ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education in Africa: Survey and Assessment
Author: Wolhuter, C. C.
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Development,Enrollment Trends,Educational Quality,Equal Education,Educational Trends,Universities,Institutional Characteristics,Achievement Rating,Teacher Student Ratio,Expenditures

The aim of this article is to examine and assess Africa's higher education effort. The theoretical framework employed distinguishes between three dimensions of the higher education project: the quantitative dimension (measured in terms of higher education enrollments and enrollment ratios), the qualitative dimension, and the equality dimension. After the political and economic context of Africa as well as the historical evolution of higher education in Africa are sketched, higher education in Africa is analyzed and evaluated in terms of each of the three dimensions of quantity, quality, and equality. The development of national higher education systems really only began after the advent of independence in 1960, moved painstakingly slowly and even stagnated until the 1990s, when higher education developed an accelerated rate. While enrollment ratios, quality and equality in higher education in Africa lags behind the rest of the world, the growth in enrollments since 1990 is encouraging, and the current economic boom and political pacification of the continent bode well for the evolution of higher education in coming years and decades.
Higher Education in Cambodia: Expansion and Quality Improvement
Author: Williams, James H.
Date: 2014-03-00
Type: Journal Articles
Subjects: Higher Education,Educational Development,Educational History,Educational Trends,Fees,College Attendance,Private Colleges,Trend Analysis,State Universities,Access to Education,Educational Quality,Foreign Countries,Enrollment Trends

While many countries have experienced rapid growth in higher education in recent years, few have grown as rapidly as Cambodia. Moving from less than a thousand students in a single institution in the aftermath of the Khmer Rouge regime, the Cambodian higher education system has expanded by a factor of 65 over 1980 levels. This paper draws on a unique dataset of national higher education statistics to paint a picture of the growth of the system over the past 30 years, its extent and nature, along with some of the implications for access, quality, and composition. While some of this expansion has taken place in the public sector, the vast majority of growth can be seen in the proliferation of private institutions and in dramatic increases in the numbers of fee-paying students in public institutions. Demand for higher education has far outstripped government capacity for provision. Government allows a robust private sector while working to establish an appropriate regulatory regime.
Language Use in EFL Classroom Interaction: A Sociolinguistic Study
Author: Agustine, Sherli
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Classroom Communication,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Attitudes,Student Attitudes,Indonesian,Code Switching (Language),Multilingualism,Malayo Polynesian Languages,Teacher Student Relationship,Grade 11,Secondary School Students,Foreign Countries

Society and language cannot be separated, both have a relationship where society can be formed by the language they use. The diversity of languages used by teachers and students in EFL classroom interaction represents the existence of a bilingual or multilingual community. This research was conducted to describe how is the language use in EFL classroom interaction. The type of this research was descriptive research using the qualitative method. The subject were one of the English teachers and the students of the eleventh grade of MAN Katingan. The data collection was done by questionnaire using a google form to students and interview was done to the English teacher. The result showed the use of language at MAN Katingan in EFL classroom interaction was varied enough. Based on the students' view, teacher and students used 24,7% English, 40,4% Indonesian, 8,4% Banjarese, 0,9% Dayakese, and 26,2% mixed the language or used code-switching and code-mixing in EFL classroom interaction. On the other hand, the teacher stated that she mostly used code-switching and code-mixing. Sometimes, she used the local language to interact with the students in her EFL classroom.
Motivational Currents of Indonesian Postgraduate Students Studying Abroad
Author: Rasman, Rasman
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Study Abroad,Self Concept,Futures (of Society),Phenomenology,Foreign Countries,Teacher Student Relationship,Attitude Change,Graduate Students,Academic Aspiration,Language Tests,English (Second Language),Second Language Learning,Goal Orientation,Educational Experience

Motivational currents, a relatively new concept in the field of language learning, has contributed to understanding how long-term motivational energy can be sustained among learners. Despite such critical contribution, little is known on how one of its core elements called vision, a vivid image of one's future self, can be sustainable in such a long period. This has resulted in the difficulty for teachers to create motivational currents among their learners. This article aims at contributing to the understanding of the dynamic nature of vision in the phenomena of motivational currents. It reports on a Retrodictive Qualitative Modelling (RQM) study conducted using complex dynamic system's frame. The data were gathered from Indonesian postgraduate students studying in a university in the United Kingdom using introspective, semi-structured interview and self-assessed motivational trajectory. They were then analyzed using Interpretative Phenomenological Analysis (IPA). The findings show that the participants experienced motivational currents although their visions or images of their future selves were slightly changing during the period. The findings will then be discussed with regards to the nature of interconnectedness between the motivational currents system and the self-system. The article is ended by outlining some pedagogical implications as well as recommendations for future research.
Reducing the Impact of Pandemic on Chinese Language Education in the Philippines through the Localization of Chinese Teachers
Author: Pamintuan, Cavin F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,COVID-19,Pandemics,Teaching Methods,Language Teachers,Inservice Teacher Education,Bachelors Degrees,Masters Degrees,Instructional Materials,Educational Change,Mandarin Chinese,Distance Education,High School Teachers

This descriptive research focused on the localization of Chinese teachers in the Philippines and how it became instrumental in reducing the impact of COVID-19 pandemic on Chinese language education. Through the review of existing studies and pertinent documents such as memorandum orders, agreements and training plans, this paper provided an in-depth analysis of the current situation of localization of Chinese teachers. Currently, there were three (3) modes of cultivating local teachers for Chinese language teaching, namely in-service teachers' training, undergraduate degree program and master's degree program. The mentioned programs have been successful in producing local teachers who are capable of teaching Chinese as a foreign language. Furthermore, it is through the local teachers that the impacts of the pandemic on Chinese language education in the Philippines have been reduced. The localization of Chinese teachers has been of great help in addressing the challenge of not having volunteer Chinese teachers and uniformed instructional materials in the midst of pandemic. Moreover, opportunities for the localization of Chinese teachers were also discussed. Lastly, guided with the findings and conclusions, the paper provided recommendations for further development of Chinese language education in times of pandemic or other natural calamities which may disrupt the face-to-face classes.
Students&apos; Perceptions on Learning Programming with CodinGame
Author: Yilmaz Ince, Ebru
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Programming,Game Based Learning,College Students,Foreign Countries,Computer Science Education

This survey study examines students' perceptions on learning programming with CodinGame. Participants included 71 students at Department of Computer Programming Isparta University of Applied Sciences in Turkey. Both quantitative and qualitative research methods were used. In order to collect quantitative data, the questionnaire method was used, and open-ended questions were applied to reach qualitative data that data was subjected to content analysis. According to the research results, it has been determined that the participants described CodinGame as an educational code learning platform and can be used in computer programming courses. CodinGame platform provides challenge to write correct code and solve the problem, so it helps users to improve coding skills. Also, students emphasized that the platforms as CodinGame is too important to increase learning motivation in computer programming in the pandemic process for studying in distance education away from face-to-face training.
Students&apos; Perception toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students
Author: Muslem, Asnawi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Oral Language,Error Correction,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Feedback (Response),Language Teachers,Religious Colleges,Islam,Undergraduate Students,Teacher Student Relationship,Foreign Countries

The objective of this study was to investigate students' perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of the English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were selected using a simple random sampling technique to represent all of the population. A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The interview was also used as the instrument of this study. This study used quantitative and qualitative methods in nature. The percentages were used to analyse the data collected from the questionnaires and qualitative method used to analyse the data from the interview. The results showed that the students perceived lecturers' oral corrective feedback as an important part of language learning. It was very helpful in improving the students' speaking abilities. It can be concluded that oral corrective feedback gave positive results to the students' speaking performances. Therefore, this study was significant to highlight the students' perceptions towards oral corrective feedback from their lecturers during the teaching and learning of speaking in their classes. Both lecturers and students would benefit from this research so that they can realise how important it is to give and accept oral corrective feedback.
The Age of Exposure to English Medium Instruction, Atypical Contexts, and Vocabulary Knowledge in a Second Language
Author: Qureshi, Muhammad Asif
Date: 2022-01-00
Type: Journal Articles
Subjects: Vocabulary Development,Language of Instruction,Second Language Learning,English (Second Language),Semitic Languages,Native Language,Undergraduate Students,State Universities,Student Attitudes,Task Analysis,Student Characteristics,Elementary Secondary Education,Higher Education,Teaching Methods,Foreign Countries

The current study investigated differences in lexical knowledge of Arabic learners whose age of onset (AO) of exposure to English medium instruction (EMI) was at the elementary, secondary, and tertiary educational levels. Ninety undergraduate students enrolled in a public university in the UAE took part in the study. Data collection involved a background questionnaire, a vocabulary size task, and a vocabulary depth task. Using the background questionnaire, the participants were separated into the early, middle, and late learners -- those exposed to EMI in elementary, secondary, and tertiary levels, respectively. The results revealed a significant multivariate main effect for the AO to vocabulary knowledge. The post hoc analysis confirmed a significant effect for vocabulary size only; no such effects were observed for vocabulary depth. Theocratical, methodological, and pedagogical implications are discussed.
The Effects of Differentiated Instruction (DI) on Achievement, Motivation, and Autonomy among English Learners
Author: Sapan, Melek
Date: 2022-01-00
Type: Journal Articles
Subjects: Individualized Instruction,Learning Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Inclusion,Personal Autonomy,Public Schools,Teacher Attitudes,Language Teachers,Student Attitudes,Measures (Individuals),Diaries,Teaching Methods,Grade 8,Secondary School Students,Comparative Analysis,Academic Achievement

Differentiated Instruction (DI), as a single instructional technique that focuses on the challenges of meeting varied needs and qualities of learners in inclusive educational contexts, has recently attracted great attention in the field of education. The present study aims to explore the effects of differentiated instruction (DI) on foreign language achievement (FLA), foreign language motivation (FLM), and learner autonomy (LA) of English learners at a state school in Istanbul, Turkey. Additionally, the study attempts to explore how students and their teacher perceive the use of DI in English classrooms as well. The participants were 24 students and one teacher enrolled in the 8th grade (secondary level) English program at a state school in Istanbul, Turkey. The data were collected quantitatively using the Foreign Language Motivation Questionnaire, pre-and post-achievement tests, and the Learner Autonomy Scale. To complement the quantitative data, qualitative data were gathered from student interviews and teacher reflective journals. The findings demonstrated that incorporating DI enhanced the participants' overall FLA as well as FLM and LA. Both students and their teacher perceived DI to be effective and useful while studying and teaching English. Based on the obtained findings, the study provides suggestions and pedagogical implications about incorporating DI in secondary-level English classrooms.
The Role of Iranian EFL Teacher Autonomy and Reflectivity in Teacher Self-Directed Learning: A Systematic Literature Review
Author: Amini, Mina A.
Date: 2022-01-00
Type: Journal Articles
Subjects: Role,Language Teachers,Professional Autonomy,Second Language Instruction,Second Language Learning,English (Second Language),Communicative Competence (Languages),Outcomes of Education,Reflective Teaching,Correlation,Independent Study,Teaching Methods,Research Reports,Teacher Education Programs,Educational Change,Foreign Countries

Globally various barriers hinder English as a Foreign Language (EFL) learners from developing English communicative competence. Concern in this regard is also raised in the context of Iran. Two themes that strongly emerge from the vast number of publications on the causes of poor EFL learning outcomes in Iran include the need for teacher reflectivity and teacher autonomy. Scholarly publications outside the context of EFL underline these two constructs as necessary components of teacher self-directed learning as a prerequisite for the transformation of education. The frequent focus on these two elements in the literature in the context of EFL in Iran has motivated a systematic literature review to determine how these publications point towards a possible relationship between these two elements, with a specific focus on the role such a relationship could play in self-directed learning by EFL teachers in order to change poor learning outcomes. Using commonly agreed criteria for inclusion into the data set, the two researchers perused an initial 1006 publications identified through a systematic review of the literature, after which 43 publications were selected for analysis. The 6 themes that emerged from the analysis strongly point to a relationship between EFL teacher autonomy, teacher reflectivity and teacher self-directed learning. Role players in EFL, not only in Iran but also globally, should pay heed to the voices raised in the literature concerning the consequences of under-valuing these constructs in EFL teacher preparation courses if the aim is to secure sustainable transformation of EFL practice.
Cross-Border Higher Education Institutions in Mainland China: A Developmental Perspective
Author: Wu, Mei
Date: 2015-03-00
Type: Journal Articles
Subjects: Educational History,Educational Cooperation,International Cooperation,School Administration,Educational Quality,Foreign Countries,College School Cooperation,Masters Programs,Doctoral Programs,Undergraduate Study,Graduate Study,Community Colleges,Institutional Characteristics,International Education

Cross-border higher education institutions are considered a main way to fulfill the educational internalization in Mainland China; to some extent they represent the attitude of entering the international market. In this paper, the history, status quo, and future of Chinese-foreign cooperatively-run schools are analyzed and discussed. Cross-border higher education institutions in Mainland China have experienced the process from accidental and disorder to a systematic and quality orientation.
Development and Mobility of the Academic Profession in East Asia
Author: Yonezawa, Akiyoshi
Date: 2015-03-00
Type: Journal Articles
Subjects: College Faculty,Faculty Mobility,Universities,Foreign Policy,Profiles,International Cooperation,Asians,Educational History,Classification,Foreign Countries,Student Mobility,Study Abroad,Masters Degrees,Doctoral Degrees,Educational Attainment,Cross Cultural Studies,Teacher Surveys

This article examines patterns of academic mobility of Japanese and East Asian universities from a comparative and historical perspective. Firstly, it overviews the historical background of the academic profession in this region, especially focusing on Japan. Secondly, making use of the typology of mobility patterns by Kim and Locke (2010), the author reveals a contradictory relationship between gaining international profiles in the academic profession and the capacity of fostering next generation academics. The author also identifies the impact of colonization and other international relationships even in the contemporary patterns of academic mobility.
Enhancing Flexibility: Ten Years of Experience with New Academic Structures in Swiss Universities
Author: Tremp, Peter
Date: 2015-03-00
Type: Journal Articles
Subjects: Educational Change,Universities,Educational Cooperation,International Cooperation,Higher Education,Student Mobility,Educational Policy,Academic Standards,International Education,Teaching Methods,Flexible Scheduling

The 1999 European Bologna Declaration aims to create a European Higher Education Area (EHEA). Structural elements of the study programs as well as content-related guidelines are defined. The Bologna Process has frequently been criticized for over-standardizing comparable structures, standards, and processes, and thus for not sufficiently taking into account the specific circumstances of countries, educational systems, and disciplines. This article begins with the assumption that the structural elements of the Bologna Process also open up new possibilities. In particular, it explores to what extent and for whom the Bologna Process may be associated with flexibilization. It refers to the Swiss higher education system, with a focus on the development at universities and only limited attention to universities of applied sciences and of teacher education.
Changes in African American and Latinx Students&apos; Perceived Ethnic-Racial Discrimination during the Middle School Transition Year
Author: Marraccini, Marisa E.
Date: 2022-03-00
Type: Journal Articles
Subjects: African American Students,Hispanic American Students,Student Attitudes,Racial Discrimination,Ethnicity,Middle School Students,Grade 6,Educational Environment,Intervention,Faculty Development,School Culture,Middle School Teachers,Predictor Variables

The middle school transition year poses known challenges to early adolescent adjustment, particularly for students from ethnic and racial minoritized backgrounds who face ethnic and racial discrimination from school personnel and classmates. Drawing on a sample of 711 African American and Latinx sixth-grade students attending 17 schools, we employed latent class analysis and latent transition analysis to explore the nature of and changes to perceived ethnic and racial discrimination during the beginning and end of sixth grade. We also examined the possibility that perceived ethnic-racial discrimination could be diminished through a school-based, universal program for teachers to improve the school ecology. Findings revealed four distinct classes concerning perceived ethnic-racial discrimination, with patterns over time highlighting the malleability of perceived ethnic-racial discrimination during the first year of middle school. Findings provide direct implications for understanding and improving ethnic and racial minoritized students' school experiences at the middle school transition.
Using a Mixed-Methodological Approach to Assess the Communication Lab: Gaining Insights and Making Improvements
Author: Anderson, Lindsey B.
Date: 2015-12-00
Type: Journal Articles
Subjects: Course Evaluation,Academic Support Services,Communication Skills,Laboratories,Instructional Effectiveness,Efficiency,Mixed Methods Research,Student Needs,Evaluation Methods

The basic course is under increased pressure to complete assessments that report student achievement and learning outcomes, and the results often have funding implications (Liefner, 2003; U.S. Department of Education, 2006). Many of these assessments rely primarily on quantitative forms of data collection and analysis (Morreale, Backlund, Hay &amp; Moore, 2011). However, these reports are only a partial portrayal of the student experience since quantitatively focused assessments tend to neglect student voices and emotion. This paper highlights the benefits of incorporating a qualitative perspective into basic course assessment work, specifically an assessment of the help provided by a communication lab (com lab). Through individual and collective observations, as well as an analysis of 99 open-ended prompts from 165 standard post-visit student surveys, we found a tension that was created when the lab's need for efficiency and effectiveness did not align with the students' need for a supportive learning environment. Two overarching themes -- interactional and organizational constraints -- emerged that illuminated the tension that would otherwise have been overlooked in a traditional quantitative assessment of the com lab. These findings provide clear avenues for improvement that can enhance learning outcomes and impact available funding, while also legitimizing the need to incorporate a mixed-methodological approach to traditional assessment work in the basic course.