ethanporcaro/eric-fulltext-meta huggingface dataset:
It Was Teacher Identities, Learning and Teaching Experience That Affected Teaching Practices
Author: Kim, Jung-Hyun
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Identity,Language Teachers,English (Second Language),Foreign Countries,College Faculty,Learning Experience,Teaching Experience,Native Speakers,Educational Practices,Second Language Instruction,Bilingual Teachers

Teacher identity is complex, changeable over time, and a poly-component assembly like the social identity. Since there were some problems in analyzing teacher identity with the existing binary methods using NNEST (Non-Native English-Speaking Teacher) and NEST (Native English-Speaking Teacher), various analyzing methods were adopted in this study, such as investigating the linguistic identity of the participants. The primary purpose of the study was to investigate teacher identity of two female professors teaching English conversation in Korea and find out how their different teacher identities and learning and teaching experiences affected their teaching practices. Data collection consisted of six semistructured interview sessions with two participants and one classroom observation for six months. To triangulate the data, the study analyzed the classroom observation field notes and background survey sheets along with the transcripts of the interviews. The present study discovered that the first participant (EB-elective bilingual) positioned herself as a NNEST and Korean who spent most of her lifetime practicing and teaching English in Korea with studying experience for about three and half years in the U.S. In the meantime, the second participant, a circumstantial bilingual, perceived herself as a NEST and Korean, who studied and practiced English in the U.S. and in some Asian countries but taught English language mostly in Korea. Even though both professors confessed that a well-prepared class was important, their different linguistic identities, learning and teaching experience caused the different teaching practices. In addition to such findings, the present study attempted to uncover the relationships between teachers' NNEST identity and their actual teaching practices in the classroom. Hence, this study offers important implications for teaching English conversation in EFL (English as a Foreign Language) contexts.
Self-Monitoring and Teacher&apos;s Response as a Pedagogical Technique to Promote EFL Learners&apos; Perceptions and Writing Performance
Author: Estaji, Masoomeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Writing Evaluation,Writing Instruction,Foreign Countries,Undergraduate Students,Student Attitudes,Self Evaluation (Individuals),Revision (Written Composition),Language Teachers,Feedback (Response)

While peer evaluation has been widely used and studied in process-oriented writing classes, self-monitoring as a technique in writing instruction has been almost overlooked and is less explored in the Iranian English as a Foreign Language (EFL) context. The current research aimed to examine the impact of using the self-monitoring technique, compared to the conventional writing course, on Iranian intermediate EFL learners' writing performance and their perception of the use of self-monitoring technique. In this study, 60 undergraduate EFL students doing an academic essay writing course were selected and randomly categorized into the control and experimental group. The experimental group employed the self-monitoring technique in their writing while the control group took a conventional writing class. In addition, a 50-item questionnaire was also administered before and after the experiment to examine the difference between the two groups regarding their perceptions of the self-monitoring technique. To explore the challenges and benefits of this technique, after treatment, an open-ended questionnaire was administered to some participants of the experimental group. The Analysis of Covariance (ANCOVA) results uncovered a statistically significant difference between the two groups concerning their writing performance and perception of the self-monitoring technique. The participants found the self-monitoring technique to be efficient in teaching writing. Furthermore, the results of this research can be useful for instructors and researchers who attempt to find an effective way of providing feedback to the students and making the revision process more interactive.
The Salient Pronunciation Errors and Intelligibility of Turkish Speakers in English
Author: Uzun, Tarik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,Intelligibility,Oral Language,Turkish,English (Second Language),Native Speakers,College Students,College Faculty,Listening,Error Patterns,Vowels,Phonemes,Suprasegmentals

Intelligibility is a critically important aspect for effective oral communication. This study explored salient (important) pronunciation errors and their relative roles in the intelligibility of nonnative speech based on listener judgments. Speech samples, collected from speakers with a Turkish as a native language (L1) background, were presented to listener groups in two consecutive sub-studies. In expert listening sessions, listeners with an academic background in pronunciation research and teaching (N=3) detected salient pronunciation errors via a thinking aloud protocol. During the intelligibility research, native listeners (N=33) transcribed the target words with salient pronunciation errors presented either as individual words isolated from their contexts or in longer utterances. The intelligibility scores were calculated and analyzed to investigate the role of salient pronunciation errors on speakers' intelligibility in English. The findings indicated that mispronunciations of segmentals and incorrect stress placement were the most common error types as detected by expert listeners. Negative transfer was found to be an important factor in such salient errors. According to the results of the intelligibility research, pronunciation errors affected speakers' intelligibility to a certain extent. Segmental errors were the main causes of reduced intelligibility. Moreover, mispronunciations of two sounds that were seen in most error sites, /[schwa]/ and /[theta]/, seemed to make speech more accented while not seriously affecting intelligibility. Also, errors in strong syllables had a more detrimental effect on intelligibility compared to those in weak syllables.
Exploring Iranian Postgraduate EFL Students&apos; Academic Writing Experiences and Expectations: A Dynamic Narrative Approach
Author: Esfandiari, Rajab
Date: 2022-02-00
Type: Journal Articles
Subjects: Graduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Student Experience,Writing Instruction,Curriculum Design,Foreign Countries,English for Academic Purposes,Writing Skills,Student Attitudes,Difficulty Level,Alignment (Education),Student Needs,Personal Narratives,Majors (Students),Masters Programs,Writing Evaluation

In spite of the existence of writing courses for postgraduate students in English-as-a-foreign-language (EFL) contexts, their academic writing proficiency remains low. Therefore, EFL students' academic experiences and expectations need to be explored to identify their needs. To this end, a dynamic narrative approach was adopted to examine the academic experiences and expectations of 21 Iranian postgraduate EFL students qualitatively. The narratives were analyzed based on their plots, values, and significance, adapted from Daiute (2014). The findings revealed that EFL students linked their challenges to insufficient and improper instructions. Furthermore, they asserted that their needs are ignored, and teachers use different criteria and expectations to evaluate their writing. On the whole, students' expectations about writing courses did not align with their actual experiences. The findings of this study about EFL students' experiences and expectations draw curriculum designers' and teachers' attention to those aspects of academic writing that need to be reconsidered. Understanding the actual requirements of writing courses can bridge the gap between teachers' and students' expectations.
Teaching Students, Creating Teachers: Focusing on Future Language Teachers and Their Education for Bilingual Classrooms
Author: Delicado-Puerto, Gemma
Date: 2022-02-00
Type: Journal Articles
Subjects: Bilingual Teachers,Teacher Education Programs,Student Attitudes,Preservice Teachers,Elementary Education,Spanish,English (Second Language),Bilingual Education,Foreign Countries,Student Motivation,Student Satisfaction,Expectation,Language Proficiency,College Freshmen,Content and Language Integrated Learning

How to better prepare future bilingual teachers for foreign language learning classrooms and their challenges is a key consideration in education, a concern echoed across the world as such programmes, where curricular content is taught in a foreign language, grow in popularity. This article presents student profiles and satisfaction for the first year of an EMI (English as a Medium of Instruction) teacher training model at the University of Extremadura in Spain. The goal of this programme is to offer instruction for education majors in a four-year, bilingual Bachelor's in Primary Education (BA) programme where 50% of curricular subjects are taught in students' native Spanish, and 50% in English. The data collected in this study revealed that first-year students in the bilingual programme have higher university admission scores than average, as well as high expectations for their linguistic progress in the programme. They are also quite motivated and indicate that the cooperative model of the programme positively impacted the experience of their first year and was a hallmark of their satisfaction overall. The positive results of the study offer insight not only onto analogous contexts in Spain but also to other countries where EMI or bilingual education is of interest.
Disrupting the Hierarchy: Mentoring Graduate Students as Co-Educators
Author: Aparicio-Ting, Fabiola E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Graduate Students,Teaching Assistants,Undergraduate Study,Teacher Student Relationship,Foreign Countries

In this paper, we describe our approach to mentoring Graduate Teaching Assistants (GTAs) as teaching and learning protégés within the context of a challenging undergraduate honours thesis course. An approach to mentoring GTAs in this multifaceted course is outlined, while providing practical strategies that expose GTAs to various aspects of the teaching process so that they become co-educators. Reflections from two GTAs that highlight the benefits and challenges of the co-educator model are also presented. Evidence from course evaluations provide support for the critical role that GTAs engaged as protégés play to enhance student success in this academically rigorous capstone course. We argue that mentoring GTAs for teaching development by treating them as co-educators can be rewarding, improve course outcomes, and enhance the student experience. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Five Grade 7 Learners&apos; Understanding of Comprehension Skills at a Quintile 5 School in South Africa
Author: Ntshikila, Nomonde
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 7,Foreign Countries,Cognitive Processes,Critical Thinking,Intervention,Thinking Skills,Reading Comprehension,Public Schools,Reading Strategies,Low Income Students

Background: Research into language and reading scores show that South African learners struggle to read for meaning. Many local researchers report on the inadequate teaching training programmes. Teachers cannot teach basic comprehenion skills. Objectives: This research identifies a gap in the research and records an intervention programme designed to engage learners and develop their higher-order comprehension abilities. This research analyses responses from five learners who engaged in a variety of literacy activities to extend their zones of literacy abilities to become independent critical thinkers. Method: An interpretivist paradigm, within a qualitative approach, using a case study design was devised and implemented. Five struggling Grade 7 learners were purposively selected to participate in a 10-week intervention programme. Data were collected using pre-tests and post-tests and the learners' own exercise books to assess their academic performance in written comprehensions, their daily comments on their motivation charts, information from two interviews and the researchers' participant observation scheduled notes. Results: During the time of the intervention, all five Grade 7 learners gradually learned and began to use higher-order thinking skills. Conclusion: This small research project indicates that when a teacher explicitly planned and used a variety of literacy strategies to teach comprehension skills, not only did the learners enjoy the respectful discussions but this experience developed them into independent higher-order thinkers.
Beyond Conventional Classroom Learning: Linking Emotions and Self-Efficacy to Academic Achievement and Satisfaction with Online Learning during the COVID-19 Pandemic
Author: Lai, Chooi-Seong
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,COVID-19,Pandemics,Mental Health,Well Being,Stress Variables,Anxiety,Academic Achievement,Student Satisfaction,School Closing,Online Courses,Emotional Response,Coping,Stress Management,Self Efficacy

This study examined the impact of online learning on students' mental well-being, distress, anxiety, academic achievement and satisfaction with online learning. A total of 915 undergraduates in Malaysia and Indonesia responded to the Google Classroom Evaluation survey. Results indicated that students' mental well-being was negatively impacted by financial difficulties, concern that their physical health may suffer due to exposure to COVID-19, and a lack of motivation for online learning. Analysis of emotional factors revealed distress and feelings of nervousness when classes were conducted online. Overall, participants were satisfied with the online learning experience, as was evident from the academic achievement in courses conducted with above average CGPA. Multiple regression analysis indicated that distress, anxiety and self-efficacy in online learning were significant predictors of satisfaction with online learning, with self-efficacy in online learning making the largest contribution. However, academic achievement was not a significant predictor of satisfaction with online learning. It is recommended that higher learning institutions provide counselling, behavioral adaptations and study techniques to support students in managing their distress and anxiety surrounding online learning, which is anticipated to continue throughout 2021 due to the increase in virus cases.
Behind Successful Refugee Parental Engagement: The Barriers and Challenges
Author: Zaidi, Rahat
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Refugees,Parent Participation,Parent School Relationship,Foreign Countries,Arabs,English Language Learners,Urban Areas,Elementary Secondary Education,Readiness,Acceleration (Education),Parent Background,Interpersonal Communication,Volunteers,Parent Role,Participative Decision Making,Cooperation

This two-year study examined the barriers and challenges encountered by refugee parents as they negotiate their children's successful transition into a new school system. The researchers sought to determine what can be learned from parent and educator experiences of these obstacles in order to optimize parent-teacher collaboration for refugee families. Contextualized within a LEAD (Literacy, English and Academic Development) program in an urban centre in Western Canada, the study triangulated data from focus groups comprising Syrian and Iraqi Arabic-speaking families, teachers, and settlement workers. The data were qualitatively analyzed by incorporating Epstein's six types of parental involvement, a culturally responsive model accounting for parental engagement within the context of home-school-community collaboration (Epstein &amp; Sheldon, 2006). From this model, the researchers make recommendations that include province-wide initiatives to support leadership and teacher training, mandated programming to support refugee and immigrant youth, and the establishment and expansion of board and in-school settlement best practices province-wide.
A Mentorship Model for Teacher Education: Young STEM Researchers and Practitioners Program
Author: Yabas, Defne
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Foreign Countries,Teaching Skills,Knowledge Level,Mentors,Preservice Teacher Education,Preschool Teachers,Teacher Attitudes,Models,Teacher Education Programs

The current research is about the impact of the young STEM researchers and practitioners program implemented within the STEM: Integrated teaching project. The aim of the program is to incorporate STEM integrated teaching knowledge in the teacher preparation period. In this phenomenological study, we explored five pre-school teachers' program experiences and their STEM conceptions. Data were collected with semi-structured interviews, including questions about the impact and elements of the program and participants' STEM conceptions. Content analysis showed that awareness for STEM education, development of integrated teaching knowledge, and program elements were the emergent themes about the program experience. Teacher candidates responded to the models that include real-world problems and engineering as contexts as most desirable when shown STEM education models to understand their STEM conceptions. The young STEM researchers and practitioners program can be evaluated as a developing model to be incorporated into teacher education programs. Further research can explore how pre-service teachers form their STEM conceptions and develop their integrated teaching knowledge.
Comparison of the Frequency of Mathematics Teachers&apos; Use of Mathematics Textbooks in Face-to-Face and Distance Education
Author: Sevimli, Eyüp
Date: 2022-00-00
Type: Journal Articles
Subjects: Incidence,Mathematics Teachers,Textbooks,Conventional Instruction,Distance Education,Middle School Teachers,Foreign Countries,Teaching Methods,Differences,Teaching Experience

Understanding the variables that affect the use of textbooks are important for the development of eligible and preferable resources. In this research, the frequency of textbook usage in face-to-face and distance education was examined according to grade level, professional experience of teachers, and residential area of the schools in which teachers work. The sample of the study consists of 287 middle school mathematics teachers working in different state schools. Data was obtained through an online survey. This study showed that the frequency of textbook usage decreased as the grade level increased, and this decrease occurred both in face-to-face and distance education. However, it has been concluded that the frequency of textbook usage varies in both learning environments according to teaching experience, and that change is statistically significant. In face-to-face classrooms, it was determined that the location of the school was a determining factor in terms of the frequency of textbook usage, whereas, in distance education, the frequency of textbook usage did not statistically significantly differ according to school location. The rest of the findings are discussed in terms of teachers' experiences and attitudes.
Examining Employment Quality among Female Immigrant Trainees in Taiwan
Author: Wu, Ya-Ling
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Immigrants,Vocational Education,Cultural Influences,Social Attitudes,Social Support Groups,Self Concept,Employment Qualifications,Work Environment,Career Development

This study examined a proposed model of employment quality among female immigrants after their participation in vocational training in Taiwan, drawing on the developmental-contextual model of career development. It simultaneously tested the relationship between the distal contextual variable (i.e., perceived Taiwanese attitudes toward immigrant women (PTAs)), proximal contextual variables (i.e., vocational training experiences (VTEs) and social support (SS)), the individual-level variable (i.e., self-perceived employability (SPE)), and employment quality (EQ) in the model. A questionnaire survey was conducted among 447 female immigrant trainees who had worked for over 6 months after vocational training in Taiwan. The results supported the proposed model based on the developmental-contextual approach, which explained 56.9% of the variance in EQ. The results further revealed that PTAs positively affected SPE, VTEs and SS. In turn, VTEs and SS positively directly and indirectly affected EQ through their impacts on SPE, and SPE positively influenced EQ. The three most important factors that determined the EQ of immigrant women who participated in vocational training were VTEs, SPE, and PTAs.
Parents&apos; Shares on Instagram in the Early Days of the COVID-19 Pandemic
Author: Er, Sühendan
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Photography,COVID-19,Pandemics,Foreign Countries,Parents,Parent Child Relationship

Many people had to stay at home with their families during the pandemic because of social distancing guidelines and lockdowns. This study aims to explore the content of 'sharenting' of parents during the early COVID-19 pandemic and quarantine periods in Turkey. In total, 401 posts were collected from public Instagram accounts of parents who shared their own children's photos or videos between 18th30th April 2020, via the most commonly used hashtags of #korona (#corona) and #evdekal (#stayhome). Descriptive content analysis was conducted within identified categories. Results revealed that the popular hashtag #stayathome is particularly important for its optimistic representation of the lockdown process in society. Content analysis results show that with the inclusion of social media shares, family members spent more time together, which can be seen as one of the positive consequences of this period. In the results of continued sharenting during the early pandemic, children's faces were mainly kept visible, which might concern children's privacy. Additionally, mothers shared more during this period. Consequently, education to increase awareness of such concepts gains importance, especially for the well-being and privacy of children and any future implications.