ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysing Interlanguage Stages ALEs Pass through in the Acquisition of the Simple Past Tense
Author: Mourssi, Anwar
Date: 2012-00-00
Type: Journal Articles
Subjects: Interlanguage,Arabs,English (Second Language),Second Language Learning,Second Language Instruction,Qualitative Research,Statistical Analysis,Morphemes,Classification,Transfer of Training,Grammar,Writing (Composition),High School Students,Foreign Countries,Learning Strategies,Memorization

Building on previous studies of cross-linguistic influence (CLI) on SLA, and principled criteria for confirming its existence in L2 data, an empirical study was run on 74 Arab learners of English (ALEs). A detailed analysis was made of interlanguage stages of the simple past tense forms in 222 written texts produced by ALEs in the classroom settings. Written texts were collected from each subject at 3 stages in the experiment (after 2 weeks, 2 months and 4 months). The analysis of the non-target-like forms indicated that interlanguage stages do not appear in isolation. Quantitative and qualitative analysis in addition to descriptive analysis indicated seven interlanguage stages that ALEs may go through in the acquisition of the simple past. The stages will be presented and detailed examples will be given of the way in which the non-target-like forms were categorized.
A Study of Multimedia Application-Based Vocabulary Acquisition
Author: Shao, Jing
Date: 2012-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Vocabulary Development,Computer Assisted Instruction,Second Language Learning,Constructivism (Learning),Case Studies,Courseware,Technology Uses in Education,College English,Student Attitudes,Instructional Effectiveness,Integrated Curriculum,Educational Practices,Control Groups,Experimental Groups,Teaching Methods,Foreign Countries,College Freshmen

The development of computer-assisted language learning (CALL) has created the opportunity for exploring the effects of the multimedia application on foreign language vocabulary acquisition in recent years. This study provides an overview the computer-assisted language learning (CALL) and detailed a developing result of CALL--multimedia. With the application of constructivism theory, the research explores the use of multimedia software to vocabulary acquisition. It presents a case study that uses survey method to explore the interest level of Chinese college students with the multimedia software they worked with and their attitudes towards multimedia application. Another purpose of the thesis is to examine the effectiveness of multimedia application among Chinese EFL learners.
Convergence or Divergence? Chinese Novice EFL Teachers' Beliefs about Postmethod and Teaching Practices
Author: Zeng, Zhengping
Date: 2012-00-00
Type: Journal Articles
Subjects: Novices,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Behavior,Interviews,Observation,Teaching Methods,Teacher Education,Asians,Foreign Countries,Qualitative Research

Recently, there have been numerous researches focusing on postmethod. Generally, the researches can be divided into three perspectives: a new look at method, theoretical exploration of postmethod, implication for teacher education. Obviously, language researchers tend to focus on the theoretical review on postmethod ignoring the actual use of postmethod in practice. The study was conducted to explore Chinese novice EFL teachers' conceptions and implement of postmethod. The data were collected through lesson observations and interviews. The results reveal that the novice teachers lack the knowledge of postmethod, that they are greatly influenced by examination-oriented education, and that there is a discrepancy between teaching behaviors and teacher beliefs.
Online Collaborative Writing for ESL Learners Using Blogs and Feedback Checklists
Author: Grami, Grami Mohammad A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Electronic Publishing,Web Sites,Cooperation,Writing Instruction,Feedback (Response),Check Lists,Females,Computer Mediated Communication,Computer Uses in Education,Peer Evaluation,Cooperative Learning,Critical Thinking,Student Attitudes,Positive Attitudes,Statistical Analysis,Qualitative Research,College Students,Language Tests

This paper reports on the experience of seven Saudi female ESL students who worked collaboratively in an interactive online writing environment over a period of four weeks. It chronicles their experiences with online writing tasks, documents their responses to online feedback, and examines their attempts to cope with different settings and audiences. It was found that interactive features of weblogs helped establish a valid peer review culture as an integral part of collaborative writing. The experience also helped develop critical thinking and ability to identify target audience. In general, students' attitudes were positive and participants exhibited a desire to incorporate similar tasks in upcoming ESL writing classes. It is therefore recommended that educational authorities and teachers should solicit online resources more often.
Personalised, Contextualised, Professional Learning Development: Putting It into Practice
Author: Owen, Hazel
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Development,Individualized Instruction,Pilot Projects,Models,Elementary School Teachers,Secondary School Teachers,Outcomes of Education,Communities of Practice,Workshops,Electronic Learning,Program Descriptions,Program Evaluation,Teacher Surveys,Statistical Analysis,Qualitative Research,Online Surveys

Research, such as that collated as part of the New Zealand Ministry of Education's (MoE) Iterative Best Evidence Synthesis (BES), indicates that regular Professional Learning and Development (PLD) for educators can have a positive effect on the quality of teaching and, in turn, on outcomes for diverse students. PLD, though, needs to offer flexibility of choice, time and approach, and to value personal theories and experiences. Learning should be accessible (both physically and design-wise), cumulative and relevant, and couched within an active community of practice (CoP). A pilot to develop a Virtual Professional Learning and Development (VPLD) model that offered personalised, contextualised PLD was initiated by the New Zealand MoE. The project focused on primary and secondary school teachers, although one tertiary teacher participated. This paper provides an overview of the VPLD pilot (2009-2010) while also synthesising main findings from the in-depth evaluation conducted during the pilot and summarising some of the lessons learned. In brief, results suggest that there are affordances built into the VPLD model that encourage and enable education practitioners to develop at their own pace, in a supported, supportive environment, with access to all that they need to scaffold their learning journey. Thus, if it is accepted that student outcomes can mirror practitioner performance (although this is a somewhat simplistic relationship), it would follow that, if practitioners can be mentored and guided in their own continual development and thinking around learning and teaching, there is potential for the overall learning experience for students to be enhanced.
Learning Analytics: Potential for Enhancing School Library Programs
Author: Boulden, Danielle Cadieux
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Data Collection,Data Analysis,School Libraries,Library Role,Evaluation Methods,Standards,Program Administration,Student Needs,Access to Information

Learning analytics has been defined as the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. The potential use of data and learning analytics in educational contexts has caught the attention of educators and policymakers at dramatically increasing rates over the past few years. This article explores how school librarians can begin to explore the rich set of possibilities that learning analytics may offer the practice of school librarianship within the context of some of the key roles for 21st-century school librarians. These roles have been identified in some of the foundational documents from the American Association of School Librarians (AASL), such as &quot;Empowering Learners&quot; (2009), &quot;ALA/AASL Standards for Initial Preparation of School Librarians&quot; (2010), and &quot;Standards for the 21st-Century Learner&quot; (2007), as many states' evaluation standards for school librarians are derived from these documents.
Student Engagement in Distance-Based Vocational Education
Author: Yates, Anne
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocational Education,Distance Education,Learner Engagement,Case Studies,Graduation Rate,Institutional Characteristics,Academic Persistence,School Holding Power,Teacher Attitudes,Teacher Surveys,Barriers,Intervention,Interviews,Performance Factors,Achievement Need,College Students,Foreign Countries

Students enrolled in distance education courses tend to have lower course completion rates than those who attend face-to-face classes (Simpson, 2013). This article reports on a collective case study undertaken at a vocational, distance education provider in New Zealand, whose course completion rates have risen over recent years to match those of similar face-to-face institutions. This research investigated institutional factors that have contributed towards this improvement, from the perspectives of the staff involved. Results show staff believe there are key enablers and barriers to student engagement and course completion, but the barriers are not insurmountable. The implication is that distance education providers can improve student engagement and completion rates through effective interventions.
Take AIM and Keep Your Students Engaged
Author: Nash, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Engagement,Distance Education,Learning Theories,Motivation Techniques,Delivery Systems,Newsletters,Undergraduate Students,Economics Education,Open Universities,Course Content,Access to Information,Electronic Learning,Enrichment Activities,Foreign Countries

This paper outlines the benefits to distance education teachers of formatting a weekly online newsletter in accordance with motivational learning theory. It reflects on the delivery of weekly AIM newsletters to undergraduate economics students at the Open Polytechnic of New Zealand via Moodle. The acronym, AIM, stands for Academic content, Information for the course and Motivation--three critical elements required to meet the challenges of effective course facilitation. The AIM newsletter integrates all three of these key components in one easy-to-use product. The object of AIM is to keep students engaged in economics and reduce the perceived distance from distance education. This article discusses the context, underpinning theory, practicalities, and the way forward for AIM.
Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States
Author: Beck, Dennis
Date: 2014-00-00
Type: Journal Articles
Subjects: Charter Schools,Personnel Management,Teacher Selection,Instructional Leadership,Teacher Attitudes,Teacher Surveys,Distance Education,Teacher Education,Administrator Education,Online Courses,Innovation,Leadership Styles,Teacher Effectiveness,Likert Scales,Statistical Analysis

Virtual charter schools have the potential to transform teacher personnel management. However, there is currently little evidence that they are doing so. This study examined how 89 teachers at two virtual charter schools perceived school personnel practices and leadership. Survey analysis indicated that teachers perceived personnel practices as resembling those of their previous &quot;brick and mortar&quot; public schools. The results also showed that these teachers had a more positive view of school leaders and the school climate than they had at their previous schools. Implications are discussed in light of teacher education and personnel management literature. Additional research is recommended, as is development of the preparation of school administrators to include online, flexible, and distance learning, and related innovative leadership practices.
Using a Learning Management System to Personalise Learning for Primary School Students
Author: Edmunds, Bronwyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,Integrated Learning Systems,Interviews,Observation,Elementary School Teachers,Elementary School Students,Teacher Attitudes,Teaching Methods,Classroom Techniques,Individualized Instruction,Technology Uses in Education,Educational Technology,Coding,Student Needs,Progress Monitoring,Planning,Feedback (Response),Qualitative Research

This paper reports on one aspect of a descriptive multiple-case study which set out to explore the role of a learning management system (LMS) in personalising learning for students from the perspective of three teachers in one primary school in New Zealand. The intention was to provide insight into the role the LMS could play in classrooms when personalising learning. The research project involved gathering multiple sources of data from interviews and observations, and documentary information from the LMS. The findings suggest that the LMS has the potential to be a key part of a primary classroom environment when it is built on components that personalise learning. For the teachers in this project, one salient component of personalised learning involved ensuring learning was based on assessment for learning pedagogy and the use of the LMS as a tool to support learning. The findings highlighted the interconnected nature of personalised learning pedagogy, the LMS and classroom practice.
Software Literacy and Student Learning in the Tertiary Environment: Powerpoint and Beyond
Author: Khoo, Elaine
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Literacy,Computer Software,College Freshmen,Engineering Education,Media Literacy,Visual Aids,Online Surveys,Student Surveys,Focus Groups,Interviews,Self Efficacy,Access to Computers,Computer Mediated Communication,Electronic Learning,Preferences,Learning Strategies,Familiarity,Knowledge Level,Qualitative Research

In this paper, we explore the relationship between student success in acquiring software literacy and students' broader engagement and understanding of knowledge across different disciplines. We report on the first phase of a project that examines software literacies associated with Microsoft PowerPoint as a common software package encountered and used by most students at tertiary level. Student data was collected through an online survey and focus-group interviews. One hundred and seventy-nine first-year Engineering and Media Studies students from a New Zealand university responded to the survey. A majority of students considered themselves to be confident and comfortable in engaging with new technologies, had access to mobile-based technologies or laptops, and relied on this hardware and related software for electronic forms of communication and information access in their university courses. On the whole, students expressed a preference for informal strategies (including trial and error) when learning about PowerPoint, expected it to be used in their university coursework, and could identify its related affordances and constraints, and how those affected their learning. Despite their familiarity with PowerPoint, students fell short in their ability to critique the ways the software shaped their understanding of disciplinary knowledge. Implications are discussed in terms of university teaching, including the nature of support services.
Engaging Learner Support: An Investigation of Faculty-Library Collaboration to Provide Live Course-Specific Learner Support in the Online Classroom Environment
Author: Fields, Alison
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Librarian Teacher Cooperation,Electronic Learning,Access to Information,Library Role,Program Effectiveness,Online Courses,Educational Benefits,Information Sources,Information Seeking,Library Services,Literature Reviews,Postsecondary Education,Case Studies,Semi Structured Interviews

Collaboration between faculty and learner support can create seamless services for e-learners. Providing access to learning materials and activities with co-located tailored learner support creates an environment in which e-learners can easily access everything they need for an enhanced, supported, and more focused learning experience. The emerging practice of embedding live librarians in online tertiary classrooms provides a new avenue for such learner support, and forms a natural extension of the library links and resources which are routinely found on online campuses, library websites, and some online course pages. Embedded librarians can actively direct students to tailored library resources and tutorials and assist students directly, often in a library discussion forum, with their specific information and referencing questions. This paper reports on research into the nature and effectiveness of using embedded librarians in online classrooms in New Zealand, and takes a multi-faceted view of this emerging practice. Findings illustrate the benefits of this new form of e-learner support and identify potential pitfalls through increasing engagement with relevant and pertinent information resources to support their learning.
Emotion: The &quot;E&quot; in Engagement in Online Distance Education in Social Work
Author: Goldingay, Sophie
Date: 2014-00-00
Type: Journal Articles
Subjects: Distance Education,Social Work,Teaching Methods,Role Playing,Constructivism (Learning),Online Courses,Foreign Countries,Student Motivation,Peer Evaluation,Self Evaluation (Individuals),Student Evaluation,Alienation,Social Isolation,Video Technology,Learning Processes,Management Systems,Practicums,Teacher Student Relationship,Student Attitudes,Undergraduate Students,Online Surveys,Interviews

Many social-work students enrolled in a particular Australian university approach the pre-practicum practice skills unit with dread, due to the required role-play exercises. Online distance students could be seen to be challenged even further in their preparation for practicum, due to a perception that they are learning practice skills on their own. A survey of online distance education social-work students who had completed the practice skills course in 2012 showed that a number struggled to remain engaged, and felt isolated. A constructivist pedagogy, involving peer- and self-assessment of practice role plays, was therefore trialled in both 2012 and 2013, alongside the weekly videos produced by the lecturer. The aim was to improve online distance students' opportunity and motivation to practice the required skills before their practicum. Learning management system (LMS) usage data for students in the 2013 cohort showed an increase in the number of times students accessed online readings and used interactive technology. Interestingly, while both cohorts expressed a positive experience in relation to their learning in the end-of-trimester student evaluation survey, and despite both groups being asked the same questions, only the 2013 cohort spontaneously articulated the content of what they actually learnt. These findings suggest that the ongoing peer interaction generated by the new pedagogy resulted in a deeper, enduring learning experience. In addition, data showed that online distance students in the 2013 cohort experienced a feeling of being emotionally connected with the unit and the teaching staff. It is posited that a combination of established video-based content delivery and ongoing formative peer- and self-assessment reduced isolation and alienation and, as a result, had a multi-pronged positive effect on the learning process.
The Effect of Gender on the Achievement of Students in Biology Using the Jigsaw Method
Author: Amedu, Odagboyi Isaiah
Date: 2015-00-00
Type: Journal Articles
Subjects: Biology,Science Achievement,Gender Differences,Cooperative Learning,Secondary School Students,Secondary School Science,Achievement Tests,Science Tests,Pretests Posttests,Statistical Analysis,Science Instruction,Instructional Effectiveness

This paper examined the effect of gender on the achievement of students in biology using the jigsaw method. The sample was made up of 87 students in SS1 in a secondary school. The study utilized an intact class because the study took place in a normal school term. There were 39 males and 49 females. The Biology Achievement Test (BAT) was constructed from past WAEC questions. These questions are standardized test and so were not subjected to further reliability test. The students administered the BAT as pretest, and the results were collated by gender. A t-test analysis showed that there was no significant difference between the mean scores of boys and girls. The class was taught, topics in microorganisms for 12 weeks. At the end of the 12 weeks, the BAT was administered as posttest. The results were analysed using the t-test at 0.05 level of significance. Results showed that there was a significant difference between the mean scores in favour of the males. This showed that the males gained more from the jigsaw method compared with the females. It was recommended that in order to get the best out of instruction, various methods, or a combination of them must be employed.
Influence of Marital Stressors on Role Performance of Married Academic Women in Tertiary Institutions in Cross River State and Need for Counselling Therein
Author: Okpechi, Philip A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Women Faculty,College Faculty,Marital Satisfaction,Stress Variables,Family Work Relationship,Job Performance,Teacher Surveys,Questionnaires,Multiple Regression Analysis,Marriage

This study investigated the influence of marital stressors on role performance of married academic women of tertiary institutions in Cross River State. In order to accomplish the purpose of the study, two objectives and corresponding two hypotheses were postulated to guide the study. The survey research design was adopted in the study. A total of 421 women academics were drawn from the four tertiary institutions used. The instrument that was used in this study is a 61 items questionnaire tagged Influence of Marital Stressors on Role Performance Questionnaire (IMSRPQ). Five experts in Guidance and Counselling and Measurement and Evaluation were used to establish the face validity of the instrument. The reliability estimate for the instrument was 0.73. Multiple regression analysis was used for testing the hypotheses. The result of the study showed that marital stressors influenced the role performance of the married academic women in tertiary institutions in Cross River State and the influence was significant. Based on the above, recommendations were made that women academics should be encouraged to attend professional conferences, seminars and workshops in their discipline. Organizing professional seminars and workshop for women academics might be indirect ways of assisting them manage their stress, etc.