ethanporcaro/eric-fulltext-meta huggingface dataset:
A CLIL Curriculum Design for Future Professionals of Hospitality and Tourism Management
Author: González González, Gladys Marta Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,English (Second Language),Tourism,Hospitality Occupations,Foreign Countries,Learning Processes,Action Research,Participatory Research,Pilot Projects,Units of Study,Teaching Methods,Student Attitudes,State Universities,Undergraduate Students,Curriculum Development

This paper outlines a description of research carried out at a public university in Colombia where students of the Hospitality and Tourism Management program took four general English levels in 2017 as a requirement to graduate. According to the data collected, these levels were not enough to acquire the necessary knowledge and skills to interact in English. This need, determined through questionnaires, and a CNA report were the starting point of this research study, whose main objective was to enrich students' language learning skills and knowledge through a CLIL curriculum. This participatory action research is framed within a qualitative study. After designing, implementing, and piloting one unit, including four lessons, we determined that not only students' language learning skills can be improved but also their confidence, participation, solidarity, and awareness of their and others' learning process through the activities designed and strategies proposed by this approach.
Challenges and Strategies on the Content and Language Integrated Learning Approach (CLIL): A Case Study from the Turkish Context
Author: Metlí, Akin
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Educational Strategies,Advanced Placement Programs,Content and Language Integrated Learning,Teaching Methods,Second Language Learning,Second Language Instruction,High School Teachers,Science Instruction,Mathematics Instruction,English (Second Language),Language of Instruction,Lesson Plans,Science Teachers,Mathematics Teachers,Vocabulary Skills,Translation,Interdisciplinary Approach,Feedback (Response),Inquiry,Active Learning,Teacher Attitudes,Thinking Skills,Cooperative Learning,Language Usage,Foreign Countries,Secondary School Teachers,Case Studies

Limited studies investigate the high school teachers' challenges and strategies while teaching science and mathematics in English as the target language through the content and language integrated learning (CLIL) approach. Hence, this study aimed to investigate the challenges that science and math teachers encounter and the strategies they employ while fostering students' development of proficiency in English as the target language in physics, chemistry, biology, and mathematics courses in the International General Certificate of Secondary Education (IGCSE) and International Baccalaureate Diploma Program (IBDP). The study utilized various qualitative tools such as semi-structured interviews, open-ended questionnaires, and lesson observations to analyze science and math teachers' strategies and challenges at a case school in eastern Turkey. The study revealed that as part of the CLIL approach, the participant teachers indicated various challenges such as a lack of vocabulary repertoire, translation problems, and weak foundational knowledge. They used common strategies such as group work interactions, interdisciplinary activities, individualized feedback, the promotion of higher-order thinking skills, inquiry-based learning, and reinforcement of language used to deal with these challenges. The study presents further implications for good practices and recommendations to resolve challenges.
CLIL Teachers&apos; Needs and Professional Development: A Systematic Review
Author: Kim, Haemin
Date: 2022-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Faculty Development,Teacher Attitudes,Educational Needs,Teacher Competencies,Research Reports,Elementary Secondary Education,Foreign Countries,Pedagogical Content Knowledge,Second Language Learning,Second Language Instruction,Language Proficiency,Reflection,Teacher Collaboration,Interpersonal Competence

This study utilizes a systematic review process to synthesize research on content and language integrated learning (CLIL) teachers' self-reported needs and professional development. In order to draw connections between these two areas of research and highlight gaps, this study adopted a framework composed of seven competences: linguistic, pedagogical, scientific knowledge, organizational, interpersonal, collaborative, and reflective. Six electronic databases were used, and a forward and backward search was conducted. After considering inclusion criteria, 43 articles were included, with 33 studies for teachers' needs, nine for professional development, and one for accounting for both. The findings of the review showcase that not all competences have received equal coverage in the literature. In some cases, teachers' reported needs within a competence were not addressed in the professional development literature. Further, the reports of many competences seem to be general, suggesting future work may need to examine each competence in more depth.
Personalized Learning Practice in U.S. Learner-Centered Schools
Author: Lee, Dabae
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Individualized Instruction,Career Choice,Educational Change,Outcomes of Education,Teacher Attitudes,Kindergarten,Elementary Secondary Education,Problem Based Learning,Student Projects,Active Learning,Institutional Characteristics,Teacher Student Relationship,Educational Practices,Competency Based Education,Criterion Referenced Tests,Performance Based Assessment,Evaluation Methods,Alignment (Education),National Surveys

Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence of PL enhancing learning outcomes, teachers reported having difficulty envisioning PL in practice. This national survey study investigated how PL is practiced in K-12 learner-centered schools in the U.S. to inform educators of learner-centered teachers' PL practice and identify gaps between their practice and research. Five essential components were identified: PL plans, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring. Based on the five components, we identified 308 learner-centered schools and received 272 teacher responses from 41 schools. The five components were implemented with different levels of implementation fidelity. We uncovered several areas in need of improvement. Career goals were not often considered when creating PL plans. A misalignment between student progress and assessment practice was found. There was a lack of community involvement during the PBL process. Teachers were not able to build a close relationship with all students. These findings from learner-centered schools revealed that paradigm change demands continuous effort to transform all aspects of the educational system. Suggestions are made for practice and future research.
Slave Away or Get Away: Escape Rooms as Motivational Tools for Learning English in the CLIL History Classroom in Higher Education
Author: Bellés-Calvera, Lucía
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Cooperative Learning,Problem Solving,Educational Environment,Student Motivation,English (Second Language),Second Language Learning,Content and Language Integrated Learning,History Instruction,College Students,Foreign Countries,Instructional Effectiveness,Classroom Communication

In present-day educational contexts, the integration of Information and Communication Technologies (ICTs) and gamification has been the basis for implementing escape rooms as pedagogical tools. This paper examines the role of virtual escape rooms in boosting History learners' motivation in Content and Language Integrated Learning (CLIL) contexts. Twenty-nine first-year undergraduates enrolled in a Classical History module delivered at a Spanish university have participated in this study by playing a virtual escape room game and answering a final survey. The findings reveal that escape rooms may result in highly-motivated students who feel less pressure when communicating in the target language. Therefore, the implementation of escape rooms can be a helpful resource in e-learning environments, fostering oral, collaborative, and critical thinking skills.
The Impact of Digital Literacy and Social Presence on Teachers&apos; Acceptance of Online Professional Development
Author: Mailizar, Mailizar
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Secondary School Teachers,Teacher Attitudes,Digital Literacy,Foreign Countries,Online Courses,Educational Change,Faculty Development,Teacher Characteristics,Teaching Methods,Access to Education,Distance Education,Pedagogical Content Knowledge

The global COVID-19 pandemic has created the urgent need for online instruction throughout all levels, including teacher professional development. As we move beyond the survival phase of remote teacher professional development, it is critical to well understand teacher acceptance and continued use of online professional development. Digital literacy and social presence (SP) have been widely studied to understand online teaching and learning process. However, there is a dearth of studies that examine the impact of digital literacy and SP on the acceptance of online teacher professional development (OTPD). This study aimed to examine if digital literacy and SP affected secondary school teachers' acceptance and continued use of OTPD. A quantitative method was employed with two hundred and thirty-two Indonesian secondary school teachers completed a 48-item questionnaire based on an extended technology acceptance model and teacher digital literacy framework. Data were analyzed by structural equation modeling. The findings showed that digital literacy and SP significantly affected teachers' acceptance of OTPD. Therefore, this study suggests that the proposed model is valid to explain teachers' engagement in OTPD. The results have implications for educational leaders, designers, and facilitators who want to promote online professional development.
The Influence of Social Media Networks on Learning Performance and Students&apos; Perceptions of Their Use in Education: A Literature Review
Author: Alshalawi, Abdullah S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Academic Achievement,Student Attitudes,Technology Uses in Education,Literature Reviews,College Students,Teaching Methods,Electronic Learning,Elementary Secondary Education,Foreign Countries

The purpose of the current study is to provide a synthesis review of previous social media networks studies and to elaborate on the influence of social media networks on learning performance. The study analyzed 130 articles on social media networks that were published by five major journals in the field of educational technology in the last decade. It summarizes demographic, methodological, and theoretical trends, including educational level, learning domain, country context, research methods, data collection tools, data analysis techniques, and research purpose, followed by a summary of the influence of social media networks on student learning performance and students' perceptions toward the use of social media networks in learning. The findings show that more than two thirds of the reviewed articles studies were conducted in higher education institutes, college students were the most common participants in these studies, and most of the learning performance focus articles reported a positive influence of social media networks on learning performance. Students recognize and value the learning benefits of social media networks on the majority of the reviewed articles. Patterns in these articles are discussed in order to better understand the research and identify gaps that need to be filled by future studies.
Student and Teacher Perspectives on Co-Created CLIL-Appropriate Materials Focused on Critical Thinking and Active Citizenship
Author: Keogh, Conor
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Content and Language Integrated Learning,Critical Thinking,Citizen Participation,Foreign Countries,English (Second Language),College Students,College Faculty,Student Developed Materials,Teacher Developed Materials,Video Technology

The International Relations English program at a university in the north of Colombia is a CLIL-based program. Students share an interest in issues related to rights and politics, both locally and globally. Colombia arrived at a historical juncture with the signing of the peace accords between the government and FARC guerrillas in 2016. However, this coincided with an extreme polarisation of political discourse. This polarisation was evident throughout the 2016 plebiscite on the peace agreements and further intensified in the build-up to the 2018 presidential elections. In response, teachers and students created a web series where students outlined the candidates' critical proposals without revealing the candidates' identities. Students researched the proposals and worked with a teacher to prepare English transcripts of the proposals. Eight videos were created, shared via social media, and made available to local English teachers at secondary and university levels. The project's purpose was to encourage active citizenship and foment a more critical analysis of the candidates' proposals. To achieve this, students utilised the anonymity of the candidates and English as the chief medium of communication. This project allowed teachers to use authentic and relevant student-generated materials to encourage more critical discussion. The students involved in the project reported feelings of political efficacy and civic engagement. Teachers expressed satisfaction at having contextually rich language materials. This project indicates the potential for student-generated materials to provide contextually relevant and highly motivating educational materials.
Teacher Identity in CLIL: A Case Study of Two In-Service Teachers
Author: Bárcena Toyos, Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Identity,Content and Language Integrated Learning,Metalinguistics,Pedagogical Content Knowledge,Foreign Countries,Bilingual Education,Decision Making,Case Studies,Faculty Development,Teacher Characteristics,Teacher Attitudes,Language of Instruction,Native Language,Second Language Learning,Elementary School Teachers,Spanish,English (Second Language),Teaching Methods,Linguistic Input,Teacher Student Relationship

The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers negotiate their existing teacher identities in a CLIL environment and how they exercise those identities in the classroom. The study adopts a qualitative case study methodology using interviews and questionnaires. Findings show that the way teachers negotiated their identities was affected by their former personal and professional experiences, their conceptualization of the imagined community, and their investment in that community. The findings have implications for creating in-service training programs that enhance teachers' language awareness in CLIL and their association with the community.
Learner Perceptions and Effectiveness of Using a Massively Multiplayer Online Role-Playing Game to Improve EFL Communicative Competence
Author: Bakan, Ufuk
Date: 2022-09-00
Type: Journal Articles
Subjects: Computer Games,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Communication Skills,Game Based Learning,Electronic Learning,Gender Differences,Undergraduate Students,Foreign Countries,Learning Strategies,Instructional Effectiveness

Although previous studies have investigated the effect of digital games on learning foreign languages, no research has examined how effective they are on learners' perceptions regarding foreign language communicative competence development. The purpose of this study is to investigate how the use of a Massive Multiplayer Online Role-Playing Game (MMORPG) by English-as-a-foreign-language (EFL) learners affects their communicative competence and perceptions. A case study was adopted as a research method in this study. The participants were undergraduate students from a state university in Turkey. A questionnaire and open-ended questions were administered online to collect the participants' attitudes toward gaming as an EFL tool and their learning games experience. The findings showed that the participants had a positive experience as they could practice daily used vocabulary and phrases while speaking or chatting with other EFL speakers in the games. Further, they thought that these games provided plentiful opportunities to promote EFL learning through speaking and writing, and new vocabulary use. Finally, a large majority of the participants preferred to communicate with players from different countries. The results of this study implicate that MMORPG can be an effective support tool for EFL learners.
Using Virtual Reality Technologies in STEM Education: ICT Pre-Service Teachers&apos; Perceptions
Author: Çoban, Murat
Date: 2022-09-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Student Attitudes,Computer Simulation,Technology Uses in Education,Self Efficacy,Foreign Countries

This study aims to investigate the perceptions, expectations, and experiences of information and communication technology (ICT) pre-service teachers regarding the potential of using virtual reality (VR) as a learning and teaching tool in STEM education. The research participants included 44 ICT pre-service teachers. The data were collected through the self-efficacy and pedagogical usage questionnaire. Descriptive statistics, t-tests, and content analyses were used for analysis. The results show that most ICT pre-service teachers did not have the experience of using VR technology, although they stated that using VR technology had a positive impact on STEM education in many ways. They felt that using VR technologies in STEM education can be more useful and effective in the process of exploring inaccessible places. Some participants had some concerns about using VR in the classroom, for example, VR is a costly tool, and it might isolate and distract students from the real world.
Virtual Museum Experiences of Primary School Teacher Candidates during the COVID-19 Pandemic Process
Author: Ilhan, Genç Osman
Date: 2022-00-00
Type: Journal Articles
Subjects: Museums,Educational Technology,Elementary School Teachers,COVID-19,Pandemics,Educational Environment,Student Participation,Class Activities,Preservice Teachers

The purpose of this study is to look into primary school teacher candidates' experiences with virtual museums during the pandemic. For this purpose, the study was conducted with a phenomenology design, which is one of the qualitative research designs. The study's participants are 15 teacher candidates enrolled in the faculty of education for the 2020-2021 academic year. In the study, data were collected after 10 virtual museums were experienced by the participants, who made assessments from an educational perspective. The research data were collected through a structured interview form, the Virtual Museum Evaluation Form (VMEF). The data obtained were analyzed with content analysis. According to the findings of the study, it was determined that using virtual museums in educational environments will benefit students and teachers, but also have some disadvantages. At this point, it can be said that virtual museums can be used in education due to such reasons as ensuring the active participation of students in the lesson, supporting permanent learning, making the lesson fun, etc. while being aware of the disadvantages.
How Educators Commit to Enhancing Children&apos;s Participation in Early Childhood Education Pedagogical Plans
Author: Heikka, Johanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Participation,Early Childhood Education,Foreign Countries,Learning Activities,Curriculum Implementation

Background: This is a descriptive study of children's participation plans in early childhood education (ECE) settings in Finland. The study adopted a multidimensional approach to find out how practices of children's participation were conceived in pedagogical plans made by ECE staff, representing a focus that is rare in the existing body of research. Aim: Aim of the study was to investigate educators' commitments to enhancing children's participation in pedagogical practices in their ECE settings. Setting: Ten centre-based plans for children's participation composed by ECE staff at ECE centres were selected for the document data in this study. Methods: This study employs the categorisation of the prerequisites and dimensions of children's participation in deductive qualitative content analysis (Turja 2017). Results: Results of the analysis concludes that in early childhood education plans, there were comprehensive notions of prerequisites for participation. However, the study indicates that the level of participation varied between plans for different activities; it was highest in play and limited in terms of time and effect in other pedagogical and caregiving activities. Conclusion: Understanding the prerequisites and dimensions of children's participation is fundamental for planning and enacting participative pedagogy in child groups at ECE centres. In conclusion, this study suggests how to support ECE staff in interpreting and implementing children's participation in early childhood education.
Phantasy and Play: Susan Isaacs and Child Development
Author: Leaton Gray, Sandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Development,Child Psychology,Fantasy,Imagination,Play,Early Childhood Education,Holistic Approach,Progressive Education,Educational Theories

This article discusses the work of Susan Isaacs (1885-1948), the IOE's (Institute of Education), first director of the Department of Child Development. In addition to introducing child psychoanalysis to the UK, Isaacs was instrumental in mapping out the basis for a conceptual understanding of the role of aspects of imagination (which she termed 'phantasy') and play in the life of children. This allowed early childhood educators to develop holistic pedagogies that embraced both the intellectual and the social development of children. Her work has provided the basis for contemporary professional practice within the sector.