writing Improvement,Writing Skills,Instructional Effectiveness,Individual Instruction,Cooperative Learning,English (Second Language),Second Language Learning,High School Students,Foreign Countries

Enhancing paragraph writing skill of students addresses the issues of writing. To see the paragraph writing skill enhancement of students and finding out the significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach are the aims of this research. To get the aims of this research used quantitative research. Also, researcher conducted paragraph writing pre-test and post-test, as an instrument, to 64 second year students of SMA Negeri 1 Lembang. Then researcher analyzed students' pre-test and post-test achievement by using Statistical Package for the Social Science (SPSS). The results are paragraph writing skills of students enhanced and there is significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach. It implies that Process Approach enhance paragraph writing skill of students.
The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students&apos; Reading Comprehension Ability
Author: Marpaung, Marlin Steffi
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Reading Tests,Reading Strategies,Comparative Analysis,Pretests Posttests,Grade 7,Reading Instruction,Teaching Methods,Reading Improvement,Foreign Countries

Reading is one of the important skills in English needed by the second language learner. The purpose of this study is to find out is there a significant difference on students' reading comprehension through Read, Cover, Remember and Retell (RCRR) strategy. The population were VII grade students of SMPN 10 Cimahi. They were divided into two groups, the experimental and conventional group. The experimental group was taught using RCRR strategy while the conventional group was taught using conventional method. This study used &quot;quantitative research method&quot; and experimental design by using &quot;pre-test&quot; and &quot;post-test.&quot; The study was designed to find out the answer of the following questions: Are the students have same level of ability before the treatment? Is there a significant difference on students' achievement in reading comprehension between the experimental and conventional group? What is the students' response toward Read, Cover, Remember and Retell (RCRR) strategy?. The instrument used for this study is reading comprehension test and a questionnaire. The result of this study showed that there was a significant difference on students' achievement in reading comprehension with mean score of pre-test was &quot;40.27&quot; and mean score of post-test was &quot;73.47.&quot; The result of the questionnaire toward the students' responses was 68% positive. It indicated that students had a positive response toward the RCRR strategy. Furthermore, the suggestion for the English teachers, it is recommended to use RCRR strategy to teach reading comprehension in their classes because it can improve the students' reading comprehension ability.
Implementing NHT and TGT to Enhance Students&apos; Knowledge of Passive and Active Voice Construction: Comparative Study
Author: Teedja, Katty Elizabeth Malta
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Foreign Countries,Teaching Methods,Competition,Cooperative Learning,Writing Instruction,Form Classes (Languages),Scores,Reading Comprehension

This study intends to find out what is the initial knowledge of the students before they were treated using Numbered Heads Together (NHT) and Team Games Tournament (TGT), ascertain of the significant difference between these two teaching strategies, and to know the responses of the students after they taught using Numbered Heads Together and Team Games Tournament are the aims of this research. This is a quantitative study with comparative design to know the students' knowledge of active and passive construction test. The research instrument of this study is pre-and-posttest. This study was conducted among seventh-grade students at SMPN 10 Cimahi. The results of this study showed that the initial score for both respondents is quite similar to the score for NHT group is 59.07 and for TGT group is 58.33. It is also known that there is a significant difference in students' knowledge on active and passive voice construction between students who are taught with Numbered Heads Together and those who are taught with Team Games Tournament showed by the result of the mean differences from both groups are 0.005 &lt; 0.05. The questionnaire's result also supports that both teaching strategies are eligible to be applied in teaching active and passive voice construction with the score for NHT class is 64.83% and for the TGT class is 63.34%, it can be categorized as &quot;Good&quot;. It implies that the implementation of Numbered Heads Together and Team Games Tournament enhances student's knowledge of active and passive voice construction.
Coming to Terms with Ocean Literacy
Author: MacNeil, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Oceanography,Foreign Countries,Definitions,Vocabulary,World Views,Biodiversity,Indigenous Knowledge

The term &quot;ocean literacy&quot; originated in the early 2000s from American ocean science researchers and educators to strengthen ocean science education in the national curriculum. Worldwide, it has been adapted to reflect a more multidisciplinary approach to understanding humans' relationships with the ocean. Research from the Understanding Ocean Literacy in Canada national study (2019-2020) (Ammendolia et al., 2020; Glithero, 2020; Hoover, 2020; MacNeil, 2020; Ostertag &amp; Ammendolia, 2020; Yumagulova, 2020) identified ocean literacy as a limiting term, unable to capture the scope of Canadian experiences with the ocean continuum (land, freshwater, coastal areas, sea ice, open ocean), and inadequate in encapsulating different worldviews and across different linguistic communities. We discuss the challenges of contextualizing an international term within Canada and present ideas to move toward more inclusive terminology, examining the challenges still ahead in developing relevant terminology and bridging with international initiatives.
Financial Literacy Education in Ontario: An Exploratory Study of Elementary Teachers&apos; Perceptions, Attitudes, and Practices
Author: Henderson, Gail E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Money Management,Budgeting,Decision Making,Responsibility,Multiple Literacies,Curriculum Development,Professional Development,Barriers,Board of Education Role,Open Educational Resources,Foreign Countries,Achievement Tests,International Assessment

Politicians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been very little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers' perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward.
Professional Competency of Pre-Service English Teachers and ICT during COVID-19 Pandemic
Author: Rizkiani, Siska
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Vocational English (Second Language),Second Language Learning,Second Language Instruction,Vocational High Schools,Student Teaching,Evaluators,Teacher Competencies,Technology Integration,Electronic Learning,COVID-19,Pandemics,Professionalism,Foreign Countries

Professional competence of pre-service English teachers needs to be done to find effective ways in improving their teaching performance, which requires the proper implementation of ICT during online learning. This study aims at investigating the level of professional competence of pre-service English teachers in vocational high school in applying ICT in learning during the COVID-19 pandemic. It adopts a quantitative approach. It is a type of survey research because it only describes the condition of the research respondents without any treatment being carried out. The respondents of this study were 83 pre-service English teachers of the IKIP Siliwangi who were undergoing teaching training subjects at various vocational schools. This research was conducted by distributing questionnaires and conducting interviews. The results showed that the professional competence of pre-service English teachers in implementing ICT is at a very good level, which means that pre-service teachers have performed excellent competence. This can be proven from the preferences of the three assessors (in-service teachers, supervisors, and students) to state that almost all aspects of pre-service teachers are at a very good competency level. These aspects are teaching and learning activities, teaching administration management, assignments, implementation of evaluation, and using the right tools. Only on the delivery of information aspect, pre-service teachers get a good competency level. [Publication year shown on PDF is incorrect. Correct year of publication is 2021.]
Teaching Sustainability Online to University Students with the Use of Interactive Presentation Tools: A Case Study
Author: Lytovchenko, Iryna
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Sustainability,Online Courses,Sustainable Development,Educational Technology,Student Attitudes,Program Effectiveness,Engineering Education,Knowledge Level,Conservation (Environment),Ecology,Foreign Countries,Consciousness Raising,Attitude Change,Behavior Change

The study was aimed to analyse the efficiency of teaching sustainability online at ESP classes. The participants of the study were 33 second-year technical university students who studied Sustainable Development issues with the use of interactive presentation platforms Thinglink and Padlet which employed different multimedia resources--text, pictures, sound, animation, video. The students' attitudes toward sustainability issues before and after the experimental learning was measured with the use of the sustainability consciousness questionnaire developed by Gericke, Boeve-de Pauw, Berglund and Olsson (2018). The analysis of changes in different parameters of engineering students' sustainability consciousness showed the feasibility and appropriateness of teaching sustainability in an ESP course. The students' answers showed an increase in their knowingness of issues of Sustainable Development and their more responsible environmental behaviour, which implies the importance of disseminating knowledge and educating people for building a sustainable future. Based on the results of our study, we can conclude that ESP is a course which can organically integrate sustainability topics into its curriculum and use a wide range of resources and materials about Sustainable Development, since the majority of them are in English and thus can contribute not only to Learning for Sustainability but also to language acquisition. The use of online presentation tools and a wide range of multimedia resources on their platforms makes the learning more interactive and motivating for students and stimulates them to active inquiry into sustainability issues.
World Englishes and Their Implications for University Education
Author: Biliková, Beáta
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Linguistics,Language Attitudes,Undergraduate Students,Graduate Students,Foreign Countries

Over the past few decades, the notion of World Englishes has achieved much attention among linguists, language teachers, and other professionals. The present study explores the impact these trends have had on university education in the field of English philology and culture, focusing on the study programmes run by the Applied Languages Faculty, the University of Economics in Bratislava, Slovakia. Our research was designed to gain insights into the students' perception of varieties of English and identify those areas which require more attention in order to provide students with the most relevant content. The research sample contained 130 students of one BA and one MA programme. Our research was based on a questionnaire which provided us with the data on students' awareness of the studied issues. The data were subsequently processed using combined quantitative and qualitative methods. One part of the data was statistically analysed with regard to the frequency of certain aspects. The second part was analysed focusing on students' attitudes and evaluative statements. Results of the analysis indicated both the key tendencies in their thought and the orientation of the occasional excentric views. The research outcomes enabled us to establish several important facts, e.g. a relatively insufficient understanding of the relevant terminology and concepts, high awareness of the existence of varieties of English, and, simultaneously, low awareness of the features distinguishing those varieties, etc. The conclusions point out those areas which should be represented more extensively in our curricula to reflect the actual current situation in the English language.
Art and ESP Integration in Teaching Ukrainian Engineers
Author: Pollard, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Art Education,English for Special Purposes,Interdisciplinary Approach,Foreign Countries,Engineering Education,Second Language Learning,College Freshmen,Water Quality,Active Learning,Student Projects

The article suggests art and ESP integration in a foreign language classroom at technical university. The authors describe five parts of the art and ESP integrated project &quot;Water treatment&quot; developed for teaching chemical engineers ESP at tertiary level. Each part of the project combines art such as poster drawing, writing a poem, creating a brand and making videos with ESP purposes. The results of the pedagogical experiment conducted at the National Technical University of Ukraine &quot;Igor Sikorsky Kyiv Polytechnic Institute&quot; (Igor Sikorsky KPI) proved the improvement of professional language, engineering creativity, intellectual engagement and collaboration skills of the students of the experimental group. The answers of the questionnaires conducted among the ESP teachers and students of Igor Sikorsky KPI showed their positive feedback about art and ESP integration. The issues of engineering creativity, active engagement, collaboration and authentic material usage were studied as components of multidisciplinary and multipurpose art and ESP integrated approach. The concluding part of the article outlines the main problems which can occur while integrating art and ESP in Ukraine such as lack of time and materials for exploring art, possible s?epticism towards art elements in ESP.
Developing Students&apos; Intercultural Communicative Competence in Foreign Language Classroom
Author: Bahlai, Oksana
Date: 2019-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Second Language Learning,Graduate Students,Tourism,Foreign Countries,English for Special Purposes,Flipped Classroom,Role Playing

Current social and economic changes have significantly influenced the tourism industry worldwide turning it into a diversified sphere of activity aimed at servicing tourists and meeting their needs. As tourist travels continue to grow throughout the world, they cause extensive cross-cultural contacts between different language and cultural groups. Thus, higher educational establishments of tourism profile have an important task to train competent specialists able to interact effectively at the intercultural level. In our article, based on the experience of teaching master's degree students majoring in international tourism at Lviv Polytechnic National University, we analysed possibilities of ICC development in ESP classes by means of flipped classroom method, role plays, discussions and a special course &quot;Cross-cultural communication in religious tourism&quot; designed by the authors. As shown by the results of our study, the methods and resources used in our ESP classes may be particularly appropriate for the development of students' ICC because they provide the basis for intercultural communication, ensure the link between the learning and real life and thus make the development of ICC more meaningful to learners.
Development of Students&apos; Foreign Language Communicative Competence in Context of Internationalisation and Informatisation of Higher Education
Author: ?ammadov, Nasiraga Shakhmurad oglu
Date: 2019-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Universities,International Education,Learning Motivation,Foreign Countries,Barriers,Teaching Methods,Undergraduate Students,Instructional Innovation,Educational Quality,Knowledge Economy,Integrated Learning Systems

The paper investigates the processes of development of students' foreign language communicative competence at universities under the conditions of informatisation and internationalisation. The hypotheses of our research: (1) in the conditions of internationalisation of higher education, the level of students' knowledge of foreign languages influences the intensity of their participation in international educational projects; (2) internationalisation of higher education creates effective motivators for more thorough study of foreign languages; and (3) informatisation is a powerful tool for improving the quality in foreign language teaching at universities. The authors developed a questionnaire including 11 questions (closed and open). Respondents were 245 fourth-year students of Chernihiv National University of Technology (Ukraine) of humanitarian and technical specialties. The majority of respondents (89%) expressed their desire to participate in international educational projects with trips abroad; 44% of respondents identified the unsatisfactory level of foreign language skills as the main barrier to participation in such projects; 67% noted that the latest methods of teaching foreign languages should be introduced at their institution. On the basis of the results of the research, the authors suggest a set of innovative interactive teaching methods using information and communication technologies. The research results will allow increasing the students' level of interest and motivation to study foreign languages and, accordingly; will provide the improvement of existing pedagogical approaches to the development of foreign language communicative competence of future specialists at universities.
Application of CLIL Methodology in Teaching Economic Disciplines at University
Author: Kuzminska, Nataliia
Date: 2019-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Second Language Learning,Interdisciplinary Approach,Statistics Education,English (Second Language),Student Motivation,Undergraduate Students,Instructional Effectiveness,Competence,Student Evaluation,Statistical Analysis,Skill Development,Foreign Countries

The article presents the experience of CLIL implementation in teaching students of economic specialities. The research shows that CLIL offers a solution to improving subject and foreign language knowledge. Students of Management and Marketing Faculty of the National Technical University of Ukraine &quot;Igor Sikorsky Kyiv Polytechnic Institute&quot; (n=83) were involved in the experiment. 46 students of the experimental group studied the Statistic Course by applying the CLIL methodology. Before the experiment, the criteria and indicators for assessing the students' economic competence and the methods of evaluation were determined. The quantitative and qualitative results of the experiment represent the effectiveness of the methodology. The results indicate that students improved understanding of principles and methods of processing statistical data, and the ability to use statistical research in practice that positively influences professional development. Integrated learning improves interdisciplinary connections, intensifies motivation to study a foreign language, develops cognitive and practical skills. The results prove that CLIL allows increasing students' level of economic competence.
Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-Efficacy of Students in Physics Lesson
Author: Salar, Riza
Date: 2021-03-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Science Achievement,Pretests Posttests,Individual Differences,Individualized Instruction,Self Efficacy,Comparative Analysis,Grade 10,High School Students,Prior Learning,Energy,Science Tests,Scores,Teaching Methods,Measures (Individuals),Foreign Countries

The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the students' academic achievement and self-efficacy. We used the matching -- pre-test/post-test -- control group design to address the research questions. We conducted the study in three different schools, performed three experiments, and had three control groups. 162 10th grade students participated in the study. We used the &quot;Electricity Prior Knowledge Test,&quot; &quot;Electricity Achievement Test,&quot; and the &quot;Physics Self-Efficacy Scale&quot; to collect data. SPSS version 20 software was used to analyze the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students' level of prior knowledge regarding the subject of electricity. The analysis of covariance was used to determine whether there was a significant difference between the control and experimental group students' course achievements after the implementation. Two-factor mixed-measures ANOVA was used to determine whether the experimental and control group students' pre-test and post-test scores on self-efficacy differed. Based on the results, it can be concluded that differentiated instruction improved the academic achievement of the low- and mid-achieving students. When the self-efficacy scores of the students were analyzed, no significant difference was found between the groups. Based on the results of the research, researchers or teachers who want to use differentiated teaching in their classrooms may be recommended to create level groups in the classroom.