ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating MOOCs in Formal Education: To Unveil EFL University Students&apos; Self-Learning in Terms of English Proficiency and Intercultural Communicative Competence
Author: Huang, Ophelia H. L.
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,MOOCs,Blended Learning,Communicative Competence (Languages),Video Technology,Intercultural Communication,Computer Assisted Testing,Language Tests,Medical Students,English for Academic Purposes,Language Proficiency,Public Speaking,Elective Courses,Independent Study,Student Attitudes,Scoring Rubrics,Oral Language,Teaching Methods,Foreign Countries

This study employed a blended learning approach to investigate 98 medical university EFL students' perceptions and analyzed the learning trajectory of their LMOOCs in formal education. Meanwhile, Byram's (1997) intercultural communicative competence (ICC) model was adopted to explore if students' English proficiency and ICC abilities could enhance or hinder their LMOOCs. Participants of this elective two-credit course, &quot;English Presentation Skills,&quot; were all required to complete one LMOOCs course to earn official certificates for the credits. Questionnaires about self-learning background and intercultural communicative competence, weekly reflections on self-learning, assistant-student interviews, and personal presentations at the final stage are conducted to test the consistency between student self-evaluation and class performance. The rubric of the TOEFL iBT Test was adopted to evaluate students' oral expression. Video clips collected in class were analyzed to track the differences in students' target skills. Findings revealed that before integrating LMOOCs in formal education, it is essential for instructors to equip students with enough self-learning skills through orientations and stress time management in MOOCs learning strategies, and scaffold sufficient English communication skills before students are thrown to sink or swim on their won. A revised version of the ICC model was proposed at the end (the context may vary) in the hope of drawing more attention and voice to this research area. The integration of LMOOCs in formal education, be it for language teaching or self-learning, should be directed toward the level of &quot;precision instruction&quot; in the future.
Model of Preparing Teacher Students for the Examination for a Teacher License According to the Competency Criteria of the Teachers&apos; Council of Thailand
Author: Keesookpun, Benjawan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Models,Licensing Examinations (Professions),Test Preparation,Evaluation Criteria,Teacher Competencies,Guidelines,Teaching Methods,Professional Associations,Foreign Countries

The objective of this research was to develop and present a model preparing teacher students for the examination to obtain a teacher license in accordance with the competency criteria of the Teachers' Council of Thailand (TCT). The research comprised the following 5 steps: 1) formulating a conceptual framework; 2) studying the needs and preparation model of teacher students; 3) drafting a model of preparation for teacher students; 4) examining the suitability and feasibility of the model; and 5) presenting the preparation model for teacher students. The sample comprised 124 teacher students of Suan Dusit University, obtained using a specific method. The research instruments used to collect the date were questionnaires and interviews. The data were analyzed to calculate percentages, means, and standard deviations. The results indicated that the model for preparation consists of 6 components: 1) target, 2) goal, 3) objective, 4) main characteristic of model, 5) success factors in using the model (key success), and 6) methods and results after using the model (key result).
On Becoming an Effective Mentor in Adult Education--Investigating the Perceptions of Greek Adult Educators
Author: Koutsoukos, Marios
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Adult Education,Positive Attitudes,Adult Students,Lifelong Learning,Educational Needs,Foreign Countries,Adult Educators,Teacher Attitudes,Selection Criteria,Teacher Characteristics,Communication Skills,Innovation,Faculty Development,Teacher Student Relationship

Interest in mentoring, which is an innovative method in adult education (CEDEFOP, 2013), has been growing rapidly in Europe, especially since the Lisbon European Council in 2000. In Greece, this interest has found expression either through the development of educational material in the context of adult educator training programmes, or the investigation of the mentoring needs of adult learners (Koutsoukos, 2021). In spite of the obvious fact that the mentor plays a key role in ensuring that the mentoring process is constructive and successful, there has been little research to date on the attributes of an effective mentor in adult education. The present study, using multimethod research, examined the perceptions of 337 Greek adult educators as to what characteristics constitute an effective mentor, as well as the role and the selection criteria of a successful mentor. The findings indicated that the key qualities of an effective mentor were: having sufficient training in adult education and mentoring, teaching, communication and relational skills, as well as having a positive attitude to lifelong learning and a willingness to innovate. In addition, the role of an effective mentor was perceived by the study participants as being a trainer, a model teacher, as well as an equal partner.
Online Learning during the COVID-19 Pandemic: Benefits and Challenges for EFL Students
Author: Alsayed, Rama Abdulkarim
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,Student Experience,School Closing,Barriers,In Person Learning,Student Attitudes,Undergraduate Students,Foreign Countries,English (Second Language),Second Language Learning,Technological Literacy,Program Effectiveness

Online learning has been a vital tool to be used during the COVID-19 pandemic, and many research studies have been conducted on this topic from different perspectives. However, it can be argued that it is important to identify and evaluate the students' experience especially those of them who are experiencing online learning for the first time. Therefore, the purpose of this study was to evaluate Saudi EFL learners' experience towards the rapid shift to an entirely online learning environment. Specifically, this study aimed to identify the benefits and the challenges of online learning during COVID-19 and compare the traditional way of face-to-face learning to online learning from the students' perspective. The research method employed for this paper was a quantitative method in terms of a questionnaire. The questionnaire contained 15 items and was utilized to identify the benefits and challenges that the students have faced during their online learning experience. Participants were 72 Saudi EFL learners in their preparatory year at a Saudi higher education institution. Major findings revealed a number of benefits of online learning, such as: &quot;Easy access to online material&quot;, &quot;Ability to record meetings and sessions&quot;, and &quot;Retrieve information&quot;. On the other hand, technical problems were the most reported challenge for students, in addition to lack of interaction with teachers. Based on the research findings, several suggestions and recommendations were presented to enhance the effectiveness of online learning.
Path of Khruba: Leadership for Empowering Good Citizenship
Author: Upanan, Ardej
Date: 2022-00-00
Type: Journal Articles
Subjects: Buddhism,Religious Factors,Citizenship,Prosocial Behavior,Laws,Law Enforcement,Disadvantaged,Helping Relationship,Conflict,Cultural Differences,Second Languages,Cultural Awareness,Social Values,Peace,Violence,Conflict Resolution,Citizenship Education,Foreign Countries

&quot;Path of Khruba&quot; is a discourse created in the context of Lanna society, to reflect the practice and attributes of monks in beautiful Buddhism, to be good and practice, as well as to be firm in dharma discipline, as well as to be highly respected of the people's faith and to contribute significantly to the development of people and society. According to the study of Khruba practice in Lanna society, the &quot;Path of Khruba&quot; is the most popular. There are five key points of good citizenship: (1) Sujarittham, who focuses on non-corruption, public property of the community or the society in which they live (2) Karawatham, focus on citizens to respect the law, the rules and laws that the community or society have together designed and accepted are common practices (3) Sangkhahatham, focusing on the groups of people living together with the public consciousness and helping the underprivileged, as well as in need of help (4) Khantithamma, focus on the people who are tolerant of conflicting issues, and open to accepting differences in faith, culture, religion, language, and other values, and (5) Santitham, focusing on the power of peace and jointly addressing the conflict from escalating to violence by opening up space for reconciliation and consultation, this will lead to the coexistence between the groups of people by respecting, praising, and honoring each other. Therefore, &quot;Path of Khruba&quot; is the perfect combination between being a &quot;good person&quot; and a &quot;good citizen&quot; to become a model for the way citizens develops into society.
Information and Communication Technologies in Science Instruction: Systematic Review of Publications in Last Decade
Author: Atabek Yigit, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Science Instruction,Literature Reviews,Data Use,Data Collection,Data Analysis

The purpose of this study is to determine the trend in studies related to Science instruction and ICT. The study has been studied with extensive data, and the data mining method has been used. Some articles entered the ERIC database within the research scope and published in January 2020, starting from 1965. In this context, 1,783,418 articles published between 1965 and 2020 have been formed the population of the research. Analyzes have been performed from the publications' titles, the publications' abstracts, and the Descriptor information of the publications determined by ERIC and word clouds have been constituted. As a result, it is seen that there has been a general increase in studies in the last decade. In parallel with the scientific and technological developments, it has been seen that the developments and needs in terms of both science teaching and technology have been reflected and determined the trend in the studies. As a result of the research, it has been determined as an unprecedented situation that few studies for students and families are among the essential joint owners of the process.
Predictors of Academic Achievement at Different Levels of Socioeconomic Status
Author: Deveci, Ceyda Çavusoglu
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Family Income,Mothers,Grade Point Average,Academic Achievement,Fathers,Educational Sociology,Student Placement,High School Students,High Stakes Tests,Socioeconomic Status,Geographic Regions,Probability,Grade 10,Quality of Life,Family Size,Foreign Countries,Correlation,Equal Education

Success is a concept that is desired by everyone. In the Turkish education system, Anatolian high schools are considered one of the most prestigious schools which accept students via national central exams. The purpose of this study is to reveal indicators explaining the placement into Anatolian high schools, which is an important sign of success, in socioeconomically different regions. Logistic regression analyses were used as a prediction design. Data was collected from the 1049 10th grade high school students in Istanbul. According to findings, the indicators affecting the probability of studying in Anatolian high school differ between the low life quality indexed region (LLQR) and the high life quality indexed region (HLQR). In LLQR GPA, gender, number of people in the household, and mother's monetary contribution were found as significant indicators. In HLQR GPA, father's income and mother's education level were found as significant indicators. These results are discussed using the main theories of educational sociology.
Students&apos; Opinions about the Educational Use of the Metaverse
Author: Talan, Tarik
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Technology Uses in Education,Computer Simulation,Foreign Countries,College Students

This study aims to determine students' opinions about the educational use of the Metaverse. The study was conducted during the fall semester of the 2021-2022 academic year. The sample of the study consists of 34 second-year students at the Department of Computer Engineering of a state university in the Southeast Anatolia region of Turkey. The students participated in and evaluated the Metaverse. After the application, interviews were conducted with the participants to find out the students' opinions about Metaverse. In this study, a mixed-method in which both qualitative and quantitative research methods were considered together was used. As a result of the study, it was found that the majority of students had never used Metaverse before, but wanted to use the Metaverse environment in the classroom. Students indicated that Metaverse can be used in many fields and disciplines. However, they were hesitant to use Metaverse in all faculty courses. Students believe that the Metaverse can enhance their knowledge of the subject. In addition, students consider that Metaverse can make the course content more enjoyable and increase their motivation for the course. They also believe that Metaverse has pedagogical advantages and will be used in the classroom in the near future. As for the disadvantages, they mentioned that Metaverse makes learning difficult and distracted, students disconnected from real life, and violates class discipline.
Research Career Intentions among Non-Native English-Speaking Graduate and Postdoctoral Trainees in STEM-Results from Cross-Sectional and Longitudinal Studies
Author: Lee, Hwa Young
Date: 2022-00-00
Type: Journal Articles
Subjects: Occupational Aspiration,Research,English (Second Language),Graduate Students,STEM Education,Foreign Students,Intention,Mentors,Predictor Variables

International graduate trainees, many of whom are non-native English-speaking (L2) trainees, comprise more than half of graduate-level trainees in STEM, but little is known regarding factors that influence their career intentions, especially those that foster their growth as scientists to achieve their full potential in research. Thus, the purpose of our studies was to examine the relationship between L2 status and contextual factors that help shape the learning experiences and plans for research-focused careers. Study 1 collected cross-sectional survey data from doctoral and postdoctoral trainees (N=510) from research institutes in the Texas Medical Center in Houston. We examined which factors were associated with research career intentions using multiple linear regression analysis. Study 2 collected longitudinal data from doctoral and postdoctoral trainees (N=185) from 71 institutions in 33 states in the U.S. Repeated measures of career intentions were evaluated using mixed-effect modeling, and cross-tabulation analysis evaluated job-seeking behaviors by language status. Results showed that L2 trainees had stronger intentions to pursue research careers than did native English-speaking trainees (L1), controlling for other variables. Mentoring, trainee self-efficacy, and the perception of working more than mentors expected influenced each career intention differently. In Study 2, career intentions did not change over time for L2 or L1 trainees, but L2s preferred working in higher education or research institutes more than L1s. L2s, however, were more likely to be in early stages of seeking jobs compared to L1s. These findings provide implications for research mentors, advisors, and academic administrators in facilitating L2 career advancement and success.
Continued Usage Intentions of Digital Technologies Post-Pandemic through the Expectation-Confirmation Model: The Case of a Tanzanian University
Author: Mtebe, Joel
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Educational Technology,Teaching Methods,Technology Uses in Education,Barriers,Foreign Countries,Intention

This paper explores the intentions of faculty to continue to use digital technologies post-pandemic in a specific institutional context. To do this, this study adapted the Expectation-Confirmation Model to investigate instructors' continuance usage intentions of digital technologies in enhancing teaching activities at a prestigious university in Tanzania. The study employed a mixed sequential explanatory design, and the findings show that perceived usefulness and satisfaction are two factors that motivate instructors' continuance usage intentions. The findings of this study suggest that despite the significant exposure to digital technologies both prior to and during the pandemic, continued use of digital technologies in teaching is still defined by pragmatic concerns. These concerns are themselves complex intersections of intent, identity, and emergent practice, coupled with structural issues related to access, cost, and know-how. These findings indicate the need for digital training, accreditation, and localised content that has linkages to the lived experiences of teachers in the Tanzanian context; that mitigates the barriers to participation that many experience (largely around data costs and connectivity); and that emerges from a participatory and incentivized model. We believe such findings are applicable well beyond the scope of this institution, particularly for those institutions looking to develop context-specific digital training for teaching staff.
Self-Esteem among Individuals with Speech Disorders in Light of Some Variables
Author: AL Bdour, Noor Talal
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Esteem,Speech Impairments,Foreign Countries,Voice Disorders,Language Fluency,Stuttering,Severity (of Disability),Gender Differences,Family Income,Articulation Impairments,Marital Status,Age Differences

The present study aimed to identify the level of self-esteem among individuals with speech disorders; fluency, articulation, and voice disorders, in light of some variables. Researchers used Rosenberg's self-esteem scale on the study sample consisted of (97) individuals with speech disorders in hearing, speech clinics and special education centers in Jordan. Results showed that the level of self-esteem among individuals with speech disorders was moderate, and the type of disorder was the most influential factor on self-esteem, as individuals with speech and voice disorders had more self-esteem compared to those with fluency disorders (stuttering), results also indicated that individuals with category of less than (18) years old show more self-esteem than those of more than (18) years old, and that those with mild and moderate disorders have more self-esteem than those with severe and very severe disorders, furthermore, study pointed out that there were no statistically significant differences in the degree of self-esteem among individuals with speech disorders attributed to the variables of gender, social status, and monthly income of the family. The study concluded with a number of recommendations, as establishing specific groups for self and inclusive-support to develop self-esteem among individuals with speech disorders.
The Impact of the COVID-19 Pandemic and Transition to Distance Learning on University Faculty in the United States
Author: Brandau, Melvina
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,School Closing,Online Courses,Distance Education,Quality of Life,Physical Activity Level,Computer Use,Anxiety,Depression (Psychology),Stress Variables

Background: The unexpected COVID-19 pandemic impacted not only students at institutions of higher learning, but also faculty who often made rapid transitions from face-to-face to online or distance learning. Distance learning has been shown to negatively impact college students' physical activity, screen time, and mental health concerns. Little is known, however, about the transition and impact of the pandemic and distance learning on university faculty. Purpose: The purpose of this study was to examine the impact of the rapid transition from traditional face-to-face teaching methodologies to distance learning on professional quality of life, physical activity, screen time, and anxiety and depression among faculty. Methods: A descriptive survey design with snowball sampling, was used to collect data anonymously, online. An electronic survey was developed to explore professional quality of life, physical activity, screen time, anxiety, and depression. Results: The COVID-19 pandemic and subsequent rapid transition of teaching and learning methodologies impacted not only students, but faculty at institutions of higher learning. Most faculty indicated concerns with their professional quality of life, putting them at moderate risk of burnout. A negative correlation between leisure time and anxiety or depression was found as well as a positive correlation between increased screen time and depression. Conclusion: Increased screen time and decreased physical activity or leisure time may contribute to increased faculty burnout, depression, and anxiety. University administration may need to consider strategies to help faculty cope with transitions to unfamiliar teaching methodologies and self-care behavioral changes to avoid faculty dissatisfaction and disengagement.
The Leadership Enhancement in Education 4.0 School Administrators
Author: Raksanakorn, Kuljira
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Administrators,Secondary Schools,Leadership Training,Leadership Qualities,Moral Values,Ethics,Performance,Needs Assessment,Knowledge Level

The objectives of this research were: 1) to study the components, 2) to study the current situation and the desirable conditions, and 3) To assess needs for enhancement of leadership of school administrators in Education 4.0 under the Office of Secondary Education Service Areas in the Northeast region. The sample group included schools under the Office of Secondary Educational Service Areas in the Northeast region. The data were collected from 15 school administrators, 365 teachers, with the total number of 380 persons by using Stratified Random Sampling. The instruments used in this research were component evaluation form and questionnaire. The statistics used for data analysis comprised percentage, mean, standard deviation, reliability and PNI modified. The research results were found that: I. The components for leadership enhancing in education 4.0 professional administrators consisted of 7 components as follows: 1) Knowledge and ability, 2) Leadership skills, 3) Academic skills, 4) Morality and ethics, 5) Modern skills, 6) Characteristics, and 7) Results of performance. II. The current situation for leadership enhancing in education 4.0 professional, in overall, was rated at a moderate level, the desirable conditions, in overall, were rated at the highest level. III. The priorities of needs assessment are 1) Results of performance, 2) Morality and ethics, 3) Characteristics, 4) Modern skills, 5) Leadership skills 6) Knowledge and ability, and 7) Academic skills.