ethanporcaro/eric-fulltext-meta huggingface dataset:
Linguistic Risk-Taking: A Bridge between the Classroom and the outside World
Author: Griffiths, Ed
Date: 2021-00-00
Type: Journal Articles
Subjects: Risk,French,English (Second Language),Bilingual Education,Second Language Learning,Second Language Instruction,Task Analysis,Teaching Methods,Teacher Attitudes,College Faculty,At Risk Students,Learning Processes,Foreign Countries,Universities,Undergraduate Students,Language of Instruction,Teacher Role,Anxiety,Student Attitudes,Instructional Materials,Language Usage,Personal Autonomy,Socialization,Classroom Communication,Language Teachers

This article describes an initiative launched at a Canadian bilingual university in order to encourage L2 French and L2 English learners to take 'linguistic risks': authentic, autonomous communicative acts where learners are pushed out of their linguistic comfort zone. The initiative was operationalized through the development of a Linguistic Risk-Taking Passport, which contains 74 linguistic risks that students can take in their L2 across the university campus and in their everyday life. An analysis of interviews with participating teachers (n=6) and learner self-report data from completed passports (n=410) examines how the initiative was integrated into the classroom and which passport items were perceived by students as particularly high-risk. A cyclical process of risk-taking within a broad Task-Based Language Teaching (TBLT) framework is described in which risks are viewed as learner-selected tasks with a dynamic affective slant; risks can be used to connect classroom learning with real-life L2 use and vice versa. The data illustrate that linguistic risk-taking can help TBLT practitioners generate ideas on how to narrow the gap between the classroom and the real-world. The article concludes with a list of practical implications and suggestions for adapting linguistic risk-taking to other institutional contexts.
Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion
Author: Bourgoin, Renée
Date: 2021-00-00
Type: Journal Articles
Subjects: Task Analysis,French,Elementary School Students,Language Arts,Second Language Learning,Second Language Instruction,Small Group Instruction,Peer Relationship,Personal Autonomy,Language Usage,Independent Study,Literacy,Immersion Programs,Learning Centers (Classroom),Elementary School Teachers,Teacher Attitudes,Lesson Plans,Learner Engagement,Error Correction,Feedback (Response),Grammar,Oral Language,Teaching Methods,Grade 1

Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic 'research design' methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students' work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.
TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
Author: Dao, Hao
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Communicative Competence (Languages),Relevance (Education),Teaching Methods,English (Second Language),Textbooks,Foreign Countries,Affordances,College Faculty,Learning Activities

This study investigated the relationship between the affordances for task-based teaching in a textbook and teachers' awareness of and uptake of these affordances. Specifically, it compared and evaluated the communicativeness and task-likeness of activities in the textbook, &quot;New Cutting Edge, Elementary&quot; (Cunningham &amp; Moore, 2005) and then contrasted these findings with classroom observation data on the way the activities were implemented by three Vietnamese English as a Foreign Language (EFL) teachers at a Vietnamese university. Interviews with the teachers provided further data on their implementation decisions. The analysis and evaluation of the textbook activities and how they were implemented adopted two coding frameworks, one for evaluating communicativeness (Littlewood, 2004) and the other for evaluating task-likeness (Ellis, 2018). The analysis of communicativeness revealed that while the textbook has a high proportion of activities with low communicative value, the task analysis showed that many of these activities are, in fact, either tasks or task-like. However, form-focused activities typically precede the tasks, which compromises the alignment of the textbook with TBLT. Data from classroom observations of three 90-minute lessons taught by each teacher showed that the teachers consistently reduced the communicativeness and task-likeness of the textbook activities, and replaced them with teacher-centered, explicit grammar explanation and drill practice. Stimulated recall interviews and follow-up semi-structured interviews revealed the teachers' rationales for their practice, including their concern about the unsuitability of tasks for low proficiency students, exam pressure and time constraints, and their lack of awareness of the nature of language learning tasks.
Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production
Author: Abdi Tabari, Mahmoud
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Fluency,Task Analysis,Second Language Learning,Second Language Instruction,Teaching Methods,Sequential Learning,Time Management,Writing (Composition),Models,Syntax,Accuracy,Difficulty Level,Linguistic Theory,Language Aptitude,Undergraduate Students,Multilingualism,Advanced Courses,Foreign Students,Writing Instruction,Scores,Writing Evaluation,Cognitive Ability,Language Tests,English (Second Language)

Although several studies have explored the effects of task sequencing on second language (L2) production, there is no established set of criteria to sequence tasks for learners in L2 writing classrooms. This study examined the effect of simple ?complex task sequencing manipulated along both resource-directing (± number of elements) and resource-dispersing (± planning time) factors on L2 writing compared to individual task performance using Robinson's (2010) SSARC model of task sequencing. Upper-intermediate L2 learners (N = 90) were randomly divided into two groups: (1) participants who performed three writing tasks in a simple-complex sequence; and (2) participants who performed either the simple, less complex, or complex task. Findings revealed that simple-complex task sequencing led to increases in syntactic complexity, accuracy, lexical complexity, and fluency, as compared to individual task performance. Results are discussed in light of the SSARC model, and theoretical and pedagogical implications are provided.
Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education
Author: Birioukov, Anton
Date: 2021-00-00
Type: Journal Articles
Subjects: Attendance,Attendance Patterns,Foreign Countries,Educational Research,Truancy,School Phobia,Anxiety

Despite mandatory school attendance policies, many students in Canada are frequently absent from school. Absenteeism is linked to numerous negative educational outcomes and is a growing educational issue internationally. This has lead universities in many countries to study the factors associated with absenteeism in order to reduce it. However, the Canadian educational discourse is largely absent on absenteeism. A review of faculty profiles revealed that no Canadian educational scholar investigates absenteeism as their primary area of research. The lack of empirical knowledge concerning student absenteeism is a contributing factor to the high levels of absenteeism evident in Canada. This article serves as a call to action for Canadian academics to research student absenteeism in order to alleviate the behaviour.
Barriers to Including Indigenous Content in Canadian Health Professions Curricula
Author: Doria, Nicole
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Inclusion,Indigenous Knowledge,Indigenous Populations,Allied Health Occupations Education,Curriculum Development,College Faculty,Teacher Attitudes,Faculty Workload,Teacher Education,Training,Disproportionate Representation,Faculty Development,Foreign Countries

Indigenous peoples in Canada continue to face health care inequities despite their increased risk for various negative health outcomes. Evidence suggests that health professions students and faculty do not feel their curriculum adequately prepares learners to address these inequities. The aim of this study was to identify barriers that hinder the inclusion of adequate Indigenous content in curricula across health professions programs. Semi-structured interviews were conducted with 33 faculty members at a university in Canada from various health disciplines. Employing thematic analysis, four principal barriers were identified: (1) the limited number and overburdening of Indigenous faculty; (2) the need for non-Indigenous faculty training and capacity; (3) the lack of oversight and direction regarding curricular content and training approaches; and (4) the limited amount of time in curriculum and competing priorities. Addressing these barriers is necessary to prepare learners to provide equitable health care for Indigenous peoples.
Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools
Author: Tessaro, Danielle
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Strategies,Indigenous Populations,Indigenous Personnel,Teacher Employment,Teacher Persistence,Foreign Countries,Comparative Education

This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities; (2) identifying community needs and collaborating over practicum placements; and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers.
Survey of Nunavut Post-Secondary Students: Determinants of School Completion, Post-Secondary Education, and Education Success
Author: Sallaffie, Moriah
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Experience,Student Attitudes,High School Graduates,Postsecondary Education,Educational Attainment,Eskimos,Student Surveys,Parent Role,Teacher Role,Community Role,Student Needs,Educational Finance,Mental Health,Health Services,Counseling Services,Foreign Countries,Academic Achievement,Canada Natives,English,English (Second Language),French,Eskimo Aleut Languages,Native Language,Second Language Learning,Literacy,Stress Variables,Coping,Resilience (Psychology),Student Adjustment,Parent Attitudes,Social Support Groups,Higher Education,Trauma

Little is known about Nunavut students' experiences in high school and post-secondary education, in particular their self-defined determinants of success. This study aimed to understand factors that influence secondary school completion, post-secondary education, and education success for students from Nunavut. An online survey was conducted with 91 current post-secondary students in 2018-19. Results found that students articulated complex support needs that influence their success, with roles for parents, teachers, and the community. Students identified support needs gaps, primarily in the form of funding distribution and delivery. Recommendations include increased financial, counselling, and mental health support for Nunavut students.
The Effectiveness of Social-Emotional Learning Strategies and Mindful Breathing with Biofeedback on the Reduction of Adolescent Test Anxiety
Author: McLeod, Carolyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Social Emotional Learning,Metacognition,Relaxation Training,Biofeedback,Physiology,Metabolism,Test Anxiety,Stress Management,Study Skills,Test Wiseness,Adolescents,High School Students,Attitude Change,Self Efficacy,Academic Achievement,Rural Schools,Foreign Countries

Educational programs that incorporate social emotional-learning (SEL) strategies, study skills, and mindful breathing using biofeedback can help adolescents decrease worry and social stress, increase test preparedness self-efficacy, and improve academic performance due to lowered levels of test anxiety. The current study examined the efficacy of a SEL intervention (implemented into a high school psychology course) focused on study skills and mindful breathing and its impact on student attitude and behavioural changes (e.g., test anxiety, self-efficacy), academic performance, and physical changes. A quasi-experimental explanatory mixed methods study conducted at a rural Alberta high school examined pre- and post-intervention results between two groups of Grades 9-12 students (N = 105) with one group receiving the intervention (mindful breathing sessions, emotional regulation techniques, study and test-taking skills, and coping strategies) while the other received regular programming. Quantitative data included a Test Anxiety Survey (TAS), Student Opinion Survey-Short Form (SOS-SF), and reading comprehension (RC) tests to measure attitude and behavioural changes, followed by qualitative data obtained from student semi-structured interviews and focus groups for further interpretation. Quantitative results from repeated-measures (RM) ANOVAs indicated significant increases in self-efficacy for preparation and test-taking, increased academic achievement, decreased worry about future social stress, and increased positive affect. Effect sizes for significant impacts ranged from 0.45 to 0.65. Qualitative data indicated that students acquired new SEL strategies to help them handle stressful test situations more effectively. The current study addresses topics of interest to educators (e.g., test anxiety, social emotional learning) with a discussion of applications for extension and development of the program in junior and senior high classrooms.
Problematic Use of ICTs in Trainee Teachers during COVID-19: A Sex-Based Analysis
Author: Colomo Magaña, Ernesto
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Isolation,Preservice Teachers,Gender Differences,Foreign Countries,Addictive Behavior,At Risk Persons,Internet,Telecommunications,Handheld Devices,Social Media,Undergraduate Students,School Closing,Online Courses,Video Games

The excessive use of ICTs is a growing problem among young people. The social isolation caused by COVID-19 can increase these inappropriate behaviour. This study aims at analysing the problematic use of ICTs in trainee teachers based on the gender variable before and after the COVID-19 lockdown based on the gender variable. A longitudinal panel design was carried out with pre-test and post-test measurements based on the gender variable. The sample consisted of 147 students from the Faculty of Education at the University of Malaga who were tested using a validated instrument: MULTICAGE-TIC. The results show that women used ICTs at a higher risk than men before lockdown, except for video games. During lockdown, men obtain higher scores than women in all the analysed ICTs (except for mobile phones). Both genders reach dependency level in all ICTs except for video games in women. The significant increase in all ICTs shows that the effects of the pandemic, such as restrictions on mobility and social interaction, have influenced such growth.
Trends and Gaps in Empirical Research on Open Educational Resources (OER): A Systematic Mapping of the Literature from 2015 to 2019
Author: Otto, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Educational Research,Educational Trends,Higher Education,Research Methodology,Incidence,Barriers,Usability,Cost Effectiveness,Foreign Countries,Intellectual Disciplines

For almost 20 years, Open Educational Resources (OER) are an integral part of the debate about the digitisation of education. However, the empirical landscape of OER research is vivid and largely obscure. This article reviews the state of international empirical research on OER to reveal trends and gaps and, in this manner, identify possible desiderata for further research. We use a systematic mapping approach to examine the empirical English-speaking research landscape from 2015 to 2019. The results reveal that research primarily concentrates on the higher education sector while only a few studies are available for the school and other educational sectors. In terms of research methodologies, quantitative approaches are prevalent, with most of them being survey-based. The main research interests of the empirical studies lie in the perception of OER and the barriers to their use in educational practices. Open textbooks as a form of OER and their comparative cost advantages or qualitative comparability with traditional educational material constitute an emerging research field that is almost exclusively located in the U.S. Research gaps exist regarding the usability and user-friendliness of OER repositories. Addressing these gaps could support the numerous initiatives in different countries to establish and equip repositories. Additional gaps for empirical research were identified regarding the effects of the use of OER on pedagogical approaches and established educational practices.
Formation of Professional Mobility of Future Specialists in the Process of Choreographic Education
Author: Azizkhanova, Didar K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Occupational Mobility,Professional Development,Specialists,Dance Education,Undergraduate Students,Instructional Effectiveness,Foreign Countries

One of the main conditions for the success of students of the specialty &quot;choreography&quot; in the modern labor market is professional mobility. This article is therefore aims to address the problem of forming professional mobility in higher educational institutions. The essence and significance of the formation of professional mobility of students of the specialty &quot;choreography&quot; was determined by the methods of analysis of psychological, pedagogical, scientific-methodological and special literature. Through the analysis of educational programs of Bachelor's degree in &quot;choreography&quot; in higher educational institutions, new opportunities and content for the formation of professional mobility of future choreographers are identified. With the help of systematization and evaluation methods, the results of improving the formation of professional mobility of students studying in the educational programs &quot;choreography&quot; were summed up. It was concluded that the formation of professional mobility of future choreographers should be a purposeful and systematic process, covering all stages of students' assimilation of educational programs, and must be guided by the achievement of high indicators of the formation of professional mobility.
Formation of Psychological and Pedagogical Competencies of Social Workers through Professional Development Courses
Author: Antikeyeva, Samal
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Work,Caseworkers,Professionalism,Professional Development,Competency Based Education,Competence,Higher Education,Foreign Countries

This article considers one of the key problems of modern education of professional social work, which is the formation of psychological and pedagogical competencies of social workers through professional development courses. The organization of professional development courses should be built on the emphasis of formation of competences. It is important to organize courses in such a way that the necessary competencies become the determining condition for the formation of professionalism of social workers as subjects of practical activities. The formation of psychological and pedagogical competences is connected with the mastering, consolidation, application of special knowledge, skills and abilities. The correct organization of professional development courses stimulates practicing social workers to the active search, conscious overcoming the psychological difficulties that stand in the way of solving the problems of people who find themselves in difficult life situations, and formation of the competences necessary in their professional activities.
Educational Technology and Its Impact on the Efficiency of the Educational Process in Higher Education
Author: Al Njadat, Eman Nayef
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,College Faculty,Program Effectiveness,Teacher Attitudes,Technology Integration

This study aims to reveal the impact of educational technology on the efficiency and improvement of the educational process at Aqaba University College. The study followed the descriptive-analytical approach, and a random population consisting of twenty-seven (27) faculty members were selected to represent the sample community. The independent variable in this study is the &quot;education technology,&quot; while the dependent variable is &quot;the educational system.&quot; The questionnaire is distributed among all selected twenty-seven faculty members for data collection, and the SPSS software is used to analyze the data. The analysis of the study found that educational technology has a positive impact represented in the highly improved educational process at Aqaba University College. At the same time, the challenges were the material resources needed for educational technology.