ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Effects of Reflective Journals on Pre-Service Science Teachers' General Chemistry Laboratory Achievement
Author: Cengiz, Canan
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Reflection,Journal Writing,Science Achievement,Chemistry,Science Laboratories,Thinking Skills,Feedback (Response),Achievement Tests,Scores,Case Studies,Student Teacher Attitudes,Metacognition,Learning Processes,Self Evaluation (Individuals),Interviews

The general chemistry laboratory is an appropriate place for learning chemistry well. It is also effective for stimulating higher-order thinking skills, including reflective thinking, a skill that is crucial for science teaching as well as learning. This study aims to examine the effects of feedback-supported reflective journal-keeping activities on first-year pre-service science teachers' achievement. The pre-service science teachers were observed for eight weeks by collecting their journals. At the beginning and end of this process, an achievement test was administered. At the end of the study, the participants were also interviewed. It was found that feedback-supported reflective journal-keeping activities improved the first-year pre-service science teachers' achievement scores, and the majority of the participants believed that the activities had positive effects on their meta-cognition and learning.
Scrutinising the Final Judging Role in Assessment of Practicum in Early Childhood Initial Teacher Education in New Zealand
Author: Zhang, Qilong
Date: 2015-10-00
Type: Journal Articles
Subjects: Practicums,Teacher Education Programs,Early Childhood Education,Preschool Teachers,Evaluation Methods,Phenomenology,Program Evaluation,Foreign Countries,Observation,Interviews,Student Experience,Student Attitudes,College Faculty,Responsibility,Feedback (Response),Interpersonal Relationship,Cooperating Teachers,Teacher Educators

Practicum is the cornerstone of teacher education. Triadic assessment of practicum is an established model in early childhood initial teacher education in New Zealand. Based on a phenomenographic study on assessment of practicum, this paper presents a new perspective on triadic assessment. Interview data are collected from 35 participants (20 associate teachers, 5 visiting lecturers, 10 student teachers) to obtain a specimen of collective conceptions of key stakeholders about triadic assessment. The analysis reveals three sets of logically related categories of conceptions (outcome spaces) that denote the tensions around the final judging role in assessment of practicum, in particular, visiting lecturers' scheduled observation. Based on the findings from this study, we contemplate some significant modifications to the triadic assessment model which calls in question visiting lecturers' final judging role in assessment of practicum.
The Effects of Control for Ability Level on EFL Reading of Graded Readers
Author: Wan-a-rom, Udorn
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Basal Reading,Reading Materials,High School Students,Semi Structured Interviews,Student Journals,Questionnaires,Reading Strategies,Reading Comprehension,Student Attitudes,Student Motivation,Reading Programs,Reading Ability,Vocabulary Development,Observation,Qualitative Research

The study was aimed to examine how EFL learners of English reacted to graded readers in terms of reading strategy use, comprehension, speed, and attitude as well as motivation when control for ability level was determined. Eighty Thai high school students placed into their own reading level of graded readers by the scores gained from the graded reading-vocabulary size test (Wan-a-rom, 2010) participated in a six-week-extensive reading project. Through observations, semi-structured interviews, book journals, and post-reading questionnaires, it was found that both male and female participants increased the use of strategies. When moving through other graded readers at the same level the numbers of strategies utilized by males and females were different at the 0.05 level of significance and the time spent on reading decreased on average. Evidently, comprehension, attitude and motivation were cultivated. Interesting information about students' interaction with graded readers was found and discussed for pedagogical practice.
The Communicative Approaches Revisited and the Relevance of Teaching Grammar
Author: Ahmed, Sawsan
Date: 2012-01-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Teaching Methods,Communicative Competence (Languages),Grammar Translation Method,Grammar,Course Descriptions,Notional Functional Syllabi,Modern Language Curriculum

The field of English as a second language has gone through a number of changes in the last decades and has seen extreme adjustments throughout the methods of teaching and curriculum planning. This article finds the relevance of the old methods to the new methods. After providing the background it becomes apparent that almost all the older methods have some relevance to the contemporary classroom and linguists are reaching out and calling on teachers to use the old techniques alongside the new techniques. Emphasis in this article, however, is put on the relevance of introducing grammar to the learner, what to introduce, how and when is discussed in light of what we know of the communicative.
The Curious Schools Project: Capturing Nomad Creativity in Teacher Work
Author: Hunter, Mary Ann
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Faculty Development,Communities of Practice,Personality Traits,Pilot Projects,Questioning Techniques,Inquiry,Reflective Teaching

The Curious Schools project is a teacher professional learning initiative that aims to provide an insight into--and resource for--creativity in Tasmanian schools. It offers an alternative to conventional models of teacher professional learning by engaging teachers in multi-modal methods of documenting and reflecting on their work as the basis for an online community of practice and public showcase for creativity in education that takes place &quot;behind the scenes.&quot; The authors, as coordinators of the project, describe the rationale behind the project and the ways it embraced discourses and practices of curiosity as a means of making visible the creativity of teachers and classrooms. Drawing on the concept of nomadology in the work of Deleuze and Guattari, as well as diverse scholarly perspectives on curiosity, the authors describe how the Curious Schools Project sought to capture the &quot;nomad creativity&quot; of teacher work via a process of documentation and question-seeking that countered complexity-reduction in teacher professional learning and sustained teacher curiosity in their work. Reflecting on an evaluation of its 2013 pilot, the authors suggest that the project's explicit emphasis on curiosity avoided limiting conceptualisations of creativity in education and will inform future plans to more appropriately document and support the processes of emergence in teacher professional learning.
Schema-Based Analysis of Gendered Self-Disclosure in Persian: Writing for Dating Context
Author: Khodadady, Ebrahim
Date: 2012-01-00
Type: Journal Articles
Subjects: Indo European Languages,Letters (Correspondence),Dating (Social),Interpersonal Communication,Schemata (Cognition),Gender Differences,Self Disclosure (Individuals),Semantics,Syntax,Language Usage,Discourse Analysis,Grammar,Nouns,Verbs,Form Classes (Languages),Undergraduate Students,Coding,Identification (Psychology),Statistical Analysis,Foreign Countries

This paper reports a textual analysis of letters written by 21 male and 21 female participants in Persian. Each writer wrote two letters, one to a dating service and another one to a hypothetical person chosen and introduced by the center. Therefore, a total of 84 letters were collected from the participants. Schema theory was used to find the possible gendered differences between male and female self-disclosure letters. The results of this study confirmed that men and women used significantly different semantic, syntactic and parasyntactic schemata (?[superscript 2] = 30.37, df = 2, p &lt; 0.0001), they also wrote differently in terms of the type of schemata forming the genera of the domains. Further descriptive analysis indicated that semantic domain accounted for 74.44% of all schema types used in male letters and 78.98% of the schemata used in female letters.
Imperatives of Information and Communication Technology (ICT) for Second Language Learners and Teachers
Author: Akinwamide, Timothy Kolade
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Uses in Education,Second Language Instruction,Second Language Learning,English (Second Language),Electronic Learning,Computer Assisted Instruction,African Languages,Speech Skills,Reading Skills,Writing Skills

The introduction of information and communication technology (ICT) to education creates new learning paradigms. We are dwelling in a world which technology has reduced to a global village and the breakthrough in technology is underpinning pedagogical submissions. It may become imperative therefore to have a rethinking on how to ameliorate the constraints of second language users through the applications of modern technologies. The interactions between new technology and pedagogical submissions have been found to an extent to be addressing the heterogeneous needs of second language learners and any global discovery which aims at minimizing learners' constraints is a welcome development in a rapidly changing world of technology. This paper therefore is an overview presentation of how modern technologies can be of assistance to both teachers and students of a second language setting. The rapid growth in ICT experienced by the technologically advanced nations of the world has helped them to overcome some of the barriers in teaching and learning. Applications of modern day's technologies in the field of teaching and learning can make it possible for teachers, students and others to join communities of people well beyond their immediate environment to critically review, analyze, contribute, criticize and organize issues logically and contextually having professionalism and the transformations of the entire society in view. Now, new technologies such as the reported computer enhancements with new software and networking make it much easier for educators to conquer space and time, with the motive of ameliorating constraints and academic conflicting issues. We can now bring learning to virtually any place on earth anytime for the purpose of achieving the desirable learning outcomes.
Introducing Literature to an EFL Classroom: Teacher's Instructional Methods and Students' Attitudes toward the Study of Literature
Author: Yilmaz, Cevdet
Date: 2012-01-00
Type: Journal Articles
Subjects: Literature,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Preferences,Teaching Methods,Surveys,Questionnaires,Literacy,Achievement Gains,Foreign Countries,Preservice Teachers,Teacher Education,Multiple Regression Analysis

This study reports on a teacher-researcher's introductions of literary works to undergraduates enrolled in literature course in the department of English during a thirteen-week experiment. The main focus in the study is on the investigation of the undergraduates' attitudes toward the study of literature in English, as well as factors affecting their opinions. In doing so, the study aims to explore one possibility of how the teaching of literature can be made more accessible to EFL students, incorporating students' literature preferences and attitudes along with the teacher's own goals and selection of literary texts. The survey instrument employed in this study was a 27-item questionnaire administered to 105 undergraduates in the department of English. The results indicate that such a strategy for the teaching of literature which incorporates students' literature preferences into teacher's instructional practices will help students make considerable gains in both the literary and language competence.
One Black, One White: Power, White Privilege, &amp; Creating Safe Spaces
Author: Delano-Oriaran, Omobolade O.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Whites,Racial Composition,Racial Bias,Social Attitudes,Student Attitudes,Power Structure,Classroom Environment,Interaction,Teaching Methods,Minority Group Teachers,Computer Mediated Communication,Group Discussion

This article explores the experiences of two professors as they teach about White privilege in predominately White institutions of higher education. The authors discuss how racial potentiality shapes the classroom climates of each of the professors and then present strategies that utilize safe spaces to navigate students away from the resistance they feel for this topic. The two professors discuss examples that demonstrate how White privilege creates resistance in the courses they teach when they confront students with it as a real phenomenon (Johnson, 2001). At first, the professors worked in isolation, where their frustrations built up until they had an opportunity to share their experiences and realize that they teach similar content (e.g., manifestations of racism, discrimination, heterosexism, White privilege, and social construction of race and identity development theory), use many of the same texts, and that most of their students are from similar backgrounds. This article shares their experiences of teaching White privilege in predominantly White institutions and explores how the authors believe their raced positionality brings different reactions in the classroom. Additionally, the article presents how this positionality shapes their respective instruction, pedagogy, interactions with students, and classroom climate, as well as the power dynamics that emerge within the classes (Maher &amp; Tetreault, 1993; Tisdell, Hanley, &amp; Taylor, 2000). The authors tell the stories of these teachers, present pedagogical implications, and share some of the strategies found helpful in developing &quot;safe spaces.&quot; At the end, the authors separate and share a Black and White perspective as well as strategies they believe have increased the ability to engage in critical discussions of White privilege.
Teaching Young Children about the Civil Rights Movement: Applying Effective &amp; Developmentally Appropriate Strategies
Author: Foster, Janet E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Young Children,Civil Rights,Activism,Advocacy,Developmentally Appropriate Practices,Educational Strategies,Teaching Methods,Instructional Effectiveness,Educational Resources,Student Characteristics,Academic Standards,Teaching Experience,Technology Integration,Cultural Education,Educational Practices

Considering the importance of the Civil Rights Movement, children need to be introduced to the related concepts early in their school experiences, and teachers need to consider students' developmental needs and curriculum standards in order to provide appropriate content and methods of instruction. The purpose of this article is to introduce a variety of resources to support teaching and learning about the Civil Rights Movement based on the premise that concrete learning experiences permit children to build an understanding that will impact their learning, attitudes, and beliefs about diversity and multicultural education.
Experiences and Future Expectations towards Online Courses--An Empirical Study of the B2C-and B2B-Segments
Author: Krämer, Andreas
Date: 2016-01-00
Type: Journal Articles
Subjects: Online Courses,Expectation,Trend Analysis,Electronic Learning,Instructional Design,Student Needs,Multimedia Instruction,Multimedia Materials,Fees,Usability,Online Surveys,Design Requirements,Interviews,Prior Learning,Learning Experience,Instructional Innovation,Foreign Countries

This article explores the future potential for the development of online courses. The findings are based on an empirical study with 3 sample groups: (1) B2C segment in Germany, (2) B2C segment in the United States, and (3) B2B segment (international). In the first step the status quo of the use of e-learning in general and online courses in particular is presented. Subsequently, the expectations of potential users concerning the design of online courses are determined. Respondents were segmented according to their basic needs, based on ten distinct attributes relevant for the decision-making process. Thirdly, an innovative concept for online courses is reviewed as part of a concept test. Since people increasingly watch (short) videos instead of reading documents, the authors emphasize that creators of online courses can take advantage of this development, provided they adapt their formats to the changed communication behavior of potential users.
International Students' Attitudes Towards Malaysian English Ethnolects
Author: Khojastehrad, Shadi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Dialects,Student Attitudes,Ethnic Groups,Questionnaires,Foreign Countries,Pronunciation,Likert Scales,Audio Equipment,Language Usage,Social Influences,Correlation,Listening,College Students,Indonesian Languages,Language Proficiency,Mixed Methods Research

Language attitudes are learned and formed in our social environment through hearing others referring to certain groups or people's languages and cultures, and also by exposure to particular varieties spoken in the context. This might lead to stereotyping English and its native speakers (McKenzie, 2008). In this sense, it is pedagogically significant to uncover learners' language attitudes towards a target language in order to prevent negative impression towards that certain variety and consequently inevitable communication failure with the members of that particular speech community. The present study explores the attitudes of international students living in Malaysia towards Malaysian English. The main objective was to examine the respondents' attitudes towards the Mesolectal variety of Malaysian English spoken by the three main ethnic groups: Malay, Chinese-Malaysian, and Indian-Malaysian. A matched-guise questionnaire was used to elicit information from the students and obtain their responses towards six samples of Malaysian English accents from both male and female speakers. International students from selected Malaysian universities were asked to listen to the recorded speech samples and were then asked to rate the speakers using 15 bipolar adjectives on a Likert scale which were split into two sections of speaker's style of English speaking and social attractiveness, and finally they were asked to guess the ethnicity of the speakers. The findings show that there is a positive linear relationship between attitude towards the Malaysian English variety spoken by each ethnic group, and the intelligibility of that certain variation, which directly affects the listeners' evaluation of the speaker's social attractiveness too.
Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners
Author: Dehghanpour, Elham
Date: 2015-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Reading Instruction,Reading Strategies,English (Second Language),Second Language Learning,Educational Technology,Technology Uses in Education,Instructional Effectiveness,Experimental Groups,Control Groups,Pretests Posttests,Hypermedia,Reading Comprehension,Questionnaires,Attitude Measures,Foreign Countries,Adolescents,Females,Private Schools,Scores,Statistical Analysis

Applying new technologies with their effective potentials have changed education and, consequently, the L2 teacher role. Coping with online materials imposes the necessity of employing Web-based approaches in L2 instruction. The ability to use reading strategies in a Web-based condition needs sufficient skill which will be fulfilled if it is integrated in pedagogy. The main focus of the present study was to investigate the efficiency of teaching reading strategies in a Web-based condition to Iranian EFL learners. Thirty L2 learners at upper-intermediate level from an English institute in Isfahan were selected as the experimental group. The group received a 20-hr reading strategy training in Web-based condition. Participants were taught 4 general reading strategies which were practiced through 3 stages of cognitive theory: cognitive, associative, and autonomous proposed by Anderson (1993). The instruments included a pre/posttest of hypertext reading comprehension, a pre/posttraining questionnaire for assessing the participants' familiarity with general reading strategies, a pre/posttest of reading comprehension, and an attitude questionnaire towards Web-based reading strategy instruction. Findings indicated that after reading strategy program, the participants' frequent usage of each reading strategy increased significantly and, consequently, they performed better at the reading tasks in Web-based and conventional conditions. Furthermore, the group had positive attitudes towards Web-based reading strategy instruction.
Lexical Priming Effects of Textbooks on EFL Learners' Use of &quot;Give&quot;
Author: Xu, Qi
Date: 2015-00-00
Type: Journal Articles
Subjects: Priming,Textbooks,Verbs,Language Usage,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Computational Linguistics,Semantics,Content Analysis,Writing (Composition),Middle School Students,Syntax,Grammar,Foreign Countries

The study aims to investigate to what extent Chinese EFL learners' language use is influenced by English textbooks. Such influence may suggest the existence of lexical priming effects. Based on detailed and systematic analysis of a learner English corpus, in comparison with a textbook corpus, the present study revealed striking similarities of the use of &quot;give&quot; ditransitive constructions between students' writing and the contents of textbooks. These similarities, at least to some extent, reflected lexical priming effects of English textbooks at the levels of colligations, collocates, and semantic associations. The study also offers suggestions for compilation of teaching materials and classroom teaching practice.
A Review of Horwitz, Horwitz and Cope's Theory of Foreign Language Anxiety and the Challenges to the Theory
Author: Tran, Thi Thu Trang
Date: 2012-01-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,Second Language Instruction,Theories,Student Attitudes,Correlation,Learning Problems,Educational Research

Language anxiety has become a great concern in second and foreign language learning research over the last three decades, and is a topic that triggers significant differences of opinions. As the first theory that emphasises the specific nature of foreign language anxiety, Horwitz, Horwitz, and Cope's theory of foreign language anxiety has been used in quite a number of studies in the field. This paper reviews the theory and discusses the criticisms that other researchers have put forward it with an aim to provide further understanding of the theory for those who are interested in involving foreign language anxiety in their research.