ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Asynchronous Online Role-Play on ESL Learners&apos; Willingness to Communicate
Author: Madzlan, Noor Alhusna
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,English Language Learners,Asynchronous Communication,Role Playing,Teaching Methods,Student Attitudes,Interpersonal Communication,Intervention,Program Effectiveness,Self Esteem,Teamwork,Language Skills,Computer Mediated Communication

This paper investigates the use of asynchronous online role-play as a learning technique to improve ESL learners' willingness to communicate. This study proposes two research objectives; to investigate the significant difference in ESL learners' willingness to communicate before and after performing asynchronous role-play and to identify factors that impact the ESL learners' willingness to communicate. A mixed-methods approach is used to understand the impact of the intervention. A set of questionnaires, reflective journal entries and a semi-structured interview were administered to tertiary level ESL students. Results from this study revealed that willingness to communicate among the participants in the treatment group significantly increased with the aid of asynchronous online role-play. Other findings identified factors such as self-confidence, teamwork, linguistic and non-linguistic factors as well as technical skills that show the feasibility of the asynchronous online role-play. The practical implications of this study would allow further exploration of learning techniques in the post-pandemic phenomenon of English language teaching and learning.
The Impact of Folk Games on Primary School Students
Author: Ospankulov, Yernar
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Elementary School Students,Psychomotor Skills,Games,Folk Culture,Physical Education,Skill Development,Athletics,Exercise,Program Effectiveness,Life Style,Outdoor Education

Kazakhstan's efforts to expand its physical culture have brought tremendous benefits. However, there are still unresolved issues in the teaching of physical education in our country's schools. Despite many ethnic and cultural traditions, combining learning opportunities in the classroom is ineffective. Domestic experience in sports is underutilized due to a lack of educational literature and scientific evidence that supports the use of traditional outdoor sports. The purpose of this study is to improve the motor abilities of young children by using carefully selected traditional outdoor sports. A study on the use of folk games in working with children in primary schools found that teachers' knowledge of the possibilities of folk games is inadequate. Finally, the findings suggest that incorporating traditional games into the physical education curriculum for students in lower grades can serve as a model for healthy lifestyles. Various types of games and exercises help to improve physiological systems, physical development and physical fitness in children and foster positive moral and volitional qualities.
Cross Cultural Understanding and English Language Skills Development of Indonesian Students Studying Abroad (A Narrative Inquiry Research of Undergraduate Students in University of Padua, Italy)
Author: Feliani
Date: 2023-06-00
Type: Journal Articles
Subjects: Study Abroad,Undergraduate Students,Cultural Awareness,English (Second Language),Second Language Learning,English Language Learners,Skill Development,Foreign Countries,Language Skills,Student Experience,Student Attitudes,Barriers,Self Esteem

Studying abroad in general is beneficial academically, socially, and linguistically for students. This qualitative study is using narrative inquiry to uncover personal experiences of three Indonesian undergraduate students as they sail to study abroad through IISMA to the University of Padua, Italy in 2021. The experiences and meaning the students develop are discussed through interviews and personal notes. The data is categorized based on the research questions about what and how the experiences of study abroad influence cross-cultural understanding and English skills development. Before departing, aiming to study abroad and the preparation is the most critical. Meanwhile, during the program, cultural and academic obstacles is inevitable. Upon returning to Indonesia, students developed a stronger sense of self-confidence to pursue another degree and career advancement. This study concludes that individual narratives is an important tool to empower learning process for students studying abroad.
EFL Students&apos; Experiences and Attitudes toward Situated e-Portfolio English Writing
Author: Wu, Chia-pei
Date: 2023-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Experience,Student Attitudes,Electronic Publishing,Portfolios (Background Materials),Writing Achievement,Foreign Countries,Situated Learning,Technology Uses in Education,College Students,Tourism

Electronic portfolios make new possibilities of making students to write differently in the new era. In this study, 36 Tourism and Hospitality major students participated in Situated e-Portfolio English writings in a Practical English class using Wix.com. This study aimed to investigate students' experiences and attitudes toward this e-Portfolio writing in a situated learning context. Research question one asked how Taiwanese EFL students perceive the e-Portfolio writing activity. Research question two asked about students' attitudes toward their e-Portfolio. Questionnaires and reflection entries were utilized for data collection. The result shows positive experiences and attitudes. The results show that EFL Taiwanese Students positively affect English e-Portfolio writing and enthusiastic attitudes.
Teachers Learning Classroom Sociology and Social Justice in Primary Education: An Applied Research Project
Author: Tombak-Ilhan, Büsra
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Sociology,Classroom Environment,Social Justice,Well Being,Self Concept,Sense of Community,Elementary School Students,Faculty Development,Teacher Student Relationship,Classroom Techniques,Ethnography,Academic Achievement,Teaching Methods,Teacher Attitudes,Outcomes of Education,Foreign Countries

Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers' classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers' awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants' awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner.
Transformative Social-Emotional Learning for Teachers: Critical and Holistic Well-Being as a Marker of Success
Author: Soutter, Madora
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Well Being,Teacher Attitudes,Teacher Education Programs,Social Justice,Success,Holistic Approach,Teacher Characteristics,Transformative Learning,Teacher Qualifications,Self Concept,Racial Identification,Race,Self Management,Resilience (Psychology),Resistance (Psychology),Interpersonal Competence,Decision Making

Social and emotional learning (SEL) is a crucial part of student wellness and academic achievement, but teachers' own SEL is often overlooked. This qualitative study examines educators' perceptions of their own university-level teacher preparation programs to better understand the ways in which teacher educators can support pre-service teachers' well-being, preparedness, and longevity in the field. Findings reveal that teachers saw their own transformative SEL--a form of SEL committed to equity and social justice (Jagers et al., 2019)--as a key factor for their success, highlighting the importance of critical and holistic preparation that focuses on the social--emotional development of teachers themselves. Implications focus on practical ways transformative SEL can be infused into teacher preparation programs including redefining success beyond student academics alone, focusing on teacher well-being in a way that does not ignore systemic oppression and school-level barriers, preparing teachers for the realities of roadblocks and ethical dilemmas they may face, and examining syllabi and coursework for the development of transformative SEL competencies.
The Impact of COVID-19 on Instruction for and the Implementation of Quebec&apos;s Sexual Health Curriculum: Teacher Perspectives
Author: Kathol, Katja
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Sex Education,Online Courses,School Closing,Barriers,Teacher Attitudes,Elementary Secondary Education,Program Implementation

In March 2020, the COVID-19 pandemic necessitated school closures across Quebec. Educators shifted to online learning and complied with COVID-19 safety measures for in-person teaching, impacting the implementation of Quebec's Sexuality Education program. Drawing on responses from a sample of 165 inservice teachers working in English school boards across Quebec, this study discusses the challenges that characterized teaching sexual health education (SHE) during the COVID-19 pandemic. The data analyzed in this study consist of teachers' responses to one qualitative question: How has the COVID-19 situation affected your teaching and incorporation of Quebec's comprehensive sexual health education curriculum in your classroom? The results indicate that educators taught less SHE during the COVID-19 pandemic due to a lack of time and other core curriculum subjects taking precedence. Other challenges were present, including a lack of clarity from school administrators on how SHE should be implemented, reduced ability to supplement SHE classes with guest speakers, difficulty facilitating discussions due to students' home environments, and decreased student engagement. Despite these barriers, teachers felt that teaching SHE during the COVID-19 pandemic was important and expressed the need for more pedagogical development and training opportunities to improve SHE both online and in person.
The Examination of the Relationship between Scientific Literacy and Some Cognitively Based Individual Differences in Terms of Gender
Author: Sahin, Feride
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Correlation,Individual Differences,Gender Differences,Student Characteristics,Logical Thinking,Thinking Skills,Cognitive Style,Cognitive Ability,Cognitive Processes,Spatial Ability,Grade 7,Foreign Countries,Visualization

The aim of this study is to examine whether the structural model that Sahin and Ates (2020) put forward about the relationship among students' scientific literacy levels, logical thinking ability, cognitive styles, mental capacity, and mental rotation ability differ in terms of gender. A causal-comparative model approach was used in this study. The sample of the research was 823 seventh-grade students in the central districts of Ankara. This sample was created using the random stratified sampling method. In the study, it is seen that 64% of the variance in the scientific literacy scores of the females and 48% of the variance in the scientific literacy scores of the males are explained by the cognitively based variables. Comparing male and female students in the data analyses, the predictive effect of the mental rotation ability of female students on the logical thinking ability was not significant. In male students, when only the direct effects were examined, the effect of cognitive styles on scientific literacy was not significant. Based on the results of the study, it is thought that examining the interactions among the activities related to learning, teaching, and assessment process used in science classes, and cognitive styles will play an important role in the process of removing inequalities of opportunity arising from possible gender-cognitive style interaction in the process of raising scientifically literate individuals.
Women Have Lower Physics Self-Efficacy and Identity Even in Courses in Which They Outnumber Men: A Sign of Systemic Inequity?
Author: Cwik, Sonja
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,Beliefs,Self Concept,Gender Differences,Disproportionate Representation,Sex Fairness,Physics,Science Instruction,Time Perspective,Time Factors (Learning),Self Efficacy,Student Interests,Recognition (Psychology),Females

The motivational beliefs of students, who were mainly bioscience majors interested in careers in health professions, in mandatory large introductory level algebra-based physics courses were surveyed. Although female students outnumbered male students in these courses, they had lower physics motivational beliefs including self-efficacy and identity at the beginning of the physics course, and this gender gap increased by the end of the course. Moreover, the present study used a slightly modified version of the physics identity framework by Hazari et al. (2010) to investigate whether the relation between gender and physics identity was mediated by other motivational beliefs, including perceived recognition by others, self-efficacy, and interest. The model shows that perceived recognition by others, self-efficacy, and interest mediated students' physics identity and there was no direct path from gender to identity. The increased gender gap in these beliefs measured at the end of the physics courses may signify inequity and the non-inclusive nature of the physics learning environment. These findings related to the gender gap in physics motivational beliefs are valuable because they may signify that classroom representation alone will not change the pernicious effects of systemic gender inequities in physics perpetuated by society and bolstered further by the physics learning environments.
Enhancing Learning Awareness of English Teachers in Indonesia&apos;s Elementary Schools: A Lesson Study
Author: Sulistyawati, Klara Tyas
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Lesson Plans,Teacher Student Relationship,Faculty Development,Computer Mediated Communication,Pandemics,COVID-19,Distance Education,Teacher Attitudes,Teacher Role,Pedagogical Content Knowledge,Learning Processes,Learning Activities

With the rapid globalization occurring all around the globe, educational landscapes also underwent some dramatic shifts. Enhancing teachers' learning awareness can be done by conducting lesson studies. Lesson study itself is a collaborative project where the teachers can share their knowledge and skills to improve teaching performances continuously. Although lesson study is useful, it may have a different result if it is implemented in online mode, particularly during the pandemic situation, because the teachers cannot always meet physically with their colleagues and the students. Thus, the researchers are interested to analyze the lesson study implemented during this pandemic situation. This research aims to find out how lesson study can improve teachers' learning awareness during this pandemic situation. In this research, the participants are five English teachers from different elementary schools in Indonesia. To gain the data, the researchers implemented a case study method. Besides, the researchers used interview guidelines and an observation sheet. After collecting and analyzing the data, the researchers concluded that the teachers could enhance their learning awareness by implementing the following procedure: knowing their role in the learning process and knowing attractive learning activities.
Evaluating Embodied Pedagogical Game Approach in the Learning of Selected Prepositions of Time
Author: Nephawe, Farisani Thomas
Date: 2023-06-00
Type: Journal Articles
Subjects: Form Classes (Languages),Time,Reliability,Grade 7,English (Second Language),Second Language Learning,Second Language Instruction,Thinking Skills,Decision Making,Pilot Projects,Measures (Individuals),Teaching Methods,Game Based Learning,Foreign Countries,Prior Learning

Competence in the use of prepositions is versatile because they mark special relationships between persons, objects, and locations. However, using prepositions of time is challenging for many. The research investigated embodied pedagogical game approach in learning selected prepositions of time by Grade 7 English First Additional Language learners at Tshiluvhi Primary School in Limpopo Province, South Africa. The research employed a quantitative approach to analyse data mathematically and statistically. The embodied cognitive approach was utilised because it holds that identification of prepositions of time is a fundamentally based cognitive aspect involving high mental constructs like judgement and thinking. A questionnaire was utilised to obtain data from the participants. Probability random sampling was used to sample 35 participants because it gave them an equal chance of participation in the research. A pilot study was conducted on learners who were not part of the sample to test the instrument's reliability. A Statistical Package of Social Sciences Version 22 was employed for data analysis. Using embodied pedagogical game approach, pre-test results showed participants' poor competence while the post-test revealed an outstanding achievement in learning prepositions of time. The research recommends continuous use of the embodied pedagogical game approach in learning prepositions of time.
The Implementation of KWL Strategy in EFL Students&apos; Reading Comprehension
Author: Diasti, Krismalita Sekar
Date: 2023-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Academic Achievement,Reading Comprehension,Reading Processes,Goal Orientation,Teaching Methods,Reading Instruction,Reading Strategies,Reading Difficulties

Reading is one of the fundamental aspects underlying students' achievement yet becomes an activity abstained by students. In fact, EFL learners demand more enjoyable and diverse reading activities. Most EFL students perceive that they are continuously exposed to prevalent reading activities. This qualitative study aims to scrutinize the implementation of KWL strategy in EFL reading comprehension. To answer the research question, twelve higher students of the English department were invited as the participants to be interviewed. The findings reflected that EFL learners encountered reading challenges related to vocabulary, reading comprehension, and attention span. However, KWL strategy assisted them, particularly in setting goal, monitoring reading process, and evaluating reading activity.
The Mediating Role of General Self-Efficacy in the Relationship between Metacognition and Academic Success of University Students
Author: Koyuncuoglu, Deniz
Date: 2023-06-00
Type: Journal Articles
Subjects: College Students,Self Efficacy,Metacognition,Success,Academic Achievement,Relationship,Beliefs,Foreign Countries,Learning Motivation,Measures (Individuals)

The objective of this study was to investigate the relationships between metacognition, general self-efficacy, and academic success among university students, and to examine the mediating role of general self-efficacy in these relationships. The study used a correlational research design and 360 university students participated by completing the Demographic Information Form, General Self-Efficacy Scale, and Metacognition Scale-30. Pearson correlation coefficients were used to analyze the relationships between variables, while structural equation modeling was employed to test the mediating role of general self-efficacy. The findings showed that there were positive associations between academic success and both metacognition and general self-efficacy. Furthermore, general self-efficacy was found to partially mediate the relationship between metacognition and academic success. The results suggested that supporting students' general self-efficacy beliefs could lead to increased metacognitive awareness and improved academic success. The implications of these findings were discussed in terms of higher education policies. The study's potential limitations include biases or social desirability effects that could result from using self-reported measures. Furthermore, the sample of university students may not be representative of the larger population, and the study's findings are limited to a particular geographic or cultural context. In summary, the study highlights the importance of metacognition and general self-efficacy for academic success among university students and underscores the need for interventions that aim to enhance these factors.
Understanding the Relationship between Self-Control and Grit: The Mediating Role of Academic Motivation and Attention Control
Author: Koç, Hayri
Date: 2023-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Self Control,Persistence,Learning Motivation,Attention Control,Relationship,Predictor Variables,Foreign Countries

Over the past several decades, the psychological concepts of self-control and grit have gained prominence in the research literature. While these constructs have been studied extensively in isolation, there has been growing interest in understanding the relationship between the two constructs and the factors that mediate this relationship. The current study sought to examine the relationship between self-control and grit in a sample of 1079 undergraduate students (67.9% female) from twelve different state universities. Specifically, this study aimed to examine the mediating role of academic motivation and attention control in this relationship. Correlational analyses revealed that self-control and grit were positively associated with each other, as well as with academic motivation and attention control. Mediation analyses using bootstrapping procedures revealed that academic motivation and attention control partially mediated the relationship between self-control and grit. In other words, higher levels of self-control were associated with higher levels of academic motivation, which was associated with higher levels of grit. Similarly, higher levels of self-control were associated with better attention control, which was associated with higher levels of grit. These findings have important implications for understanding the components that contribute to the development of grit and suggest that interventions aimed at enhancing academic motivation and attention control may promote the development of greater grit in individuals. [Note: The page range (202-218) shown on the PDF is incorrect. The correct page range is 201-218.]