ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;From the Sound, It Look Like He Said It from the Deep in His Heart&quot;: How Do English Learners Make Judgments of Pragma-Prosodic Meaning?
Author: Kermad, Alyssa
Date: 2021-05-00
Type: Journal Articles
Subjects: Intonation,Suprasegmentals,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Intervention,Decision Making,Native Speakers,Pragmatics,Listening Comprehension Tests,Speech Acts,Intention,Intercultural Communication,Cues,Speech Communication,Grammar,Intensive Language Courses,Foreign Students,Undergraduate Students,Learning Strategies,Language Tests

Prosody communicates pragmatic meaning far beyond that which is evident at the surface level of an utterance and can pose challenges to learners' pragmatic comprehension. The current study investigated how second language (L2) English learners made decisions about speaker intent when communicated through prosody. Seventeen English L2 learners took a pragmatic listening test (adapted from Cohen, 2010) and made decisions about speaker intent across sixteen speech acts. Learners' responses were compared with 11-12 English native speakers' (NSs) responses. The learners provided open-ended rationales for how they made their decisions. Results demonstrated that for almost half the speech acts, all of which did not have a transparent pragmatic force, the learners relied primarily on the linguistic message and did not arrive at the same judgments as NSs did. In over half the cases when the learners did agree with NSs, the pragmatic force was transparent with the linguistic form. Overall, results demonstrate that pragma-prosodic meaning is challenging for learners. There is a need for teachers to provide pedagogical interventions to assist learners in interpreting a range of spoken cues, with a focus on prosodic properties, to decipher pragmatic meaning across a variety of speech acts.
Improving EFL Teachers&apos; Professional Experiences and Motivation: An Ecological Approach
Author: Gadella Kamstra, Lorena Salud
Date: 2021-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teaching Experience,Teacher Motivation,Teaching Conditions,Teacher Education,Teacher Student Relationship,Teacher Student Ratio,Educational Innovation,Empathy,Secondary Schools,Public Schools,Job Performance,Foreign Countries

This article explores in-service EFL teacher (de)motivation in secondary state schools in Spain. Possible solutions to teachers' negative professional experiences and demotivation were proposed by 23 Spanish EFL teachers. These suggestions are examined applying Ecosystems theory (Bronfenbrenner, 1979, 1993). Using this framework, the present qualitative study offers an ecological understanding of the improvements needed in the EFL teaching profession, in which the importance of the context is reinforced since they were found to affect teachers and their motivation. Data were collected through in-depth online and face-to-face semi-structured interviews and recurrent classroom observations. Innovation and training, teaching support, a reduced teacher-student ratio and empathizing with students were some solutions proposed to solve teachers' motivational problems. This ecological standpoint shows that teachers are negatively affected by factors beyond their control and therefore, the intervention of policymakers to upgrade teachers' working conditions was found to be key to protecting teachers' extrinsic motivation and to preventing the deterioration of their intrinsic motivation.
Investigating Factors That Influence EFL Teachers&apos; Adoption of Web 2.0 Technologies: Evidence from Applying the UTAUT and TPACK
Author: Mohammad-Salehi, Behrang
Date: 2021-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Private Schools,Intention,Adoption (Ideas),Technology Integration,Web 2.0 Technologies,Technological Literacy,Pedagogical Content Knowledge,Expectation,Job Performance,Usability,Social Influences,Cultural Context,Foreign Countries

The present study sought to investigate factors influencing Iranian EFL teachers' adoption of Web 2.0 technologies in light of the unified theory of acceptance and use of technology (UTAUT) and technological pedagogical content knowledge (TPACK) theoretical frameworks. A hypothesized structural model consisting of seven pertinent constructs based on UTAUT and TPACK was proposed. The study composed a cohort of 160 EFL teachers from private language institutes, who completed a questionnaire designed to collect data on acceptance of Web 2.0. Data analysis was performed to test the proposed model via structural equation modeling. Findings of the study indicated that performance expectancy (PE) and social influence (SI) had positive and direct influences on behavioral intention (BI) to use Web 2.0 technologies, while effort expectancy (EE) and TPACK did not affect BI significantly. Facilitating conditions (FC) and BI had positive and direct effects on use behavior (UB). Moreover, TPACK influenced PE and EE significantly. The current study moves our understanding of technology acceptance one step further by considering the factors influencing EFL teachers' adoption of Web 2.0 in Iran.
L1 Pragmatic Cultural Schema and Pragmatic Assessment: Variations in Non-Native Teachers&apos; Scoring Criteria
Author: Dabbagh, Ali
Date: 2021-05-00
Type: Journal Articles
Subjects: Scoring,Pragmatics,Native Language,Second Language Learning,Task Analysis,Language Teachers,Evaluation Criteria,Language Tests,Experienced Teachers,Beginning Teachers,Second Language Instruction,Schemata (Cognition),Transfer of Training,Teacher Attitudes,Language Role,English (Second Language),Faculty Development,Language Proficiency,Foreign Countries,Rating Scales,Cultural Influences,Teacher Characteristics

The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to MR-WDCT containing examinees' first language (L1) pragmatic cultural schemas. To this end, 10 experienced and 10 novice male and female NNS teachers participated in two rounds of semi-structured interviews wherein they elaborated on their scoring criteria and commented on the expert-driven criteria. Content analysis of the results revealed that: a) pragmalinguistic and sociopragmatic factors were considered for scoring, though in different patterns, by both the experienced and novice NNS teachers; b) observing perceived native speaker (NS) norms for pragmatic cultural schemas was found to be of more significance for the experienced teachers than for the novice ones and in varying severity; c) following L1 pragmatic cultural schemas was considered to be acceptable only if it would not lead to misunderstanding; and d) both NNS experienced and novice teachers' data-driven scoring criteria partially matched with the expert-driven criteria. The findings highlight the role of L1 pragmatic cultural schemas in English as a lingua franca (ELF) pragmatic assessment and the need to train NNS teachers in rating such tests.
Design and Application of Questions Based on Protocol-Guided Case Teaching
Author: Li, Caimin
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Middle Schools,Case Studies,Instructional Design,Questioning Techniques,Mastery Learning,Instructional Materials,Problem Solving

As the core element of classroom teaching, questions play an essential role in constructing students' knowledge systems and cultivating their ability to discover, explore, analyze, and solve problems. Therefore, the design and application of appropriate questions is the key to the success of classroom teaching. Teaching based on protocol-guided cases advocates question-centric teaching. It is suggested that teaching activities should be carried out around the discovery and solution of questions, promoting the teaching concept to change from lecture to inquiry, stimulating students' interest and potential, and improving students' comprehensive quality. This article mainly discusses the design and application of questions in middle school protocol-guided learning and discusses the basis and requirements of question design in protocol-guided case. With typical cases as the forerunner, strategic guidance is put forward to apply questions to integrate teaching plans.
Not Only Survival but Stronger: The Impact of Alarming Invader of SARS-CoV-2 on Global Education
Author: Cheng, Xiaoqiao
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Disease Control,World Problems,Educational Change,Time Factors (Learning),Online Courses,Educational Technology,Technology Uses in Education,Academic Achievement,Achievement Gains,Mental Health,Physical Health,Equal Education,Foreign Students,Barriers,International Cooperation,Teaching Methods,Course Content,Information Literacy,Foreign Countries,Family School Relationship,Educational Administration,Teacher Education

The pandemic of Coronavirus disease 2019 (COVID-19) has caused an immeasurable impact on most countries and regions globally, especially in education. The shutdown of schools and classes in most countries and regions from pandemic has greatly affected education in the fight against COVID-19. The implementation of large-scale online education has also exposed global education's status quo and psychological and social problems. Based on the review of related studies, this paper analyzes the impact of the COVID-19 pandemic on education to further think about educational reform's direction and path.
Operation Mechanism and Evaluation of &quot;County High School Education Model&quot; in the Context of Chinese College Entrance Examination System
Author: Huang, Jiagan
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,College Entrance Examinations,Rural Schools,Student Mobility,Foreign Countries,Counties,Student Motivation,Learning Motivation,Supervision,Time Management,Ethics,Equal Education,Rural Urban Differences,Test Preparation,Social Mobility,Educational Change,Individual Development,Faculty Development

The &quot;county high school phenomenon&quot; of Chinese rural high school education to pursue higher education has attracted much attention from the education field and society. Earlier studies were mostly from the perspective of education and believed that the &quot;county high school education model&quot; was contrary to education's essence because it emphasized test-oriented education and restrained students' nature and should be discarded. However, this model is surprisingly persuasive for rural families, and it is also a reflection of the rural students' desire to achieve upward mobility through education. This paper analyzed the county high school education model's connotation, expounded its operating mechanism, and systematically demonstrated and analyzed the &quot;county high school education model&quot; from multiple angles. It aims to find a way out for the future development of the &quot;county high school education model&quot; to promote education equity between urban and rural areas and the harmonious development of high school education ecology.
Review of the Personalized Learning in China
Author: Li, Lijuan
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Foreign Countries,Learning Analytics,Technology Uses in Education,Literature Reviews,Online Courses,Teaching Methods

Teaching students per their aptitude and individualized training is the focus of the world's attention, and it is also one of the eight major concepts of Chinese education. Based on the Chinese Social Sciences Citation Index database, this paper systematically analyzed the concept and connotation of personalized learning in China. Meanwhile, it reviewed the progress of its theoretical research and various support technologies including learning analysis technology, personalized recommendation technology, personalized learning path planning, personalized learning system and environment. We further reviewed the characteristics and key points of China's personalized learning theory research from the perspective of theory, practical application and technological development, and then analyzed the development trend of personalized learning in the era of artificial intelligence.
Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition
Author: Durongbhandhu, Nunpaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Reading Instruction,Reading Programs,Multimedia Instruction,Comparative Analysis,Teaching Methods,Pretests Posttests,Outcomes of Education,Incidental Learning,Computer Assisted Instruction,Reading Materials,Undergraduate Students,Foreign Countries

Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.
Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand
Author: Phoolaikao, Witchuda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Language Skills,Language Proficiency,Preservice Teachers,Student Attitudes,Knowledge Level,Standards,Guidelines,Language Tests

The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders' perceptions towards CEFR. As such, the current study investigated preservice English teachers' perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum.
School-Based Practice Based on Supplemental Instruction of Big Data in Education
Author: Li, Xiaoyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Data Analysis,Data Collection,Computer Oriented Programs,Learning Analytics,Scores,Cognitive Style,Individualized Instruction,Feedback (Response)

The rise of big data technology provides direction and support for the reform and development of education. Big data technology can realize the inventory management and effective dynamic monitoring of schools, students, and teachers. It is conducive to comprehensively and accurately controlling the development of teaching activities, injecting new ideas and working ideas into teaching activities, and providing essential guidance for personalized teaching. This paper reviewed the detailed process of applying big data in education to teaching practice based on the case of a middle school in China. Furthermore, it pointed out the factors hindering the large-scale development of big data in the education field, aiming to provide directions for applying big data in education.
Enabling Collaboration through Mentorship: Examining the Role of the School Librarian
Author: Soulen, Rita Reinsel
Date: 2021-00-00
Type: Journal Articles
Subjects: Librarians,School Libraries,Role,Beginning Teachers,Mentors,Librarian Teacher Cooperation,Resilience (Psychology),Librarian Attitudes,Elementary Secondary Education

Mentoring of new teachers by school librarians to build resilience in those teachers creates a pathway to foster collaboration. This study is a follow-up to an American Association of School Librarians CLASS II: Field Study in which fifteen school librarians implemented interventions under the Continuum of Care model for new teachers to increase teachers' resilience. After the close of the field study, the school librarians completed a survey to examine their perceptions of the model for assessment of need, program theory, program process, impact, and efficiency. The survey developed for this program study consisted of twenty Likert-type items on five subscales, a checklist, and three open-ended questions. Scaled responses were analyzed using SPSS Statistics for descriptive statistics, and qualitative responses were coded using NVivo software. Responses demonstrate overall success of the model, with some changes indicated for efficiency. Common additional duties assigned to school librarians are identified as well as barriers and enablers for implementing the Continuum of Care model. Results further define the relationship between new teachers and school librarians using mentoring to develop collaborative partnerships.
Movements in Mentorship: Exploring Shifting Boundaries and Roles in a Faculty-Graduate Student-Undergraduate Student Mentorship Micro-Community
Author: Dorland, AnneMarie
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Student Relationship,Peer Relationship,Graduate Students,Undergraduate Students,College Faculty,Foreign Countries,Workshops,Interpersonal Communication,Cooperation

The relationship between mentors and mentees in academic communities is often complex. In the interactive workshop described here, we worked with participants to make visible the generative function of the shifting boundaries within academia as a resource for establishing rich and enduring learning relationships between established and emerging members of a teaching community.
Participatory Collaboration: Building Partnerships in Curriculum Planning
Author: Samson, Patricia L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Curriculum Development,Teacher Role,Student Role,School Role,Community Role,Cooperative Planning,Stakeholders,Teaching Methods,Critical Thinking,Influences,Constructivism (Learning)

Participatory collaboration involving multi-stakeholder engagement generates opportunities for creativity and innovation in curriculum planning, building partnerships between students, teachers, institutions, and communities. Integrating student voices at planning and design levels places students at the center of this process, where meaningful input can help shape the overall learning experience. A participatory culture aids in shifting the focus of education to a learning paradigm and enhances our capacity to support and promote critical thinking across the curriculum. It embraces a constructivist view of teaching and learning, promoting and supporting authentic learning spaces within and beyond the confines of the traditional classroom setting.
School Library Instruction: Does Teaching Experience Matter?
Author: Robinson, David E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Experience,School Libraries,Graduate Students,Practicums,Beginning Teachers,Experienced Teachers,Librarians,Library Education,Educational Planning,Reflective Teaching,Teacher Effectiveness

This research study examined the relationship between years of traditional classroom teaching experience and teaching in school library instructional environments. Data for the study emerged from formal observations of MLS candidates' practicum teaching in school libraries. Participants in the study were examined based on the following levels of teaching experience: No Experience, Novice (1-3 years), Experienced (4-9 years), and Experienced Plus (10 plus years). Twenty planning, instruction, and reflection competencies were examined. One assessed competency, New Content Modeled, yielded increasingly better performance across levels of experience beginning in the fourth year of experience. Increasingly better performance was not noted among the nineteen other competencies assessed across all experience levels. Lesser-experienced candidates tended to score higher on planning proficiencies than did more-experienced candidates. No significant differences were noted across all competencies between candidates with no teaching experience and candidates who were teaching novices. In the transition from the Novice to Experienced levels, a significant theme emerged as thirteen significant paired comparisons in planning, instruction, and reflection competencies were noted in this critical transition period. Study findings reinforced &quot;the simple assumption that more teacher experience is better requires greater nuance; experience effects are complex and depend on a number of factors&quot; (Rice 2010, 1).
Pathfinders: Realizing Reconciliation through Lessons Learned
Author: Poitras Pratt, Yvonne
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Graduate Students,Service Learning,Capstone Experiences,Social Action,Schools of Education,Graduate Study,American Indian Education,Canada Natives,Culturally Relevant Education

In 2016, a group of Indigenous and non-Indigenous scholars came together to imagine a better world through a bold approach to education at the Werklund School of Education. This imagining took the form of a newly designed graduate pathway program which focused on meaningfully and actively responding to Canada's Truth and Reconciliation Commission's (TRC) (2015) 94 Calls to Action. Central to the design of our program is the inclusion of a capstone service-learning project that asks graduate students to bring together Indigenous and non-Indigenous groups in designing and delivering projects of mutual benefit. In sharing reflections from their respective learning journeys, our students reveal the complexities and challenges of reconciliatory work but also its many rewards. Further, in sharing these courageous acts and thinking about the lessons learned through our own role as post-secondary educators, we hope to inspire others to take action.