ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Integration Beliefs and Practices of Turkish Novice EFL Teachers after Online Practicum
Author: Cukur, Hatice Saliha
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Beginning Teachers,Language Teachers,English (Second Language),Second Language Instruction,Online Courses,Practicums,Foreign Countries,Student Attitudes,Barriers,COVID-19,Pandemics,Distance Education,Preservice Teachers,Preservice Teacher Education

Although technology is a vital part of 21st-century education, teachers in English as a foreign language (EFL) contexts face challenges when using digital tools in their teaching. Studies have been conducted with in-service teachers to understand their beliefs and practices with digital learning of English. However, there is a gap in the literature about investigating the technology integration beliefs and practices of newly graduated EFL teachers who experienced online teaching practice during their pre-service education. Thus, this study aimed to investigate how novice teachers' online practicum affects their teaching with technology in face-to-face classrooms. To this end, this study adopted a qualitative case study research design and collected data through six open-ended questions from 20 Turkish novice EFL teachers who received their teaching practice and school experience courses online and conducted semi-structured interviews with 5 participants. The thematic analysis of the data showed that the participants were aware of the importance of technology use, and their online teaching practice experience helped them get familiar with teaching English with digital tools before graduating. However, the lack of resources and support in their current face-to-face teaching contexts prevented them from using technology. The findings revealed that teacher education programs should offer updated content and opportunities for creating digital material to prepare EFL teachers for the future.
The Bibliometric Analysis of the Augmented Reality Research Carried out with the Experimental Method Published in Scopus between 2012-2022
Author: Altinpulluk, Hakan
Date: 2023-00-00
Type: Journal Articles
Subjects: Bibliometrics,Computer Simulation,Educational Research,Research Methodology,Foreign Countries,Educational Environment,Electronic Learning,Student Motivation,Cognitive Processes,Difficulty Level,Trend Analysis

This study aims to make a bibliometric analysis of the augmented reality articles carried out with the experimental method between 2012 and 2022 in the Scopus database. To realize the aim of the research, 255 articles published between 2012-2022 were reached. The bibliometric data of 255 articles from the Scopus database were analyzed using VOS viewer 1.6.18 software and visualized with the Tableau software. According to the research findings, 255 articles were produced by researchers from 49 different countries. According to co-authorship networks, six different clusters were formed. National Taiwan University of Science and Technology is the leading institution in AR research with the experimental method. The 255 articles reviewed were published in 159 different journals. Interactive Learning Environments journal ranks first with 13 publications by far, while Computers and Education journal stands out with 878 citations in terms of the number of citations. When the keywords used in the articles were examined, it was seen that the concepts of virtual reality, mobile learning, motivation, and cognitive load came to the fore. The results obtained within the scope of the research were shared by discussing with other study findings obtained from the literature.
Investigating EFL Learners&apos; Communication in Facebook Messenger Group Chats: A Quantitative Analysis of Social Presence Indicators in Online Learning
Author: Cruz, Rizza Ann
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Social Media,Computer Mediated Communication,Learner Engagement,Learning Processes,Undergraduate Students,Conversational Language Courses,Teaching Methods,Student Attitudes,Foreign Countries

Computer-mediated communication (CMC) via Facebook as social media could support a relaxed and non-threatening learning atmosphere, augmenting EFL learners' engagement through increasing social interaction. To maximize the potential of CMC for English language learning outside of classroom activities, an understanding of communication flow through the lens of Social Presence indicators using Facebook group chats is needed to measure such indicators among EFL learners with a limited access to the real-life use of English. This can help enhance the quality of learning through rich interaction and increased engagement among them. The purpose of this paper was to identify Social Presence indicators used by these EFL learners in their Facebook group chats. The data were collected for eight weeks from 52 Thai undergraduate students taking an English for Conversation course in a Thai university. Using the Social Presence categories by Rourke et al. (1999) and Swan and Shih (2005), quantitative coding was used to analyze the exchanged Facebook group text messages. The results showed that the Interactive Category garnered the highest percentage compared to the Affective and Cohesive Category, suggesting that CMC with Facebook group chats engendered relationship building and sustainability among Thai EFL learners with CMC community members. Pedagogical implications are discussed on the significance of Social Presence for developing an effective CMC environment on Facebook among EFL learners.
Online Community Projects: Learner-Centred Digital Mediation Tools for Secondary-School English as a Foreign Language Curricula
Author: Fearn, Lesley J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Student Centered Learning,Secondary School Students,Cultural Awareness,Sociocultural Patterns,Learning Theories,Ethnography,Foreign Countries,Student Projects,Active Learning,Socialization,Communities of Practice,Computer Mediated Communication

Young people today face an uncertain future. English as a Foreign Language (EFL) teachers in state education are investing their expertise in Online Community Projects (OCPs) as a digital mediation tool to help their students acquire intercultural awareness and experiment with new uses for technology. This qualitative study employs analytic autoethnography to investigate the experiences of a secondary-school English as a Foreign Language teacher using OCPs in southern Italy. Data were analysed and debated through relevant EFL and sociocultural theory literature. Results revealed the learner-centred qualities of OCP activities and their effects on secondary-school EFL curricula. This research contributes to the literature on teaching English with technology, learner autonomy and online community projects in secondary-school EFL curricula. It will interest policymakers and teachers who wish to include learnercentred approaches in their practices.
Who Wrote This Essay? Detecting AI-Generated Writing in Second Language Education in Higher Education
Author: Alexander, Katarzyna
Date: 2023-00-00
Type: Journal Articles
Subjects: Identification,Artificial Intelligence,Writing Assignments,Second Language Learning,Cheating,English (Second Language),Foreign Countries,College Faculty,Error Patterns,Educational Technology,Writing Evaluation

Recent developments in AI technologies and the increasing accessibility of AI tools, such as ChatGPT, have raised concerns about academic integrity in higher education. Thus, this research aims to shed light on the challenges faced by English as a Second Language (ESL) lecturers in identifying AI-generated texts, and highlighting the skills and resources needed to enhance their detection capabilities. In this qualitative study, data were collected from six ESL lecturers working in a higher educational institution in Cyprus. Participants evaluated four academic essays at C1 level to determine which, if any, of the sample had been fully or partially AI-generated, and these results were then compared to results from four AI detectors. Findings reveal that participants tended to exploit a deficit model of assessment that focuses on error as an indicator of L2 writing output, with high levels of technical and grammatical accuracy and sophisticated language use as indicators of AI-generated text. Moreover, findings suggest that limited awareness of the characteristics and metrics used by ChatGPT, as well as lack of attention to the veracity of facts and references generated by ChatGPT, were features of participants' evaluations. This study identifies the growing challenges encountered by ESL lecturers and underlines the need for digital literacy training, targeted professional development, the use of advanced detection tools and a review of assessment policies and practices in relation to AI. Additionally, this study highlights the importance of reviewing and reinforcing institutional policies and practices that safeguard academic integrity and ensure quality higher education.
Distance Education Students&apos; Indulgence in Six Sharp Practices: General Linear Modelling of Predictive Parameters
Author: Owan, Valentine J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,Cheating,Student Behavior,Deception,Plagiarism,Class Size,School Policy,College Students

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students' indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well as reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students' indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students' indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed.
EFL Teachers&apos; Voice on Their Preferred Strategies in Teaching EFL Writing during the Pandemic: Investigating the Role of Technology
Author: Cahyono, Bambang Yudi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Writing Instruction,COVID-19,Pandemics,Educational Technology,Writing Teachers,Online Courses,Technology Integration

This study endeavored to gain insights into English as a Foreign Language (EFL) preferred strategies in teaching EFL writing during the pandemic, particularly dealing with technology use. Six writing teachers from various universities in East Java, Indonesia, participated in this study. They were asked to respond to interview questions that were based on Lee's (2017) five categories of technology use in a writing class and Chi's (2009) Interactive-Constructive-Active-Passive (ICAP) taxonomy levels. Thematic analysis of the interview data revealed that five teachers managed to use technological tools in all five categories of technology usage, with the self- and peer-evaluation categories being the most frequently used. They were also able to conduct activities in all of the ICAP taxonomy levels, although some technical issues and students' factors hindered the students from being fully engaged in the lessons. Lastly, the experience of integrating technology in the online writing class during the pandemic resulted in a moderately optimistic view by the teachers on technological integration in future onsite classes. It is recommended that the government and educational institutions provide support in terms of infrastructure, facilities, and professional development training in technology usage for teachers, especially for those who teach in remote regions.
Examining Online Design Studio Course Experiences of Students, Academic Supervisors and Company Mentors in Industrial Design Program
Author: Ozdamar, Nilgun
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Business Relationship,Industry,Design,College Students,Student Experience,Electronic Learning,Student Projects,Educational Technology,Foreign Countries,Supervisors,Mentors

The aim of this study is to share the experiences and the collaborations carried out within the sector during the pandemic period, in a graduation project which is focused on university-industry cooperation - in order to make the role of the designer in the sector more effective, to transform education into a comprehensive sectoral experience for students and to offer the sector the experience of working with the designer at Department of Industrial Design, Eskisehir Technical University. The method of the research is a case study examining by designing it with a holistic single-case design since it is a single, representative, and typical case. In the case study, the research group consists of the students who were enrolled in the 2019-2020 spring term graduation project course, academic supervisors and company mentors at Eskisehir Technical University, Turkiye. The result of the study is that pandemic opened the door to new educational experiences for design academics, students and companies. This sharp bend mainly affected the implementation processes of one-on-one lessons, just like the design studio, which we define as the heart of design education. It has also paved the way for different online interactive educational tools and platforms to be used for the educational components of the design of the process.
Online Biochemistry Distance Learning: Dentistry Students&apos; Perceived Opportunities and Challenges
Author: Punzalan, Christopher H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Study,College Science,Online Courses,Distance Education,COVID-19,Pandemics,Biochemistry,Dentistry,Medical Education,Foreign Countries,Educational Technology,Student Attitudes

Undergraduate courses such as biochemistry were prompted to embrace online distance learning triggered by the incursion of the COVID-19 pandemic. This study worked to help solve the issues and concerns related to teaching biochemistry as a foundational course for dental and other health-sciences programs in the status of the educational system. The case study method was deemed a good way to focus on the objectives of this research because the theme was dentistry students' perceptions and experiences dealing with the opportunities and difficulties that the COVID-19 pandemic brought with it in this circumstance. 11 purposively sampled dentistry students served as the participants of the study. Data were gathered through an online platform with open-ended questions which were thematically analyzed afterward. The identified opportunities were lumped into ROTE: Research works, Open and independent learning, Technology for education, and Education for health. Challenges encountered were grouped as DARE: Demand for technology, Acquisition of knowledge, Remote learning, and Environmental condition for studying. It is worth noting that the participants were enlightened on the academic and personal benefits of biochemistry online distance learning. The researchers appeal to future researchers and policymakers to anchor forthcoming steps to further augment the online teaching and learning experiences of teachers and learners.
The Effects of Strategy Training on the Use of Global Reading Strategies: Implications from Think-Aloud and Eye-Tracking Data
Author: Utku Bilici, Ozlem
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Strategies,Protocol Analysis,Eye Movements,English (Second Language),Second Language Learning,Foreign Countries,College Freshmen,Reciprocal Teaching,Reading Comprehension,Instructional Effectiveness

Considering the critical role of reading strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners' use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and think-aloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehension-enhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols' findings, revealed that the participants utilised global reading strategies more frequently to a statistically significant degree after the strategy instruction. Thus, it was concluded that strategy training was useful for the participants to improve their use of global reading strategies, and a recent technological tool can be purposefully integrated into the data collection procedure of educational research studies. Pedagogical implications on the strategy training for the employment of global reading strategies that would help students improve reading skills need to be given attention by teachers.
The Effects of Using Flipped Cloud Learning with Advancing Mathematical Thinking Approaches on Undergraduate Students&apos; Mathematical Critical Thinking
Author: Chimmalee, Benjamas
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,COVID-19,Pandemics,Educational Technology,Mathematics Skills,Critical Thinking,Thinking Skills,Mathematics Instruction,Undergraduate Students,Program Effectiveness,Information Storage,Distance Education,Foreign Countries

The flipped learning approach of instruction sees classroom lectures moved outside of classrooms through devices and technology. Homework is moved inside classrooms as learning activities. Due to the COVID-19 outbreak, cloud-based education platforms - the organization of the educational environment in the cloud as a tool to enable teaching and learning - have been widely deployed to support online instruction. In this study, flipped cloud learning, incorporating approach of advancing mathematical thinking, were conducted in Mathematical Analysis course to study students' mathematical critical thinking. A quantitative method, using a pre-test-post-test design, was employed with a group of 56 undergraduate mathematics students. The research instrument was a mathematical critical thinking ability test. The quantitative data were analyzed using the descriptive analysis, n-gain and t-test. The findings revealed that students had statistically significant mathematical critical thinking of higher than 60% of the full score at the .05 level. There was an increase in students' mathematical critical thinking abilities with a mean n-gain of .64, which was moderate. The findings also show that the students' mathematical critical thinking was significantly enhanced by this approach at 0.05 level. Thus, it could be summarized that integrating strategy for advancing mathematical thinking into flipped cloud learning positively affected students' mathematical critical thinking. The results also suggest that this reformed learning approach might be usefully employed as an instruction model in the new normal context.
Examining Social Self-Efficacy as a Mediator for Insecure Attachment and Loneliness
Author: Brown-Smythe, Claudette
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Predictor Variables,Anxiety,Attachment Behavior,Psychological Patterns,Self Efficacy,Interpersonal Relationship,Student Characteristics

We examined the extent to which anxious attachment and avoidant attachment predicted loneliness and social self-efficacy among 863 college students. Further, we investigated whether social self-efficacy mediated the relationships between the two insecure attachment styles and loneliness. Pearson correlations and regression analysis showed that anxious and avoidant attachment styles were significant predictors of loneliness and social self-efficacy. Mediation analysis revealed that social self-efficacy fully mediated the relationship between avoidant attachment and loneliness and partially mediated the relationship between anxious attachment and loneliness. Implications for college counseling are discussed, and we propose recommendations for counselors to enhance social self-efficacy and attachment security to decrease loneliness.
A Phenomenological Exploration of Counselors-in-Training&apos;s Experiences of Microaggressions from Clients
Author: Sackett, Corrine R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Aggression,Counselor Client Relationship,Counselor Training,Therapy,Phenomenology,Disadvantaged,Self Concept,Student Attitudes,Help Seeking,Counselor Educators,Supervision

Microaggressions can and do occur in the counseling process, yet there is a dearth of literature about how counselors-in-training (CITs) experience this phenomenon from clients or how they may respond to clients who perpetuate microaggressions against them in a therapeutic setting. Therefore, in this constructivist phenomenological study, we explored CITs' experiences of microaggressions from clients in the counseling process. Two interviews with six participants of various marginalized identities revealed the following themes: (a) internal reactions, (b) attempts to contextualize, (c) prevalence of microaggressions, (d) navigating microaggressions, and (e) seeking support. Findings and implications for CITs and counselor educators and supervisors are discussed.
School Counseling in the Aftermath of COVID-19: Perspectives of School Counselors in Tennessee
Author: Lancaster, Chloe
Date: 2023-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Attitudes,COVID-19,Pandemics,Mental Health,Interpersonal Competence,Intervention,Barriers,Academic Achievement,Counselor Role,School Closing,Educational Technology,Elementary School Students,Middle School Students,High School Students

The COVID-19 pandemic led to an unparalleled disruption of student learning, disengaged students from school and peers, increased exposure to trauma, and had a negative impact on students' mental health and well-being. School counselors are the most accessible mental health care professionals in a school, providing support for all students' social and emotional needs and academic success. This study used an exploratory survey design to investigate the perspectives of 207 school counselors in Tennessee regarding students' COVID-19-related mental health, academic functioning, and interpersonal skills; interventions school counselors have deployed to support students; and barriers they have encountered. Results indicate that students' mental health has significantly declined across all grade levels and is interconnected with academic, social, and behavioral problems; school counselors have provided support consistent with crisis counseling; and caseload and non-counseling duties have created significant barriers in the provision of care.