ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Social Skills of High School Students on Virtual Platforms, 2021
Author: Pérez, Fernando Eli Ledesma
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,High School Students,Educational Technology,Technology Uses in Education,Foreign Countries,Communication Skills,Interpersonal Relationship,Computer Mediated Communication,Comprehension

The objective of this study is the development of social skills of high school students in virtual settings. Methodology: Qualitative, phenomenological, hermeneutical study, developed in three stages. In the descriptive stage, planning activities and ethical procedures were socialized; In the structural setting, intervention protocols, contingency plans, methodological memory, approach to participants, and delimitation of roles were foreseen both within and outside the field of study. In the discussion stage, the results were contrasted with recent studies, arriving at definitive conclusions. The technique used was the semi-structured interview, and as an instrument, a guide of questions derived from the subcategories of the study was used. The participants were five students of the sixth cycle of Regular Basic Education (first and the second year of secondary education) with ages of 13 and 14 years, three men and two women volunteers, a teacher (director), and two teachers (without management positions). Experts validated the interview. Results: Reciprocal help in the affective sphere motivates the encounters in virtual settings in the participants. Virtual scenarios mediate effective relationships in a significant way. Conclusions: Reciprocity is a priority element that generates trust and allows participants to understand the needs of their colleagues, virtual spaces serve as emotional support for all their members, and as they all connect with the active cameras, scenarios very similar to those are generated.
Pre-Service Teachers&apos; Evaluations of Creativity in Higher Education
Author: Apaydin, Sezen
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Creativity,21st Century Skills,Skill Development,Student Attitudes,Definitions,Creative Teaching,Self Concept,Courses,College Faculty

Creativity is recognized as an integral skill of the 21st century. For this reason, it is important for educators to learn how to nurture their students' creativity and find means of evoking it in the classroom. It is believed that creativity, a trademark of this age of innovation, can be developed with a suitable educational environment and can be taught when appropriate conditions are provided. The role and importance of universities, especially faculties of education, which elicit the development and application of new ideas, cannot be denied. This study aimed to help pre-service teachers define creativity and evaluate their undergraduate education processes in terms of gaining and using creativity-based skills. In accordance with the nature of the qualitative research, the study group of the research was selected using a random sampling strategy. The study group of the research consisted of 197 pre-service teachers being educated in the faculty of education of a state university in their final year. The data collected and entered into the online data collection form was acquired using content analysis.
Formation of a Spiritual Worldview in Students of Art Education Specialties with the Help of Ethno-Design Technology
Author: Alzhanov, Gadilbek
Date: 2020-00-00
Type: Journal Articles
Subjects: Spiritual Development,Well Being,Graduate Students,Art Education,Foreign Countries,Design,Curriculum Development,Student Attitudes,Technology Integration,Art Teachers,Teacher Education Programs,Visual Arts,Educational Technology

The aim of this study is to evaluate student views on the creation of spiritual well-being of art education residency students with the help of ethno-design technology. This research was designed in accordance with the qualitative research method. In order to collect data in the research, a semi-structured interview form was prepared by the researchers. The study group of the research consists of 20 graduate students studying in the field of art education at various universities in Kazakhstan in the 2021-2022 academic year. In the research, it was concluded that art education residency students frequently use ethno-design technologies in art education and find ethno-design technologies important in terms of art education. In addition, as a result of the research, it was observed that the art education residency students were undecided about their spiritual well-being and the majority of the students stated that ethno-design technology had a positive effect on their spiritual well-being. In order to popularise the use of ethno-design technologies by art education specialisation students, the education curricula should be enriched and seminars should be organised to increase the spiritual well-being of students.
Principal Authorized Teacher as a Management Form
Author: Ögdem, Zeki
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Principals,Teacher Role,School Administration,Elementary Schools

The purpose of this study was to ascertain the attitudes of teachers who are authorized as principals about the concept of &quot;principal authorized teacher.&quot; The snowball sampling method was used to enroll 40 principal authorized teachers for the study. They were requested to create metaphors for the concept of &quot;principal authorized teacher&quot; in the provided form to determine their mental thoughts and demographic data. Due to missing information and illegible writing in the gathered data, only 32 participants' data were examined. The analysis revealed that the metaphors indicated by the principal authorized teachers were classified as overworked, competent, self-sacrificing, working beyond their job duties, and other conceptual categories, respectively. When the suggestions are examined, it is necessary to reduce the workload of the principal authorized teachers. Thus, the principal can do the work of authorized teachers more effectively.
Formation of Professional Competencies of a Future Foreign Language Teacher in the Field of Distance Education
Author: Aida, Shakiyeva
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Preservice Teachers,Student Attitudes,Distance Education,Student Motivation,Foreign Countries,Secondary School Teachers,Teaching Methods,Time Management,Barriers,Educational Benefits,Teacher Education Programs

The aim of this study is to evaluate the opinions of teacher candidates and teachers related to foreign language teaching through distance education and to make forward-looking recommendations in line with these views. The study group consists of 30 teacher candidates who studied foreign language teaching at various universities in Kazakhstan during the 2020-2021 academic year and 35 English teachers who teach English in secondary schools in Almaty. The study was carried out within the scope of qualitative research and research data were collected with two semi-structured interview forms created by the researcher. The data obtained from the research are categorised by content analysis. As a result of the study, teacher candidates found distance education more inefficient in education than formal education and inadequate to provide distance education. Teachers, on the other hand, saw distance education as advantageous in terms of saving time and space, disadvantaged by student motivation, teacher inexperience and technical glitches. As a result of the research, it has emerged that urgent solutions are needed to eliminate the need to provide a separate education on distance education to teacher candidates and teachers, student motivation and technical problems.
Impact of ICT Integration on the Development of Vocational High School Teacher TPACK in the Digital Age 4.0
Author: Istiningsih, Istiningsih
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Vocational Education Teachers,High School Teachers,Private Schools,Computer Science Education,Distance Education,Foreign Countries,Teaching Methods,Cooperation

To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider.
Implementing a Conceptual Model of Participative Management into an Integrated e-Learning System
Author: Zhiyenbayeva, Nadezhda
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Participative Decision Making,College Students,College Faculty,Foreign Countries,Integrated Learning Systems,Governance

The paper aims at determining the principles of participative management and the nuances of their implementation into integrated e-learning, which complements the traditional forms of education in emergencies, such as the COVID-19 pandemic. The research uses a semi-structured questionnaire adapted from Dashkova for the education sphere and developed with the consideration of participative management principles. The survey involved 289 students and 293 university teachers. The study found that participative management is the best approach to integrating e-learning into the education process. It ensures effective communication contributing to the uniting of objectives of all participants by expanding their engagement in the management of the education process. Assessment and recognition of participative management in university may be one realistic scenario for more rapid adaptation and effective implementation of diverse learning trajectories.
Best Evidence Synthesis of Academic Vocabulary Interventions for Post-Secondary English Learners
Author: Winkler, Sunni
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Language,Vocabulary Development,College Students,Second Language Learning,English (Second Language),Intervention,Program Effectiveness,Technology Uses in Education,Literature Reviews

This research synthesis describes, critiques, and synthesizes intervention studies related to the academic vocabulary acquisition of post-secondary English learners. Using the article matrix and the constant-comparative methods of analysis (Boeije, 2002), this critical synthesis aims to provide a knowledge point on general academic vocabulary; further research on the need for discipline-specific academic vocabulary at the post-secondary level is still needed. Findings regarding best practices include: a) embedded academic vocabulary learning intervention should be integrated with explicit, isolated word learning; b) technology is most effective when combined with other well-established aspects of vocabulary instruction; c) receptive vocabulary gains are highest when pairing the learning and assessment modes (i.e., receptive vs. productive) and pursuing consistency over structure; and d) specific tools base for both researchers and practitioners moving forward. The research focus in the field up-to-this- and materials, such as using a concordance or dictionary, can significantly enhance productive academic vocabulary.
Irish Language Self-Efficacy Beliefs: Mediators of Performance and Resources
Author: Barry, Shane
Date: 2021-00-00
Type: Journal Articles
Subjects: Irish,Self Efficacy,Second Language Learning,Metacognition,Time Management,Adults,Reading Tests,Comparative Analysis,Intervention,Feedback (Response),Language Minorities,Second Language Instruction,Foreign Countries,Language Tests,Multiple Choice Tests

Self-efficacy, the system of beliefs that individuals possess which enables them to exercise control and actions when faced with a specific task, is an essential component to language learning, as it has the potential to promote the self-regulatory capacity required for successful language acquisition and performance. One way in which self-efficacy mediates language learning is exhibited in how individuals dedicate resources such as effort and time to overcoming tasks. The aim of this study was to determine the influence of Irish language self-efficacy beliefs on performance and resources allocated by Irish adults (N=450) on an Irish language reading test. Over two testing phases, three groups were formed based on results in phase one: a control group; a group of high performers; and a group of low performers. Manipulated comparative feedback and false results produced highly significant effects on performance and resources allocated, with low performing participants receiving a positive intervention consisting of false inflated results, leading to improved performance and increased time dedicated to task completion. High performers who received a negative intervention consisting of falsely deflated results saw a significant decrease in performance and the time allocated post-manipulation. The control group also saw a decrease in average performance scores, making the low performing group's performance even more noteworthy. Overall, findings show that self-efficacy beliefs, though initially closely aligned with actual performance, can in fact be manipulated to influence performance outcomes.
What Constitutes Vocabulary Learning Difficulty? A Classroom-Based Study of Semantic Relatedness and L1 Familiarity Effects on L2 Word Learning
Author: Sun, Hanzhong
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Oral Language,Semantics,Native Language,Familiarity,Receptive Language,Language Tests,Pretests Posttests,Transfer of Training,Interference (Language),Memory,Undergraduate Students,Foreign Countries,Student Attitudes,Test Items

There has been a plethora of studies investigating the effect of semantic relatedness on second language (L2) word learning.However, most prior studies failed to control for the lexical properties of target words, which may be responsible for the mixed results yielded. This study, therefore, sets out to revisit this issue by controlling for L1 familiarity, one of the lexical factors confirmed to impact L2 learnability. Another goal of this study is to explore the extent to which semantic relatedness interacts with L1 familiarity, thus helping us determine the suitable condition under which word learning takes place. Towards these two aims, four sets of English target words matched in length were created (i.e., words of high/low L1 familiarity placed in semantic related/unrelated sets). For each set, after the timed learning session, an immediate posttest and an unannounced one-week delayed posttest, both of which measured the receptive knowledge of the target words, were administered to forty-one English as foreign language (EFL) learners. The results showed that (a) semantic relatedness negatively affected L2 word learning on the delayed posttest only, regardless of L1 familiarity status, suggesting a robust hindrance effect; (b) L1 familiarity persistently served as a facilitative force, as it aided the acquisition of both semantically related and unrelated word sets on both posttests; (c) similar L1 familiarity levels might result in additional interference. Our findings highlight the complex interplay between these two input-related variables.
Constraints Imposed on the Creative Cover Letter Writing by Digital Online Job Advertisements
Author: Ho, Debbie Guan Eng
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Applicants,Web Sites,Recruitment,Personnel Selection,Foreign Countries,Writing (Composition),Language Styles,Information Technology,Case Studies,Creativity,Internet,Computational Linguistics,Police,Administration,Publicity

Genre studies on the job cover letter (letter of application) have focused mainly on linguistic analyses of the genre in terms of the generic structure and linguistic strategies commonly used by applicants. These studies have taken the view that the cover letter was an open-ended opportunity for favourable self-promotion. However, to date no study has provided a detailed description of the context in which these letters were written. This study examines one essential contextual aspect, the job advertisement, and its impact on the cover letter. It aims to determine if the cover letter is still of major significance in the application process in the digital era. Based on a genre-based analysis of a case study of an online job advertisement from an Australian-based recruitment website together with the response of an applicant, it is found that the open-ended and creative cover letter may no longer be the preeminent genre of the job application process.
Automated Identification of Discourse Markers Using the NLP Approach: The Case of &quot;Okay&quot;
Author: Sanosi, Abdulaziz
Date: 2021-00-00
Type: Journal Articles
Subjects: Natural Language Processing,Computational Linguistics,Programming Languages,Accuracy,Punctuation,Discourse Analysis,Identification,Evaluators,Comparative Analysis,Computer Software

This study aimed to examine the potentials of the NLP approach in detecting discourse markers (DMs), namely okay, in transcribed spoken data. One hundred thirty-eight concordance lines were presented to human referees to judge the functions of okay in them as a DM or Non-DM. After that, the researchers used a Python script written according to the POS tagging scheme of the NLTK library to set rules for identifying cases where okay is used as non-DM. The output of the script was compared to the reference human-annotated data. The results showed that the script could accurately identify the function of okay as DM or non-DM in 92% of the cases. The inaccuracy of detecting the rest was found to be caused by a lack of proper and detailed punctuations. The main implications of the results are that new NLP approaches can detect DMS; however, proper punctuation is required to enable the proper identification of DMs. In accordance with the findings, the researcher recommended adopting the approach after conducting further comprehensive studies.
Enhancing Social Justice: A Virtual Reality and Artificial Intelligence Model
Author: Aimiuwu, Ehi E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Computer Simulation,Artificial Intelligence,Law Enforcement,Bias,COVID-19,Pandemics,Racial Discrimination,Models

CDC.gov (2020) shows that the coronavirus (COVID-19) has exposed the cost of an unjust law enforcement and judicial system against minorities. Non-Asian minorities, who are usually the poor with health issues, have been the most negatively affected by COVID-19. The aim of this study is to explain through a literature review how virtual reality (VR) and artificial intelligence (AI) can be used to enhance social justice in order to eradicate the biases that deny targeted people access to resources or freedom through the judicial system. Research shows that VR is excellent for capturing multi-dimensional and multisensory videos, sounds, and pictures that can help police and judges to conclude exactly what happened. Also, AI can help to match an incident to past cases or use rules of expert systems to predict judgement for new cases, in order for every person to receive the same judgement and sentencing as a white person involved in a similar incident.
Lessons Learned from Teaching English through Facebook Live for Future
Author: Giri, Prakash Chandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,COVID-19,Pandemics,Technology Uses in Education,Educational Technology,School Closing,Communication Skills,Technological Literacy,Interaction,Videoconferencing,Distance Education,Online Courses,Foreign Countries,English (Second Language),Second Language Instruction,Grade 5,Grade 6,Grade 7,Grade 8,Program Effectiveness,Student Attitudes

Facebook Live has become a means of teaching and learning in many parts of the world. This paper, thus, reports an examination of teaching English through Facebook Live and students' experiences of learning on it in the COVID-19 pandemic. It as participatory action research employed observation of self-managed Facebook Live streaming, and an online semi-structured interview with students and parents. The intervention of Facebook Live consisted of three strategies: pre-recorded video streaming, live teaching and a combination of both. This paper reports on how students in absence of a physical classroom learned English through Facebook Live, developed communicative skills and gained ICT skills. Although the teacher's lessons on Facebook Live were appreciated by students and parents as students could get ideas for speaking English, students expressed concerns if they could interact with the teacher and friends. Facebook Live associated with videoconferencing tools, however, can complement physical classroom learning in crises and normal situations.
Pedagogical Practices and Challenges of Junior High School Teachers in Virtual Teaching in the Lens of the CoI Framework
Author: Lansangan, Ryan V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Junior High School Teachers,Web Based Instruction,Communities of Practice,Inquiry,Self Efficacy,Teacher Student Relationship,Cognitive Processes,COVID-19,Pandemics,Foreign Countries

This study explored the online teaching experiences of the Junior High School teachers through the lens of the Community of Inquiry (CoI) framework by investigating their perceived level of confidence, pedagogical practices and encountered challenges. Employing concurrent-convergent mixed method design, the study included 66 Junior High School teachers who perceived themselves most confident in the aspect of teaching presence, followed by cognitive presence, then social presence. Having CoI as the school's adapted framework in facilitating online instruction, teachers identified CoI teaching strategies that address the challenges and hindrances in the execution of online instruction underscoring the different presences (teaching, social, and cognitive) and raised instructional dilemmas and challenges that hinder its optimum execution. Recommendations were also offered as inputs in the improvement of the existing school policies and practices in the conduct of online teaching and learning.