ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of Dual Language Programme for Mathematics Education in Secondary Schools: A Systematic Literature Review
Author: Khaizaar, Nur Izzatie
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Education,Mathematics Education,Secondary School Mathematics,Educational Research,Immersion Programs,Geographic Location,Research Design,Research Methodology,Secondary School Students,Foreign Countries

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.
Comparing L2 Teachers&apos; Practices with Learners&apos; Perceptions of English Pronunciation Teaching
Author: Burri, Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Student Attitudes,Teacher Effectiveness,Teacher Student Relationship,Pronunciation Instruction,Foreign Countries,Secondary School Students,Comparative Analysis,Cross Cultural Studies,Immigrants,Refugees,Experienced Teachers,Educational Background,Student Characteristics,Teacher Characteristics,Error Correction,Feedback (Response),Language Proficiency,Questionnaires,Multilingualism

The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers' provision of oral corrective feedback meets the students' preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers' practices and students' perceptions. Factors such as the curriculum, instructors' beliefs about second language learning, and their confidence play a role in this discrepancy.
Functions of Teachers&apos; Narratives in EFL Classroom Contexts
Author: Rahmani Doqaruni, Vahid
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Personal Narratives,Teacher Attitudes,Private Education,Moral Values,Teaching Methods,Intercultural Communication,Foreign Countries,Classroom Communication,Cultural Context,Textbooks,Teacher Student Relationship

Although narratives have been widely used and investigated in the second/foreign language literature, studying narratives in authentic classroom contexts and their functions has received comparatively little attention. To fill this gap, the present study examines the narratives produced naturally by teachers within English-as-a-foreign-language classroom contexts to find out what functions these narratives serve. The participants were five Iranian teachers teaching general English courses in a private language institute. Following the principles of qualitative research in data analysis, 30 hours of naturally occurring data were first transcribed, then their narratives were identified. After analyzing the 23 determined narratives in the dataset, three functions of narratives emerged, namely, moral, pedagogical, and intercultural.
Impact of COVID-19 Pandemic on Spanish-Speaking Families Who Have Children with Disabilities
Author: Martinez, Briceida Nuñez
Date: 2022-00-00
Type: Journal Articles
Subjects: Spanish Speaking,Students with Disabilities,COVID-19,Pandemics,Barriers,Ethnic Diversity,Special Education,Parent Role,School Closing,Hispanic Americans,Coping,Educational Technology,Religion,Online Courses,Well Being,Social Isolation,Resources

Culturally and linguistically diverse (CLD) families encounter many challenges when trying to effectively advocate for and be a part of their children's education. The worldwide COVID-19 pandemic has added additional struggles for many CLD families, including families of children with disabilities. Utilizing a qualitative phenomenological design, this study aimed to understand the impact of the COVID-19 pandemic on Spanish speaking families of students with special needs. Ten Spanish speaking parents of children with special needs participated in this study. Participants were asked to share their experiences receiving services for their children with disabilities during the first year of the pandemic. Four themes emerged from the interviews: New Learning Opportunities, Educational Impact and Performance, Decline of Socio-Emotional Well-Being, and Impact on Home Stability. Recommendations for practitioners working with students with disabilities who are from CLD backgrounds will be shared. Implications for future practice will also be discussed.
Accent Anxiety: An Exploration of Non-Native Accent as a Source of Speaking Anxiety among English as a Foreign Language (EFL) Students
Author: Coppinger, Lucy
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Speech Communication,Pronunciation,English (Second Language),Foreign Countries,Second Language Learning,Second Language Instruction,Student Attitudes,Undergraduate Students,Coping,Intelligibility,Communication (Thought Transfer),Self Concept,Individual Differences

Speaking anxiety is a form of foreign language anxiety which may reduce students' willingness to communicate orally. Despite accent being one of the most salient aspects of speech, there has been little research to date on the relationship between non-native accent and speaking anxiety. The purpose of this study is therefore to examine English learners' perceptions and beliefs about accent, and also to explore the concept of accent anxiety, that is, speaking anxiety arising due to concern about one's non-native accent. An anonymous online questionnaire was distributed to English students in a French university. The questionnaire sought to gauge the students' attitudes both towards speaking and accent and gathered qualitative responses about the students' experiences of accent anxiety and their coping strategies. A thematic analysis was then carried out on the 54 responses. It was found that the majority of the students did not believe attaining a native-sounding accent was essential to language learning and felt that comprehensibility should be the primary objective. However, many of these students nonetheless considered it a personal goal to sound more native-like. Furthermore, most of the students had at some point in their learning felt embarrassed or worried about their accents, with the two primary causes being fear of negative evaluation from their peers and fear of future communication issues. It was concluded that concern over how non-native accents sound is a potential source of speaking anxiety for learners of English. As these students highlighted the classroom as being the main location where this anxiety arises, the study concludes with some suggestions for educators as well as ideas for future research directions.
Beyond the Boundaries of the Self: Applying Relational Theory towards an Understanding of the Teacher-Student Relationship as a Driver of Motivation in Foreign Language Learning
Author: Moskowitz, Sharona
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Learning Motivation,Case Studies,Learning Theories,Self Concept,Student Attitudes,Adult Students,Second Language Learning,Second Language Instruction,Language Teachers,English (Second Language),Student Characteristics,Student Motivation

Previous research on the foreign language (FL) learner has yielded a rich body of knowledge on personality, individual differences, and conceptions of the self as a measure of motivation. While these contributions have greatly enriched our understanding of learner psychology, the current paper proposes an analytical framing of language learning based on relational theory, which positions human relationships with others as the main driver of the psyche and behavior. As human beings are relationally dependent from birth, according to this theory, the self can only be conceptualized in relation to others. Applied to language learning, this perspective shifts the focus from the attainment of knowledge as an individual, private endeavor, to a relational process in which students and teacher are interwoven perforce. As part of a larger study on student perceptions of teacher emotion, qualitative data were collected as case studies from eight adult learners and analyzed using qualitative content analysis. Results support the power of the teacher-student relationship to influence and motivate students both positively and negatively, affirming the notion of FL learning as a relational process in accordance with Gergen's (2009) notion that relationships are not merely the self interacting with the other but a true confluence.
&quot;That Was Amazing!&quot;: A Two-Study Perspective on Language Classroom Experiences through the Lens of Psychological Flow
Author: Jacobs, Christopher J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Experience,Learning Motivation,Classroom Environment,Self Efficacy,Second Language Learning,Second Language Instruction,Learning Activities,Student Interests,Learning Processes,Spanish,English (Second Language),Italian,German,Undergraduate Students,Student Attitudes,Personal Autonomy,Psychological Patterns,State Universities,Cognitive Processes

The construct of psychological flow bridges several areas of second language learning interest, including motivation, investment, self-efficacy, and autonomy. Flow, characterized by intense focus on an enjoyable activity that is at once challenging and accessible, creates conditions that have been linked to learning. Research interest in flow has grown, but the L2 research remains scarce and exploratory. This paper, which uses a two-study format, proposes and tests a new category coding scheme designed to explain which activities generate language-class flow. In Study A, third- and fourth-semester learners of Spanish, French, Italian, and German (N = 82) described their most flow-generating language-class experiences on an online questionnaire. In Study B, first- through fourth-semester students of Spanish (N = 588) did the same. The responses were coded to one category in each of four contrasting category pairs. Parallel analyses were conducted for each study, and within each study counts and chi-square tests were performed separately on each category pair. The results of both studies showed statistically significant contrasts within all four category pairs, and revealed that student-centered, open-ended, authentic, and non-competitive activities were more likely to generate flow than their opposites (i.e., teacher-centered, closed-ended, inauthentic, and competitive activities). Pedagogical implications and directions for future research are discussed based on these results.
Examining Secondary Content-Area Teachers&apos; Identity Positionings as Teachers of ELs
Author: Turgut, Refika
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Professional Identity,English Language Learners,Mathematics Teachers,History Instruction,Faculty Development,Graduate Study,Attitude Change,Teacher Attitudes,Knowledge Level,Teaching Methods

The number of English learners (ELs) in secondary classrooms in U.S. schools is growing rapidly. Much of the responsibility for teaching ELs lies with secondary content-area teachers. However, scarce attention has been paid to secondary content-area teachers as teachers of ELs. Drawing on positioning theory, this qualitative study aimed to examine the influence of a graduate-level teaching English as a second language (TESL) course on three secondary contentarea teachers' identities in relation to ELs. Findings indicated that the course provided context for developing new understandings for the teachers and contributed to their teacher identity through improving their knowledge of EL education. However, except one, the course did not play a significant role in the teachers' identities in relation to ELs. The findings suggest promoting EL inclusive teacher identity as a goal of teacher preparation programs so that teachers can identify and position themselves as teachers of ELs.
Gender Bias in the Middle Level Classroom: The Intersection of Observation, Teacher Self-Perceptions, and Student Perceptions
Author: Watson, Carol
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Middle School Teachers,Social Cognition,Gender Bias,Gender Differences,Self Concept,Naturalistic Observation,Teacher Behavior,Teacher Student Relationship,Classroom Environment,Sex Stereotypes,Student Empowerment,Student Attitudes,Student Experience

The middle level years (ages 9-15) are particularly critical for young adolescent students as they explore who they are, and how they fit into the world (AMLE, 2020). Developing an awareness and understanding of how genders are sometimes treated inequitably can have a significant impact on young adolescents' self-perceptions and developing sense of academic competency (Parker, 2010; Steensma et al., 2013). This investigation sought to incorporate student voice into the conversation by considering perspectives from both teachers and students, as well as documenting observable behaviors during regular classes. By intersecting these three data sources and analyzing for commonalities and disconnects, a more accurate picture of gender bias in middle level classrooms may result. Observational findings support existing research that teachers interact significantly more often with boys than with girls in general in both positive and negative ways. Teachers are aware and report that they do treat students of different genders differently but tend to focus on behavior/discipline as opposed to academic success. Student responses indicate that they perceive teachers to have a very stereotypical view of the content areas in which boys and girls excel, but this is not reflected in data collected from teachers about their own self-perceptions. Implications for classroom practice and further research are discussed.
A Bibliometric Analysis of out of School Learning Environments: Science Mapping
Author: Seker, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Educational Research,Educational Trends,After School Programs,Periodicals,Citation Analysis,Authors,Productivity,Foreign Countries

The aim of this study is to understand and analyze the status, development and current trends of out-of-school learning by evaluating scientific studies published in the field of out-of-school learning environments in terms of various parameters. The bibliometric analysis method and Web of Science (WoS) database were used to carry out the research and achieve the determined goals. The research was limited to the years 1982-2021 and 3101 studies were evaluated. In this study scientific studies published on out-of-school learning were examined within the framework of the annual number of publications, keyword analysis, citation analysis, active researchers, journals and countries. In the results of the study, it was determined that the publication trend about out-ofschool learning started in 2008 and has continued until today, with the most references occurring in the last 10 years. In addition, it was determined that the most cited author was &quot;Nada Dabbagh&quot;, the co-author was &quot;Micheal Eraut&quot;, the active journal was &quot;Educational Technology &amp; Society&quot;, the most cited and co-cited journal was &quot;Computer &amp; Education&quot; and the active collaborator country was &quot;United States&quot;. In this context, it is recommended that researchers increase their studies depending on needs. Furthermore, with the disappearance of the effects of the COVID-19 epidemic over time, it is thought that many studies can be conducted in out-of-school learning environments.
Investigation of the Effectiveness of the Program for Coping with Negative Perfectionism
Author: Kara, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Personality Traits,College Students,Coping,Negative Attitudes,Intervention,Foreign Countries,Counseling

The purpose of this research is to test the effectiveness of the program for dealing with negative perfectionism. For this purpose, a quasi-experimental design was chosen with pre- and post-test measurements in both experimental and control groups. In the quasi-experimental design, pre-test is applied to both experimental and control groups before the experimental process. Then the experimental group is included in the experimental process. No experimental procedure is applied to the control group. Finally, a post-test is applied to both the experimental group and the control group as a result of the experimental process. As a result, the effectiveness of this experimental procedure is tested. There are 14 participants in the study group, who attend a public university's faculty of education at various grade levels and who are between the ages of 19 and 22 (X = 20.85, Ss = 1.09). The data are obtained from the Multi-dimensional Perfectionism Scale. Data were analyzed using nonparametric statistical techniques Wilcoxon Signed Ranks Test and Mann Whitney U test. The evaluation of the effectiveness of the program revealed that while the levels of perfectionism were reduced towards self-oriented and other-oriented from the dimensions of perfectionism; however, the program had no effect on social-oriented perfectionism.
Strengthening Pre-Service Science Teachers&apos; Entrepreneurial Self-Efficacy through Design Thinking Process on the Eco-Printing STEAM-Project
Author: Imaduddin, Muhamad
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Entrepreneurship,Self Efficacy,Design,Thinking Skills,STEM Education,Art Education,Foreign Countries,Learning Activities

Further development of a pedagogic framework to teach design thinking processes needs to be designed and implemented to strengthen pre-service science teachers' entrepreneurial self-efficacy (PSTs' ESE). This research aims to analyze the stages of the design thinking process in the eco-printing STEAMprojects, as well as to review the differences in PSTs' ESE after participating in this program. The participants are 22 PSTs consisting of 18 PSTs in the 3rd year of the program and other students in the 2nd year of the training program. Qualitative data were collected by observing, documenting the process of activities, interviews, and reflection questionnaires from the implementation of the program. Quantitative data were obtained from the entrepreneurial self-efficacy questionnaire. Interventions for PSTs include three main phases of the design thinking stage consisting (1) Understand; (2) Explore; and (3) Materialize. The existing stages not only teach the product design process, but also the design of the teamwork pattern that is formed. The ESE covers aspects, namely (1) searching, (2) planning, (3) marshaling, (4) implementing-people, and (5) implementing-financial. The change in category only occurs in the &quot;planning&quot; aspect. While the significance of the changes can be seen in two aspects, namely the &quot;searching&quot; and &quot;planning&quot; aspects. The PSTs have a positive response to what they do. PSTs also provide an overview of responses to entrepreneurial attitudes that have been learned during the process of strengthening programs dominated by &quot;Collaboration&quot; and &quot;Time discipline&quot; responses.
Investigating the Responses of Children in First Grade Engaged in STEM Lessons
Author: White, Michele
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 1,STEM Education,Student Reaction,Elementary School Teachers,Cooperation,Value Judgment,Critical Thinking,Positive Attitudes,Skill Development,21st Century Skills,Problem Solving,Psychological Patterns,Emotional Response

STEM education in the early childhood grades is continuing to evolve. This study investigated the responses of children in first grade when they were engaged in STEM lessons throughout one school year. Qualitative data were collected from one classroom of eighteen children and one classroom teacher extracted from student and teacher artifacts, field observations, and teacher interviews. Findings yielded three themes that described how children responded. Results suggested children responded with a value of collaboration, an application of critical thinking, and positive dispositional characteristics. Conclusions suggested engaging children in STEM lessons in early grades, especially when implementing developmentally appropriate practices such as play, may encourage growth in skills aligned with 21st century learning. The results of this study may provide information that could enhance discussions on student learning and pedagogy of strategies in STEM education in early childhood. Information may be provided that could aid in designing curriculum to deepen children's thinking skills, encourage cooperative learning, and develop social skills.