ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Contribution of the Steps of Progress (SPM) and Arm of Drama (ADM) Models in Developing Student Teachers&apos; Adoption of Drama Education
Author: Lähdesmäki, Sirkku
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Drama,Student Teachers,Lesson Plans,Teacher Education Programs,Adult Education,Student Teacher Attitudes,Group Dynamics,Adult Educators,Imagination,Foreign Countries

Teacher training should promote the professional competence of student teachers to plan drama education. This study focuses on how designing a drama course based on the Steps of Progress (SPM) and Arc of Drama (ADM) models can promote the adoption of drama education as described by student teachers. Research data was collected from the synthesis of student teachers (N=39) who participated in the 2019 drama education course in adult teacher education. The research method is qualitative content analysis. The research question is, how does SPM- and ADM-based drama education contribute to student teachers' understanding of drama education practices? The results suggest that drama teaching based on the SPM and ADM design principles promotes the adoption of drama teaching by student teachers and that the models also develop an understanding of drama teaching design. The results support the view that SPM and ADM work in designing drama education by enabling group bonding, cohesion, and the adoption of the drama methods themselves. Furthermore, the role of the teacher as a designer and sensitive facilitator of drama education is essential because of the importance of maintaining the power of interaction and presence.
Exploring Confidence Accuracy and Item Difficulty in Changing Multiple-Choice Answers of Scientific Reasoning Test
Author: Fadillah, Sarah Meilani
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Tests,Multiple Choice Tests,Test Items,Decision Making,Difficulty Level,Psychometrics,Undergraduate Students,Computer Assisted Testing,Test Format,Foreign Countries,Classification,Self Esteem,Thinking Skills,Item Response Theory,Accuracy

Purpose: Researchers discovered that when students were given the opportunity to change their answers, a majority changed their responses from incorrect to correct, and this change often increased the overall test results. What prompts students to modify their answers? This study aims to examine the modification of scientific reasoning test, with additional exploration on confidence accuracy and its relation to item difficulty. Methodology: A set of pre-test and post-test experiments which included 20 items of scientific reasoning test with confidence judgement on each item were used. The items of the instruments were assessed for their validity by analysing their psychometric properties using the three-parameter (3PL) Item Response Theory, which was carried out in R studio. The set of items were randomly administered to 205 Indonesian undergraduate students with a background in science education related major. The accuracy of confidence was determined by categorising correct or incorrect answers to scientific reasoning questions based on their level of confidence. Findings: The results revealed that responses were modified more frequently from incorrect to correct than from correct to incorrect, resulting in a significant gain in overall scientific reasoning score although these modifications were not shown to be connected to the item's difficulty level. Even though confidence level also increased significantly, it was observed that Indonesian students repeatedly responded with overconfidence even after sitting for the same test after three weeks, which could indicate a lack of metacognitive ability. The findings of this study serve to spur educators to begin actively engaging in metacognitive training in their teaching and learning activities as a result of overconfidence that frequently occurs among Indonesian students in examinations. Significance: This study provides further substantiation in the field of scientific reasoning and cognitive science; that a trend of confidence accuracy change in scientific reasoning test has been observed. It also contributes to uncovering the true ability of Indonesian students when performing such reasoning tests through their repeated attempts.
Circumstances of and Challenges in Providing Inclusive English Education for Thai Novices and Monks
Author: Chaisuriya, Arnon
Date: 2023-00-00
Type: Journal Articles
Subjects: Religious Factors,Foreign Countries,Buddhism,Minority Groups,Parents,Death,Disadvantaged,Campuses,Religious Education,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Critical Theory,Clergy,Teacher Attitudes,Residential Care,Phenomenology,Mentors,Personal Autonomy,Rural Areas,Student Attitudes,Dialects,Migration,Program Development

In Thailand, 408 campuses of the Buddhist Scripture School provide education to orphans, minorities, and disadvantaged children. Approximately 34,000 students are enrolled on the campuses nationwide. These students were ordained as novices and monks. In addition to studying their religious curriculum, they take courses in the general education, including English classes, and can obtain a high-school certificate. However, learning is disrupted regularly due to duties in the Buddhist communities, serving as the officiants of ceremonies, including merit making, funerals, weddings, etc., so their English achievement may not be satisfactory. This qualitative research investigated circumstances, challenges, and approaches to inclusive English education for novices and monks by adopting a critical pedagogy as the theoretical and analytical framework and a phenomenological approach as the methodological framework. The researcher visited a rural temple school to observe classes, inspect documents, and interview students, teachers, and abbots. The results show that most students resided in temples where people speak the Khmer dialect, and there were not enough opportunities to use English. The number of monks had decreased because of migration. Teachers had added responsibilities. Inclusive English education could be achieved by revitalizing the local economy and establishing a mentoring program to motivate them and inculcate student agency.
Exploring the Pedagogical Aspects of Microlearning in Educational Settings: A Systematic Literature Review
Author: Alias, Nurul Fitriah
Date: 2023-00-00
Type: Journal Articles
Subjects: Minicourses,Units of Study,Learning Activities,Higher Education,Corporate Education,Professional Development,Teaching Methods,Instructional Design,Instructional Innovation,Material Development,Instructional Materials,Course Organization

Purpose: Technology has revolutionized education, leading to innovative learning techniques like microlearning. Microlearning is gaining popularity in higher education and corporate settings for its student-centred approach and well-planned modules. However, its pedagogical design is complex, requiring a systematic review of studies to identify effective practices. The purpose of this study is to conduct a systematic literature review to identify effective practices of microlearning in teaching and learning in higher education between 2014 and 2023. The study aims to analyse the pedagogical design of microlearning in educational settings. Methodology: The study follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. A systematic literature review was conducted to identify, evaluate, interpret, and analyse available studies on the practices of microlearning. The analysis focused on the research question and identified themes related to the pedagogical design of microlearning. Findings: The analysis revealed two final themes: the design of microlearning content and instructional flow. The design of microlearning content focused on developing microlearning material, while instructional flow focused on organizing content learning. These findings provide insights into effective practices for curriculum designers and instructors in designing and developing microlearning strategies in teaching and learning. Significance: The findings of this study have significant implications for educators and curriculum designers. The study highlights the importance of considering both the design of microlearning content and instructional flow in creating engaging and effective microlearning experiences for students in higher education. By incorporating these findings, educators and curriculum designers can enhance the quality of microlearning strategies in teaching and learning.
Investigating Impacts of Using Mobile Video Lectures on Student Satisfaction and Academic Achievement in Blended Learning
Author: Üstün, Ahmet Berk
Date: 2023-00-00
Type: Journal Articles
Subjects: Handheld Devices,Electronic Learning,Video Technology,Lecture Method,Student Satisfaction,Academic Achievement,Blended Learning,Learning Management Systems,Introductory Courses,Computer Science Education

In this study, a mobile Blackboard blended learning (BL) environment was implemented to teach the introductory computer course by integrating a learning management system with supplementary video lectures into BL provided through mobile technologies. The purpose of the study was to explore the impact of the mobile Blackboard BL environment on student satisfaction and learning achievement. The quantitative collection method was employed through a quasi-experimental design with a pretest and posttest control group. For seven consecutive weeks, the experimental group of students was taught in the mobile Blackboard BL environment and the control group of students was taught in the traditional learning environment. The students were asked to complete the instructional materials motivation survey to gauge their satisfaction level and given an achievement test at the end of the learning process. The study's findings revealed that the satisfaction level was significantly higher in the experimental group of students than in the control group of students. However, there was no statistical difference between students in the experimental and control groups in terms of learning achievement although students in the experimental group obtained slightly better results from the achievement test.
The Relationship between Primary School Teachers&apos; Perceptions of 21st Century Skills and Digital Literacy Level
Author: Özer, Merve
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,21st Century Skills,Digital Literacy,Gender Differences,Individual Differences,Teaching Experience

In the 21st century, individuals are exposed to technology from the moment they are born. They are expected to master 21st century skills and digital literacy in order to use technology appropriately, safely, and effectively and keep up with the times. The 21st century skills and digital literacy of primary school teachers, who form the basis of individuals' learning and lead them, are of great importance. For this reason, in this study, primary school teachers' perceptions of 21st century skills proficiency, their digital literacy levels, and the relationship between them were examined. A relational survey model was used. The &quot;21st Century Skills and Competences Scale&quot; and &quot;Digital Literacy Scale&quot; were used in data collection. The results showed that the participants' 21st century skills proficiency and digital literacy levels were high. No significant difference was found in the 21st century skills proficiency perceptions of the participants with regard to gender or work experience. In addition, a significant difference was found in favor of male participants in digital literacy levels, whereas the digital literacy levels of the participants did not differ by work experience. Furthermore, there was a moderate, positive, and significant relationship between the participants' perceptions of 21st century skills proficiency and their digital literacy levels. Finally, the results of the simple linear regression analysis, revealed that the digital literacy levels of the participants were an important predictor of 21st century skills.
Collaborative Strategic Reading (CSR) Instruction and Its Effects on Thai EAP University Learners&apos; Reading Comprehension across Two Proficiency Levels
Author: Khampool, Waraporn
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Reading Instruction,Foreign Countries,Second Language Learning,College Students,Reading Comprehension,Language Proficiency,English for Academic Purposes

This study examined the effects of Collaborative Strategic Reading (CSR) instruction on the reading comprehension of Thai university students majoring in Electrical Power Engineering. The participants were 15 more proficient and 15 less proficient learners studying in an English for Academic Purposes (EAP) course. The scores from the pre-and postreading comprehension tests were compared after 10 weeks of CSR instruction. The results from the Paired-sample t-test indicated that both proficiency groups significantly improved their reading comprehension. With regard to the six reading skills investigated, the results showed significant improvement in the main idea, referential relationship, vocabulary in context, and inference skills, but not in the factual information and organization and logic skills. To explore the participants' perceptions towards the intervention, an attitude questionnaire and a semi-structured interview were used to collect data. The responses revealed positive perceptions towards the use of CSR instruction. Therefore, it can be concluded that the combination of strategy instruction and cooperative learning in CSR helps improve EAP learners' reading comprehension and enhance their active involvement in cooperative learning groups. It is suggested that EAP teachers use this viable multicomponent instruction to help improve learners' reading comprehension and active class participation.
Controversial Issues and the Nature of History: Teachers&apos; Views on Controversial Historical Issues in Swedish Lower Secondary School
Author: Elmersjö, Henrik Åström
Date: 2023-00-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),History Instruction,Foreign Countries,Secondary School Teachers,Teacher Attitudes,Teaching Methods

Controversial issues are often regarded as abundant in history education. Most topics can be regarded as controversial in one way or another. The purpose of this article is to analyse the way history teachers in Swedish lower secondary schools relate controversial issues to a particular view of the nature of the subject of history. By analysing statements from six teacher interviews which centred on the risks and opportunities associated with teaching about controversial issues, the authors were able to see a clear relation between views on controversial issues and views on the nature of history as such. The teachers' reactions to the introduction of controversial issues, whether introduced by the teacher or by the students, was in many cases directly related to a specific view of the subject itself and its epistemological nature.
Effectiveness of Learning English Words of Sanskrit Origin as Loanwords in Thai through WordWall Gamification
Author: Pimpuang, Kowit
Date: 2023-00-00
Type: Journal Articles
Subjects: Classical Languages,Linguistic Borrowing,Thai,Intervention,Second Language Learning,Second Language Instruction,Graduate Students,Masters Programs,Indo European Languages,Language Classification,Game Based Learning,Computer Software,Word Recognition,Instructional Effectiveness,Learning Processes

The objectives of this research article were to study the relations of Sanskrit to English, to investigate English words identified as of Sanskrit origin which are loanwords in the Thai language and to explore the effects of using WordWall gamification for English words of Sanskrit origin in Thai learning. The samples consisted of seven master's degree students who were studying the Thai language in course number 01361513 Foreign Languages in Relation to the Thai language at Kasetsart University in academic year 2022. Quantitative data analysis was used in this research. The findings revealed that Sanskrit and English have a very close relation to each other because they come from the same IndoEuropean language family. The root-words were considered to simplify the relations of Sanskrit and English. Using WordWall gamification for English words of Sanskrit origin in Thai learning is a good adjunct tool for the implementation of improvement of word identification skills. Pre-test, post-test and intervention data indicated development of the students' ability to deal with English words of Sanskrit origin in Thai learning and an increase in the students' identification skills. This WordWall gamification should be introduced to Thai classrooms because it helped to effect good learning of English words of Sanskrit origin that are loanwords in the Thai language and the excellent effects of using the WordWall gamification were undoubtedly found in the post-test.
Test-Takers&apos; Performances on and Perceptions of Two Different Modes of Online Speaking Tests
Author: Sangsuwan, Wiramon
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Tests,Speech Communication,Computer Assisted Testing,English (Second Language),Second Language Learning,Second Language Instruction,College Freshmen,Video Technology,Cloze Procedure,Information Technology,Test Construction,Task Analysis,Student Attitudes,Foreign Countries

A direct test of English speaking is important to evaluate what learners can do in real-life situations. However, due to challenges in test administration, especially with a large number of test-takers, a direct speaking test may not be feasible in many contexts and thus indirect tests, such as conversational cloze tests, are mainly used. In response to this problem, this study utilized communication technology to create speaking tests with two different delivery modes: Real-Time Interview with a human interviewer (RTI) and Pre-Recorded Video (PRV). The tests were given to a group of 40 first-year university students to complete, followed by a perception questionnaire and a group interview to collect data about test-takers' perceptions of the tasks. Results showed that the participants performed significantly better on the PRV test tasks and they perceived both tasks positively. The strongest quality of both test tasks, as perceived by the participants, was authenticity. While the RTI tasks were perceived to significantly have more impact and interactiveness than the PRV tasks, the test-takers shared in the interview that they felt more comfortable and less anxious while completing the PRV tasks.
Thai Learners&apos; Acquisition of English Dative Constructions: Evidence for the Absence of L1 Transfer
Author: Pongyoo, Teerawat
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Verbs,Grammar,Foreign Countries,Native Language,Transfer of Training,Form Classes (Languages),Contrastive Linguistics,Language Proficiency,Linguistic Theory,Linguistic Input,Task Analysis,Language Tests,Likert Scales,Language Universals,Student Attitudes

This study investigated Thai EFL learners' acquisition of English dative constructions, i.e., Prepositional Dative (PD) and Double Object (DO) constructions employing Radford's (2004) Minimalist accounts as a framework and Acceptability Judgment as a task. Two hypotheses were formulated. Firstly, the English PD would be accepted more readily than the English DO, due to the availability of PDs in both languages and the absence of DOs, by English standards, in Thai. Secondly, if there was L1 transfer, English counterparts of Thai DO and Thai Serial Verb constructions (SVC) would be initially accepted at a greater rate than English DOs. At later stages, given access to UG and adequate L2 input, the English DO would be accepted more significantly than the Thai DO and Thai SVC. Participants consisted of three groups of Thai EFL learners (beginning, intermediate, and upper intermediate). Results largely confirm both hypotheses. Particularly, Thai DOs and SVCs were rejected substantially from the intermediate learners onwards. This shows that the initial transfer of Thai DO and SVCs did not occur. Therefore, this study does not support Full Transfer at the initial stage (contra Schwartz &amp; Sprouse, 1996). This study suggests L2 learners' indecision on the target L2 structure at the early stage and progress to attainment at later stages, in line with Wakabayashi's Lexical Learning and Lexical Transfer hypothesis (2009), and accessibility to UG at large.
The Enhancements of Self-Directed Learning on Tertiary Level Students&apos; English Reading Skills: A Thai Private University Context
Author: Zhao, Wen
Date: 2023-00-00
Type: Journal Articles
Subjects: Private Colleges,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Independent Study,Student Attitudes,Majors (Students),Journal Writing,Reading Skills,Reading Comprehension

This study aimed to investigate the enhancements of Self Directed Learning (SDL) on tertiary-level students' English reading skills in a private university context and their perceptions towards it. Thirty-eight first-year English-major subjects participated in a 6-week experiment. A mixed method of quantitative and qualitative approaches was used for data collection with four instruments: 1) English reading texts; 2) pre- and post-tests to measure the enhancements of students' reading skills using SDL; 3) students' journals; and 4) a questionnaire. The quantitative data was analyzed by SPSS, while the qualitative data was analyzed using thematic content. The results showed that the mean of the post-test was higher than the pre-test, indicating that SDL significantly enhanced students' English reading skills. Students' journals revealed that these students lacked the skills needed to read effectively in English. The questionnaire discovered that most students had favorable opinions of SDL, though a few were negative about it. This confirms the relationship between SDL and improving the English language and approves the role of reading in SDL, thus providing a reference for future learners to learn other foreign languages. In addition, schools and teachers can also realize the help that SDL can bring to students and make corresponding improvements.
Trajectories of Learning to Become CLIL Teachers: Lived Experiences and Professional Growth
Author: Prabjandee, Denchai
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Development,Content and Language Integrated Learning,Language of Instruction,Educational Policy,Language Usage,Second Language Learning,Second Language Instruction,Case Studies,Teacher Attitudes,Monolingualism,Educational Change,Professional Identity,English (Second Language),Universities,College Faculty,Foreign Countries

In many contexts, implementing CLIL is top-down, in which the policy is imposed on teachers to transform monolingual content classes into CLIL classrooms. This implementation brings several challenges to content teachers, who were previously trained as content specialists only. This study attempted to explore the lived experiences of these CLIL teachers, who were obliged to implement CLIL because of the school policy. The study utilised trajectories of learning as a theoretical framework and employed a narrative case study to interview five in-service CLIL teachers. The findings revealed that the teachers entered the CLIL community by accident; they were assigned to teach CLIL by the school directors simply after visiting a CLIL school. Even though their trajectory was accidental, these teachers moved to an insider and inbound trajectory through constant practice, networking, and extensive professional development. This paper argues that converting a monolingual content classroom into a CLIL classroom is more than changing a language of instruction; instead, it takes one's identity.