ethanporcaro/eric-fulltext-meta huggingface dataset:
China&apos;s Preschool Education toward 2035: Views of Key Policy Experts
Author: Jiang, Yong
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Educational Development,Enrollment Trends,Preschool Teachers,Child Caregivers,Educational Finance,Budgets,Educational Attainment,Educational Policy,Long Range Planning,Barriers,Educational Technology,Technology Uses in Education,Access to Education,Costs,Public Schools,Private Schools,Educational Administration,Supervision,Educational Change,Teacher Competencies,Teaching Conditions,Teacher Education,Equal Education,Moral Values,Cultural Maintenance,Asian Culture

Purpose: 2020 is the concluding year of the basic preschool education popularization policy in China and marks the beginning of &quot;China's Education Modernization 2035.&quot; This study focuses on the top-level design and the prospect of the development plan of China's preschool education toward 2035. Design/Approach/Methods: The research method adopted is expert interview. We interviewed 11 experts, including policymakers, educational administrators, scholars, and practitioners in the education. Findings: To develop China's preschool education, we need to integrate macro-level, meso-level, and micro-level contents: focusing on public welfare as the development concept, furthering the reform of the educational system and mechanism, making quality improvement the plan's key goal, and forming a new preschool education development mode with Chinese characteristics. Originality/Value: This study hopes to clarify the focus to have an impact on China's preschool education toward 2035. It also aims to provide suggestions about preschool education development for other countries.
Effect of Digitized Textbooks on Secondary School Students&apos; Domains of Learning
Author: Aslam, Hadia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Textbooks,Educational Technology,Program Effectiveness,Chemistry,Science Instruction,Grade 9,Secondary School Students,Conventional Instruction,Technology Uses in Education,Science Achievement,Student Attitudes,Affective Behavior,Learning

In developing countries like Pakistan, digitized textbooks are one of the most recent educational reforms brought about by the educational technology This study analyzed the effectiveness of Punjab Information Technology Board's (PITB) digitized textbooks on students' cognitive, affective and psychomotor domains of learning. The study was delimited to only those levels of learning domains that were specified in National Curriculum of Pakistan, 2006. The nature of the study was quantitative and employed Quasi Experimental Non-Equivalent Control Group Design. Sample of the study comprised of 56 students studying Chemistry in grade 9 at a public sector school of district Lahore, Pakistan. Experimental group was taught by using digitized Chemistry textbook and control group was taught by using conventional mode of instruction. The intervention lasted for 12 weeks. Data was collected by using three different valid and reliable instruments. Data was then analyzed using descriptive and inferential statistics. All hypotheses were tested at a significance level of 0.05. The results revealed that there was no significant effect of digitized textbooks on students' cognitive domain. But there was statistically significant effect of digitized Chemistry textbook on students' affective and psychomotor domains. Recommendations were made to bring learning in cognitive domain at par with affective and psychomotor domains.
Integrating SARA Assessment with Reading Comprehension Training in Auto Tutor
Author: Smith, E. Halle
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Learning Theories,Intelligent Tutoring Systems,Distance Education,Pandemics,COVID-19,Diagnostic Tests,Language Tests,Profiles,Adult Learning,Technology Integration,Learner Engagement,Higher Education

Facing the demands of the pandemic and distance learning, English learners require educational technologies that are accessible, engaging, and effective. Meeting these demands requires educational technology developers to consider learners' sociocultural contexts. Learning theories can be applied to meet individuals' needs to optimize chances for participation, engagement, and learning gains. This article describes two Internet-based digital technologies that target struggling adult readers who need to improve their comprehension skills: SARA (Study Aid and Reading Assessment) and AutoTutor for Adult Reading Comprehension. The SARA assessment provides a diagnostic profile for individuals' reading strengths and weaknesses. This profile can be used to guide the selection of reading comprehension lessons in AutoTutor-ARC, a digital technology that both adapts to learners' performances and engages them in an immersive learning experience using a three-way conversation with computer agents acting as a tutor and a peer to discuss texts. We discuss how these technologies can be integrated into educational settings to improve engagement and learning.
Living and Learning with Technology: Language Learning with Mobile Devices
Author: Stockwell, Glenn
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Activities,Computer Assisted Instruction,Informal Education,Decision Making,Learning Motivation,Learner Engagement,Lifelong Learning,Telecommunications,Handheld Devices,Teaching Methods,Learning Processes,Computer Software

Mobile-assisted language learning has expanded beyond relatively humble beginnings of replicating computer-based activities assigned in formal language learning contexts, and it now often consists of a complex mix of formal and informal learning activities that take place at different times and places throughout learners' daily lives. Decisions about what tools to use are often driven by the costs, choice of hardware, and the knowledge of what tools actually exist, and how these tools are then used will depend on learners' skills, motivation, as well as their short- and long-term goals. Language learning no longer needs to be an activity that is separated from learners' daily lifestyles, but can be an integral part of their lives in the long term. The complexities involved in understanding each individual learner's own ecological context and how these ecologies shift over time will be discussed with an eye on optimising learning opportunities for learners that will keep them engaged in learning throughout their lives.
Motivational Regulation for Learning English Writing through Zoom in an English-Medium Instruction Context
Author: Kim, Jeongyeon
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Second Language Learning,Writing Instruction,Videoconferencing,Language of Instruction,Electronic Learning,Foreign Countries,Motivation Techniques,Personal Autonomy,Writing Achievement,College Students

Due to growing concerns regarding the effectiveness of full-scale online education, this study investigated motivational regulation strategies employed by tertiary-level English as a foreign language (EFL) learners taking a writing course via Zoom. Using a mixed method, this study examined a dataset comprising questionnaire responses of 154 Korean students with two proficiency levels and subsequent semi-structured interviews. Findings showed that the learners with a high English proficiency level utilized the instructor's feedback significantly more than those having a low proficiency level. The high proficiency group also appreciated the Zoom context and the universitywide policy of English-medium instruction (EMI) significantly better than the other group. Finally, correlation analysis revealed significant relationship between the students' uses of motivational regulation strategies and their responses to the context-dependent factors. For example, the strategic choice of instructor feedback was positively related to their perception of EMI. These findings are discussed for effective online EFL writing instruction in the post-pandemic era.
Second Language Learning: Discovering an Unknown Path into a Brand New World
Author: Littlewood, William
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Pragmatics,Imagination,Creativity,Masters Programs,Graduate Students,Figurative Language,Learning Experience,Student Attitudes,Barriers,Learning Motivation,Teaching Methods,Humanism,Language Usage,Foreign Countries

Twenty-six learners of English enrolled in an MA course were asked to give the metaphors which they think best capture the essence of their learning experience so far. Their metaphors tell how English learning had introduced them to a brand new world and, once they were inside it, led them to a seemingly endless series of new discoveries. The unpredictability of these discoveries had been like 'reading a magic story'. Students had often faced challenges but had also derived satisfaction from overcoming them. The metaphors connect more strongly with 'intrinsic' motivation than with the more utilitarian concepts of 'extrinsic' and 'instrumental' motivation. This might reflect the composition of the learner group, who had all chosen to specialize in some form of English study in their previous education. However that may be, they encourage us to create space in our teaching for the humanistic dimensions of imagination and creativity, even in courses where the explicit aim is to serve a specific pragmatic purpose.
Analysis of Gender Pronoun Errors in Korean Speakers&apos; English Speech
Author: Song, Sooho
Date: 2022-00-00
Type: Journal Articles
Subjects: Korean,English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Gender Differences,Native Language,Interference (Language),Language Usage,Language Classification,Contrastive Linguistics,Speech Communication,Error Analysis (Language)

Since the Korean pronoun system does not specify gender indication, Korean speakers of English tend to have difficulties when they use English pronouns. This paper explores how absence of obligatory gender marking in Korean affects gender errors in the production of English. Gender pronoun errors made by Korean learners of English were analyzed using recordings of English conversations of seven Korean subjects. Findings of this study revealed that Korean English learners struggled with the use of gender pronouns due to differences in gender pronoun systems between Korean and English. Both gender-neutrality and pro-drop practices do not require Korean speakers to pay close attention to gender factors when using pronouns in their native language, resulting in native language interference. Considering that the Korean language lacks specific gender orientation in its usage of pronouns whereas English requires clear gender specification, findings of this study imply that native language gender concept can influence second language use.
Explicit Knowledge of English Grammar and Sentence Writing with Implicit Knowledge by Korean Students
Author: Ko, HyunSook
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Grammar,Morphemes,Teaching Methods,Intervention,Undergraduate Students,Metalinguistics,Language Tests,Sentences,Form Classes (Languages),Speech Communication,Learning Activities,Foreign Countries,Correlation,Knowledge Level,Comparative Analysis

The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions (&quot;for&quot; and &quot;since&quot;), subjunctive moods, dative alternations, quantitative adjectives (&quot;many&quot; and &quot;much&quot;), gerunds, and third-person singular &quot;-s&quot; in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.
Interplay of a Learner&apos;s Regulatory Focus and Genre on Second Language Writing
Author: Eom, Mijin
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Correlation,Learning Motivation,Literary Genres,Writing Skills,Accuracy,Language Usage,Syntax,Writing Evaluation,Phrase Structure,Essays,Undergraduate Students,Individual Differences,Metacognition,Pictorial Stimuli,Persuasive Discourse,Foreign Countries,Language Tests,Scores,Learning Experience

Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner's motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners' motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed.
Simulation-Based Instructional Materials on Central Dogma of Molecular Biology: Basis in Studying Genetics for Grade 12 Learners
Author: Cano, Junar S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Molecular Biology,Science Instruction,Scientific Concepts,Genetics,Teaching Methods,Concept Formation,Instructional Materials,Instructional Effectiveness,Scores,Science Tests,Student Attitudes,Grade 12,High School Students,Experiential Learning,Learning Processes,Computer Simulation,Foreign Countries

The essence of Genetics lies in the understanding of the concepts of Central Dogma of Molecular Biology. Although these ideas are fundamental to the field, they are notoriously difficult to understand and visualize. While simulation-based instructional materials are found to improve the teaching-learning process in science education, little has been done to assess their effectiveness in teaching and learning the concepts of Central Dogma of Molecular Biology. Hence, this study aimed to examine the effectiveness of simulation-based instructional materials towards the learning performance of Grade 12 learners on the concepts of Central Dogma of Molecular Biology. This study utilized a mixed-method approach. Results of the pretest and posttest showed that the learners demonstrated from approaching proficiency to advanced mastery level on the concepts of Central Dogma of Molecular Biology. Furthermore, it was revealed that the pretest and posttest mean scores of the learners on the concepts differed significantly (p&lt;0.05). The result of the semi-structured interview revealed that the learners were engaged in experiential learning with the use of simulation-based instructional materials. An action plan was designed based on the study to utilize the simulation-based instructional materials in the teaching-learning process.
Korean and Chinese University EFL Learners&apos; Perceptions of and Attitudes toward Online and Face-to-Face Lectures during COVID-19
Author: Huh, Seonmin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Student Attitudes,Online Courses,Conventional Instruction,Teaching Methods,Preferences,Communicative Competence (Languages),COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education

This study reports Chinese and Korean university EFL students' perceptions of and attitudes toward online and face-to-face English language learning modes during COVID-19. Few previous studies have focused on how students thought of online and face-to-face learning experiences of subjects regarding new concept learning and delivery of new contents. Research gravitating around English courses showed students' mixed perceptions. The survey was conducted for 302 Korean and 337 Chinese university students who took communication-oriented English courses. Descriptive statistics and qualitative data analysis were used for analysis. Results indicated that students preferred face-to-face English learning with some specific indications of achieving a stronger help and quality for communicative competence in language. Online learning also benefited students with a sense of both flexibility and independence. Positive components of face-to-face learning for language education might be considered for online education while incorporation features such as flexibility and independence to enrich language education during COVID-19.
Precluding and Abandoning Linguistic Repair in Dyadic Online Interactions for L2 Learning
Author: Owens, William
Date: 2022-00-00
Type: Journal Articles
Subjects: Error Correction,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Interpersonal Communication,Intercultural Communication,Discourse Analysis,Teacher Student Relationship,Teaching Methods,Computer Mediated Communication,English (Second Language),Employees,Work Environment,Videoconferencing

This investigation uses conversation analysis (CA) to document, in very close detail, how participants-in-interaction manage and organize repair practices in moments when linguistic repair becomes conditionally relevant in conversational or 'chatting' phases of online dyadic L2-learning interactions between a tutor and tutee. Specifically, this study focuses on the phenomena of precluding linguistic repair when it becomes relevant (by making it conditional on quick uptake and completion, and by deploying turn-taking devices to hold the turn when other-correction becomes or seems relevant) and abandoning it when it is in progress. Analysis framed these phenomena not as individual strategies, but as collaborative accomplishments realized through the interactional competence (IC) of the participants, and showed that participants oriented to both pedagogical and social concerns in moments of linguistic repair. Therefore, such moments were key sites for co-construction and configuration of the interactional space as primarily social or pedagogical, or as a complex and conditional interweaving of the two.
But What Do They Really Think? Methodological Challenges of Investigating Young People&apos;s Perspectives of War Remembrance
Author: Pennell, Catriona
Date: 2020-00-00
Type: Journal Articles
Subjects: War,History Instruction,Cross Cultural Studies,Foreign Countries,Memory,Recall (Psychology),Student Attitudes,Secondary School Students,Cultural Activities,Discussion (Teaching Technique),Researchers,History

This article contributes to discussions surrounding the development of 'analytical tools' sensitive to the fluid nature of collective memory and all its 'varieties, contradictions, and dynamism' (Olick, 2008: 159). It explores the methodological challenges of investigating how young people in New Zealand and the United Kingdom negotiate processes and practices of war remembrance and how, as researchers, we can begin to decipher the diverse responses young people have in recalling and making sense of their society's violent past. Examples from earlier research projects in the UK and New Zealand, led by each co-author, are used to problematize the methodological challenges in our respective projects with the aim to encourage discussion around developing youth-centred, inclusive and participatory methodologies that unpack the cultural memories of war and situate young people's voices prominently in the research process.
Digital Learning in European History Education: Political Visions, the Logics of Schools and Teaching Practices
Author: Tribukait, Maren
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Technology Uses in Education,History Instruction,Technological Literacy,Educational Policy,Knowledge Economy,Curriculum Implementation

The advancement of digital technology has raised hopes of radical improvements in education, such as a new culture of learning. History educators have underlined that the use of digital media could help students to develop a constructivist understanding of history while at the same time rendering history more vivid, relevant and exciting. The last twenty years have shown, however, that even though digital media are increasingly being used in schools, there have been no significant changes in European education systems. This paper helps explain the gap between expectations and reality by exploring how contemporary education policies and curricula in the EU and at the national level frame digital learning in schools and history education. It shows that the ambitious vision of digital learning included in EU policies is closely related to the EU's knowledge economy goals, to which national governments, however, do not fully subscribe. These national policies emphasize the wider role of education in society, which includes strengthening social cohesion and incorporating humane, democratic and civic values. They also take into account the relative autonomy of schools, whose own institutional logics eventually decide how ideas take shape in everyday teaching practice. The relative autonomy of schools is reflected by history curricula that do not include substantial requirements, but only a few optional suggestions concerning the use of digital media. Practitioners' experiences and empirical research indicate that the suggested uses can be part of effective student-centred teaching approaches, but demand considerable investments of time, resources, efforts and creativity. The discussion of these examples also illustrates that the economistic EU vision of digital learning is not a suitable framework for the key concerns of history education. A revised vision of digital learning could and should, therefore, include other important education aims, such as democratic values, social cohesion and active citizenship.