ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development and Validation of the Principal Innovation Leadership Scale in Malaysian Secondary Schools
Author: Fuad, Dayang Rafidah Syariff M.
Date: 2022-03-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Instructional Leadership,Creativity,Communication Skills,Mentors,Empowerment,Measures (Individuals),Foreign Countries,Content Validity,Item Analysis,Educational Innovation,Entrepreneurship,Administrator Behavior,Secondary Schools,Specialists,College Faculty,Rating Scales

Scholars used multiple variables in measuring innovation leadership due to the differences in concept and understanding of this leadership in different fields. We develop the instrument to fill in the gaps in academicians' and scholars' assessments pertaining to the concept of innovation leadership, especially in the sense of education. This paper aims to explain the instrument development and validation process of the face and content validity for the purposed dimensions and items. All the constructs were generated through a rigorous review of the literature. There were six experts involved in validating the face and content validity of this instrument. Content validity index (CVI) and Modified Kappa statistics were used. The cut-off point of all items was 0.8 which retained as a final instrument. Therefore, from the 58 items, four were deleted as it is not reached the level of agreement between all the experts. The final instruments for further validation consisted of 54 items which fell under eight dimensions, namely: i) Creative behavior; ii) Ideal influence; iii) Effective communication; iv) Empowerment and mentoring; v) Technical skills; vi) Entrepreneurship; vii) Opening behavior; and viii) Closing behavior were identified. Therefore, this instrument could be utilized for further validation.
Trends and Patterns of Needs Assessments in Technical and Vocational Education: A Thematic Review
Author: Ibrahim, Aziyati
Date: 2022-03-00
Type: Journal Articles
Subjects: Trend Analysis,Needs Assessment,Informal Education,Vocational Education,Educational Trends,Databases,Research Reports,Evaluation Methods,Decision Making,Interdisciplinary Approach,Technical Education,Higher Education

It is theoretically acknowledged that needs assessments generally present holistic views in new, quality improvement or extension of projects. Although previous studies demonstrated the significant contributions of approaches and methods, reviews of the literature on needs assessments describing formal and non-formal technical and vocational higher education were excluded. Therefore, a thematic review of patterns and trends concerning on the needs of needs assessments in technical and vocational higher education between 2016 and 2020 was reported. Guided by the systematic review process and thematic analysis by using ATLAS.ti of Scopus, ScienceDirect and EBSCOhost identified 21 related articles. Further review of these articles produced conceptual framework with two main themes: i) &quot;What is?&quot; and &quot;what should be?&quot; to the project; and ii) Needs of needs assessment including input of needs assessment (experts, resources, time, innovative approaches, knowledge and authentic data) and method of needs assessment as preliminary studies tools, needs identification tools, evaluation tools and decision-making tools. Conceptual framework that synthesizes and uses the findings in organizing and categorizing the needs of needs assessment. Significant contributions for practical, multidisciplinary approaches in technical vocational education were presented as implications for prospective research.
Voices from Within: Students&apos; Lived Experiences on English Language Anxiety
Author: Soriano, Roselle Matammu
Date: 2022-03-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),Second Language Learning,College Students,Communication Skills,Teacher Influence,Self Esteem,Family Influence,Vocabulary,Classroom Environment,Foreign Countries,Student Attitudes

Recent developments in language studies showed a great need for effective communication in a globalized world. The participants' language anxiety data was collected using a qualitative research design with phenomenology as the topic of inquiry. To acquire information, focus group discussion was utilized to investigate the factors influencing the anxiety of students in learning the English language. Additionally, the study involved 24 students from Quirino State University in the Philippines' Colleges of Education, Arts &amp; Sciences, Criminology, Engineering, Hospitality Management, Business Administration, Computing Sciences, and Midwifery. The participants were selected using purposive sampling. Findings of the study showed that teacher factor, inability to express ideas, lack of confidence, fear of committing mistakes and negative comments, family factor, fear of English classes, and lack of vocabulary/ideas were the factors that greatly influenced the anxiety of students in learning the English language. Owing to the results of the study, it is recommended that instructors/professors should be aware of the presence of these anxiety-inducing factors in the classrooms and create an environment in which students can feel more at ease in English classes by employing a variety of strategies that allow learners to express themselves and maintain motivation in English language learning.
What Makes Locked-Down Students Happy: The Sense of Mattering and Subjective Well-Being
Author: Hao, Wang
Date: 2022-03-00
Type: Journal Articles
Subjects: Psychological Patterns,Sense of Community,Well Being,College Students,COVID-19,Pandemics,Foreign Countries

Subjective well-being (SWB) of university students who had to study off-campus due to the pandemic was investigated in this current study. Studies had reported that one of the most robust factors of SWB is the sense of mattering. While the sense of mattering is built upon social feedback, being locked down limited their source of social feedback to they can only develop their interpersonal mattering through their significant others whom they shared the dwelling place and their societal mattering through the 'society' they found in the social media. We purposively selected 82 participants to respond to our scales of mattering types and SWB. Among our inclusion criteria was to have a limited number of living partners (0-3) to make sure that their mattering was predominantly built from the social media feedback. The result of the multiple regression analysis suggested that despite their interpersonal mattering having a weaker contribution to their SWB, it was still a significant predictor of SWB when controlling for societal mattering. Thus, both types of mattering are still considered salient and robust predictors of SWB. Further limitations and suggestions are discussed.
Evaluation of Question Papers by Board of Intermediate and Secondary Education Using Item Analysis and Blooms Taxonomy
Author: Mahroof, Ameema
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Computer Science Education,Item Analysis,Taxonomy,Secondary School Students,Grade 9,Grade 10,Academic Ability,Comprehension,Evaluative Thinking,Difficulty Level,Multiple Choice Tests

This small scale study aims to analyze the question papers of Board of Intermediate and Secondary Education in the subject of computer science with reference to item analysis and Bloom's taxonomy. Data were collected from 100 students of Grade 9th and 10th from the schools of Lahore city using convenient sampling technique. Data collected on the papers developed by Board of Intermediate and Secondary Education for the year of 2015 and 2016. Item analyses were performed using Conquest software. Findings of the study shows that in the question papers conducted by Board of Intermediate and Secondary Education the majority questions were measuring the student abilities of knowledge and comprehension and only few questions were given to measure the student abilities to analyze, synthesize and evaluate, and this can be very helpful for the policy makers. Result of item analysis shows that many questions were not in the acceptable range of item difficulty and item discrimination. Items in the question papers were either too easy or too difficult. Findings revealed that the papers conducted and administered by Board of Intermediate and Secondary Education were not up to the mark, with reference to Bloom's taxonomy. The researcher recommended to train the assessment committee/panel developing the items.
The Effect of KWL Reading Strategy in Elementary School 4th Grade Students to Reading Comprehension
Author: Sayar, Nail
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Elementary School Students,Reading Strategies,Reading Skills,Student Attitudes,Outcomes of Education

In this study, it is aimed to determine the effect of Turkish instruction conducted with the KWL (KWL is a strategy. The approximate acronym stands for &quot;What I Know,&quot; &quot;What I Want to Know,&quot; and &quot;What I Learned.&quot; Many students and teachers also use it as a reading comprehension aid) strategy on the reading comprehension skill levels of primary school 4th grade students. In the research, pre-test-post-test control group half experimental design was used. The mixed method including quantitative and qualitative research methods was used in the study. The study group of the research consists of 40 students studying in a primary school in Sarikamis district of Kars province, Turkey. The treatment dimension of the research took 6 weeks. As a result of the research, a significant difference was found in favor of the experimental group in terms of posttest scores. In addition, a difference was found in the experimental group in terms of first and post test scores, but not a difference in the control group. In addition, in line with the findings obtained from other data collection tools, it was found that the KWL strategy increased students' interest and motivation; It was determined that the students expressed positive opinions about using the strategy.
The Skills of Turkish Teacher Candidates to Use the Functions of Language in the Narrative Texts
Author: Çelikpazu, Esra Ekinci
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Linguistics,Language Role,Classification,Metalinguistics,Interpersonal Communication,Linguistic Theory,Case Studies,Language Teachers,Teacher Education Programs,Undergraduate Students,Turkish,State Universities,Foreign Countries,Sentences,Task Analysis,Writing (Composition)

Communication is an important part of our life. The realization of the communication and the achievement of its purpose is possible by understanding the function of the linguistic units used by the speaker or the text producer. In this case, the communication functions of the language, which is an important part of communication, must be known/recognised. Linguists, sociologists, and psychologists have taken different approaches to classify the functions of language. One of these approaches is the classification made by Roman Jakobson from the Prague linguistics school. Jakobson considers exchanging information between addresser and addressee as an essential element in communication. He also states that language has six functions: expressiveness, referent, call, relationship, metalanguage function and artistic function. In this research, the narrative texts of Turkish teacher candidates were examined in terms of the functions of the language by using Jakobson's approach. The model of the research is case study as it covers both the collection of field-based data, and the process is related to evaluations. Data were collected through documents during the process. The documents of the research are the narrative texts prepared by the 2nd year Turkish Language Teaching students studying at a state university within the scope of the linguistics course. The results of the study showed that there is a significant difference between the pre-service teachers' use of language functions in the narrative texts they wrote before learning Roman Jakobson's classification of language functions and the narrative texts they wrote after learning.
The Trends of Education after the COVID-19 Situation in Thailand
Author: Suphakicco, Phramaha Suphachai
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Online Courses,Blended Learning,Equal Education,Educational Practices,Teaching Methods,Educational Policy,Educational Trends,Educational Change

This research aims to synthesize the views from domestic and international references on the trends of education after COVID-19 situation, then convey the results of the synthesis to the experts from different groups to examine the trends and the feasibility of mix-method research which would be applied in Thai education after COVID-19 situation. The research conducted an in-depth interviewing of 15 experts and used the discussion method with other target groups of 15 experts. The research results defined the proposals of 31 issues for the trends of education after COVID-19 situation in Thailand. These proposals were similar to those of the educational paradigm shift from the 20th to the 21st century. As a result, Thailand is becoming a more digital society and people have to focus on using information and communication technologies (ICT) to gain the maximum benefits to develop the quality of Thai education.
Robustness of Weighted Differential Item Functioning (DIF) Analysis: The Case of Mantel-Haenszel DIF Statistics. Research Report. ETS RR-21-12
Author: Lu, Ru
Date: 2021-12-00
Type: Journal Articles
Subjects: Robustness (Statistics),Weighted Scores,Test Items,Item Analysis,Item Response Theory,Testing,Sample Size,Simulation,Test Length,Difficulty Level,Sampling,Error of Measurement

Two families of analysis methods can be used for differential item functioning (DIF) analysis. One family is DIF analysis based on observed scores, such as the Mantel-Haenszel (MH) and the standardized proportion-correct metric for DIF procedures; the other is analysis based on latent ability, in which the statistic is a measure of departure from measurement invariance (DMI) for two studied groups. Previous research has shown, that DIF and DMI do not necessarily agree with each other. In practice, many operational testing programs use the MH DIF procedure to flag potential DIF items. Recently, weighted DIF statistics has been proposed, where weighted sum scores are used as the matching variable and the weights are the item discrimination parameters. It has been shown theoretically and analytically that, given the item parameters, weighted DIF statistics can close the gap between DIF and DMI. The current study investigates the robustness of using weighted DIF statistics empirically through simulations when item parameters have to be estimated from data.
The Development and Evaluation of Interactional Competence Elicitor for Oral Language Assessments. TOEFL® Research Report. RR-92. ETS RR-21-06
Author: Chukharev-Hudilainen, Evgeny
Date: 2021-12-00
Type: Journal Articles
Subjects: Intercultural Communication,Oral Language,Communicative Competence (Languages),Error Analysis (Language),Natural Language Processing,Dialogs (Language),Test Construction,English (Second Language),Language Tests,Second Language Learning,Student Placement,Foreign Students,Undergraduate Students,Audio Equipment,Computer Software,Student Attitudes

This paper describes the development and evaluation of Interaction Competence Elicitor (ICE), a spoken dialog system (SDS) for the delivery of a paired oral discussion task in the context of language assessment. The purpose of ICE is to sustain a topic-specific conversation with a test taker in order to elicit discourse that can be later judged to assess the test taker's oral language ability, including interactional competence. The development of ICE is reported in detail to provide guidance for future developers of similar systems. The performance of ICE is evaluated on two aspects: (1) by analyzing system errors that occur at different stages in the natural language processing (NLP) pipeline in terms of both their preventability and their impact on the downstream stages of the pipeline; and (2) by analyzing questionnaire and semistructured interview data to establish the test takers' experience with the system. Findings suggest that ICE was robust in 90% of the dialog turns it produced, and test takers noted both positive and negative aspects of communicating with the system as opposed to a human interlocutor. We conclude that this prototype system lays important groundwork for the development and use of specialized SDSs in the assessment of oral communication, which includes interactional competence.
The Effects of Extended Planning Time on Candidates&apos; Performance, Processes, and Strategy Use in the Lecture Listening-into-Speaking Tasks of the &quot;TOEFL iBT&quot;® Test. TOEFL® Research Report. RR-93. ETS RR-21-09
Author: Inoue, Chihiro
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Tests,Second Language Learning,Test Wiseness,Planning,Foreign Students,College Students,Scores,Learning Strategies,Metacognition,Listening,Speech Skills,Validity,Cognitive Processes,Language Proficiency

This study investigated the effects of two different planning time conditions (i.e., operational [20 s] and extended length [90 s]) for the lecture listening-into-speaking tasks of the &quot;TOEFL iBT&quot;® test for candidates at different proficiency levels. Seventy international students based in universities and language schools in the United Kingdom (35 at a lower level; 35 at a higher level) participated in the study. The effects of different lengths of planning time were examined in terms of: (1) the scores given by ETS-certified raters; (2) the quality of the speaking performances characterized by accurately reproduced idea units and the measures of complexity, accuracy, and fluency; and (3) self-reported use of cognitive and metacognitive processes and strategies during listening, planning, and speaking. The results found neither a statistically significant main effect of the length of planning time nor an interaction between planning time and proficiency on the scores or on the quality of the speaking performance. There were several cognitive and metacognitive processes and strategies where significantly more engagement was reported under the extended planning time, which suggests enhanced cognitive validity of the task. However, the increased engagement in planning did not lead to any measurable improvement in the score. Therefore, in the interest of practicality, the results of this study provide justifications for the operational length of planning time for the lecture listening-into-speaking tasks in the speaking section of the TOEFL iBT test.
Translation Ethics: An Investigation into Lady Welby&apos;s Upward Translation from the Perspective of Meaning Triad
Author: Gao, Fan
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,Translation,Correlation,Cognitive Ability,Moral Values,Interdisciplinary Approach,Signs,Semantics,Language Processing,Second Languages,Linguistic Theory

This paper offers a comprehensive survey of translation ethics within the theoretical frame of Lady Welby's meaning triad concerning the relationship between ethics and translation in the meaning process of sign activities. The paper mainly discusses such aspects as: (1) the relationship between meaning triad and translation ethics, (2) upward translation as a method to maximize ethical value and (3) enhancement of translation ethics as a goal of upward translation. The results of the paper can be found as the following: (1) the evolutionary process of meaning from sense to meaning and then to significance is the path for the improvement of translators' cognitive ability and the sublimation of translator or interpreter's ethics and morality; (2) Upward translation serves as a key to enhancing translators' ethical consciousness; and (3) translation, meaning and ethics are correlated and interrelated mechanisms. Therefore, the implications of the dynamic and dialogic view of translation and meaning will provide an interdisciplinary theoretical vision for the construction of translation ethics.
CrossQuestion Game: A Group-Based Assessment for Gamified Flipped Classroom Experience Using the ARCS Model
Author: Durrani, Usman
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Game Based Learning,Online Courses,Undergraduate Students,COVID-19,Pandemics,School Closing,Foreign Countries,Educational Games,Instructional Effectiveness,Student Motivation

The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments--Spring 2019-20--pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game--Spring 2020-21--during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students' motivation.
Augmented Reality in the Secondary Education Classroom: Teachers&apos; Visions
Author: Marín-Díaz, Verónica
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Secondary School Teachers,Teacher Attitudes,Gender Differences,Age Differences,Foreign Countries,Students with Disabilities,Instructional Effectiveness,Handheld Devices,Computers,Telecommunications

The advancement of emerging technologies in the classroom is a reality, however, the vision that teachers may have of them is essential in order for these to be incorporated. Using this as a foundation, this article's main objective is to know the vision that secondary education (SE) teachers have of the use of Augmented Reality (AR) in teaching at that educational level. Through a descriptive correlational quantitative study, an ex-post facto design, and an ad-hoc questionnaire of 39 items, (N=350 teachers), this objective has been corroborated. The main conclusion that has been reached is that SE teachers consider AR as an element that will cause a change in the student's learning methodology making it more autonomous and experiential. In addition, the teachers will need more training with AR, lower costs, and greater availability of resources to carry out the teaching process with greater ease.