ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainable Solutions to Common Language Difficulties in Bilingual Families
Author: Hendricks, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Minorities,Language Usage,Native Language,Bilingualism,Literacy,Sibling Relationship,Technology Uses in Education,Multilingualism,Family Role,Family Environment

This article shares helpful, research-backed ways that parents can support minority languages in their children's lives. Many parents around the world face language struggles, including losing heritage languages to the community language or trying to support a foreign language to increase future opportunities. For example, parents in Mexico may want to encourage their children to speak Náhuatl with older family members, but the children prefer Spanish due to its widespread use and status in the community. This same family may encourage their children to study English in order to increase future employment and travel opportunities. However, asking children to become bi- or even trilingual can feel like a time-intensive, stressful, and expensive task. It doesn't have to be a negative experience, though! This article provides tips and strategies, both theoretical and practical, for encouraging minority language study and use in the household, touching on aspects of bilingualism such as literacy, inter-sibling language use, technology, and cost-cutting measures. Families from all over the globe and of any size can utilize this information to encourage bilingualism or multilingualism in their families.
Digital Tools and Paper-and-Pencil in Solving-and-Expressing: How Technology Expands a Student&apos;s Conceptual Model of a Covariation Problem
Author: Jacinto, Hélia
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Grade 8,Teaching Methods,Models,Educational Technology,Thinking Skills,Technological Literacy,Visual Aids

This study aims at understanding the role of the tools chosen throughout the processes of solving a non-routine mathematical problem and communicating its solution. In assuming that problem-solving is a synchronous activity of mathematization and expression of mathematical thinking we take our proposed Mathematical Problem Solving with Technology (MPST) model to analyze the processes of solving-and-expressing-problems. Resorting to qualitative methods for data collection and analysis, we report on the case of an 8th grader working on a covariation problem to examine the role that paper-and-pencil and digital tools play in the development of a conceptual model of the situation. We found that the resources used throughout the solving-and-expressing activity influenced the depth of the conceptual model developed, within a process of progressive mathematization. Whereas paper-and-pencil led to the emergence of a conceptual model based on exploring particular cases, the digital transformation of the solution was triggered by the process of communicating its mathematical justification and expanded the previous model. Moreover, the complexity of this activity is evidenced by its multiple sequences of processes. Finally, the integration process seems crucial as the concomitant use of technological and mathematical resources precedes major advancements in the expansion of the conceptual model.
The Morphological Analysis and Synthesis of Word Forms in the Linguistic Analyzer
Author: Mengliyev, Bakhtiyor
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Computational Linguistics,Computer Software,Artificial Languages,Grammar,Natural Language Processing,Search Engines,Semantics,Syntax,Programming Languages

This article is dedicated to the issue of morphological analysis and synthesis of word forms in a linguistic analyzer, which is a significant feature of corpus linguistics. The article discourses in detail the morphological analysis, the creation of artificial language, grammar and analyzer, the general scheme of the analysis program that &quot;recognizes&quot; the natural language, the types of analysis (identifying) software, the purpose of the analysis, some approaches in the information search engine. The possibility of using a number of tools in the design of a morphological analyzer, their function and features are described in detail.
Project-Based Mathematics Learning: Fruit Salad Recipes in Junior High School
Author: Rahayu, Poppy Trianti
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Junior High School Students,Student Projects,Foreign Countries,Cooking Instruction,Problem Solving,Grade 8,Learning Activities,21st Century Skills,Cooperative Learning,Food,Relevance (Education)

Mathematics learning is associated with 21st-century skills such as communication, collaboration, critical thinking in problem-solving, creativity, and innovation. To help students obtain these skills, a learning project was developed through &quot;Pendidikan Matematika Realistik Indonesia&quot; (PMRI) approach by using fruit salad recipes and collaborative learning based on the Lesson Study for Learning Community (LSLC) system. The primary purpose of this study was to develop fruit salad recipes to assist junior high school students in solving problems using mean, social arithmetic, and data presentation. It employed design research type validation studies using photos, fruit salad products, and document reviews as data collection techniques. The research subjects were 27 students of grade 8 from a junior high school in Palembang. This study resulted in a learning trajectory consisting of two activities and post-test questions. In the first activity, the students can analyze and solve problems in planning fruit salad recipes with material averaging, social arithmetic, and data presentation. In the second activity, the students can make fruit salads and write recipes based on skills to make fruit salad products. The results of this study demonstrate that in project-based learning through PMRI with the context of fruit salad recipes and the LSLC system, students can learn collaboratively. The learning helps them solve problems by using average material, social arithmetic, and data presentation in developing fruit salad recipes.
Teaching Higher-Order Thinking Skills in Mathematics Classrooms: Gender Differences
Author: Sa'dijah, Cholis
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Gender Differences,Thinking Skills,Foreign Countries,Decision Making,Secondary School Teachers,Secondary School Mathematics,Problem Solving,Teaching Methods

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers' responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers' decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.
The Role of Electronic Literature in the Formation of Speech Skills and Abilities of Learners and Students in Teaching Russian Language with the Uzbek Language of Learning (On the Example of Electronic Multimedia Textbook in Russian Language)
Author: Khashimova, Dildora
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Communication,Multimedia Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Universities,Skill Development,Literature,Law Students,Russian,Video Technology,Languages for Special Purposes,Independent Study,Computer Assisted Instruction,Foreign Countries

In this scientific article we take a look about education and that, one of the important components in the education of future specialists is language training. So, the main goal of teaching languages at a university is the formation and improvement of skills and abilities in the educational and professional sphere of communication, both orally and in writing. In this regard, the problem of studying language and literature by law students seems to us actual. For this reason we created self-education &quot;Electronic multimedia textbook on the Russian language for law students&quot; and we have discussed in this article its features, one of them is, that in the process of studying the program material, the student has the opportunity to receive current reference information. To do this, in our tutorial there is a section Reference, where a student with the help of a video can find commenting, interpretation, clarity of words and phrases, which interesting to him/her. Also we see, that the material of the textbook supports and enhances the interest of pupils and students of national groups in the country of the target language, which in turn contributes to the implementation of the principles of connection between learning and life and the development of cognitive activity of students.
Vocabulary Learning Strategies Used by Elementary-Level Students of English
Author: Logojan, Anamaria Aurelia
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Learning Strategies,Guidelines,Rating Scales,Language Proficiency,Likert Scales,Student Attitudes,Prediction,Mnemonics,Memorization,Memory,Familiarity,High School Seniors,Mexicans,Foreign Countries

This article presents the results of a research project carried out in 2017 at the Agricultural High School of Universidad Autónoma Chapingo in Texcoco, Mexico, with the aim of determining which vocabulary strategies students used, as well as the frequency of their use. A Likert-scale questionnaire with 5 points, adapted from Easterbrook (2013), was distributed to 107 students with an elementary level of English proficiency (i.e., Level A2), corresponding to the Common European Framework of Reference of Languages (CEFRL) (Council of Europe, 2001). The results showed that the participants used vocabulary-learning strategies (VLSs) at a medium level based on the mean statistical measure used. Out of the 51 VLSs included in the questionnaire, 13 experienced a high level of use, 21 a medium level of use and 17 a low level of use. Identifying new words in different sources and predicting their meaning from context stood out among the high-use strategies. More than half of the medium-use strategies were of mnemonic type and various memorization approaches. Most low-use strategies involved organizing vocabulary information by theme, rote memorization and review. Overall, the pattern of strategy use suggests that the participants in this study did invest time in discovering the meanings of new words they encountered in context, but their effort was less focused reviewing vocabulary as a means to commit them to the long-term memory. This diagnostic examination of VLSs showed that students may not possess effective means to acquiring vocabulary and therefore, instruction need to include familiarizing students with strategies for them to effectively acquire, store and retrieve vocabulary items.
Use of Word Clouds for Task Based Assessment in Asynchronous E-Language Learning
Author: Perveen, Ayesha
Date: 2021-00-00
Type: Journal Articles
Subjects: Task Analysis,Electronic Learning,Linguistic Input,Teaching Methods,Learning Processes,Schemata (Cognition),Instructional Effectiveness,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Computer Simulation,Universities,Asynchronous Communication,Foreign Countries,Student Evaluation,Scores,Student Attitudes,Essays,Reading Comprehension,Writing (Composition),Visual Aids,Online Courses

Word clouds can be used as an effective tool for the teaching and learning processes in language learning, as the visual input during schemata activation, and other parts of the lesson, serve as manageable and meaningful target language input. There are emerging studies that explore their effectiveness, but less so with respect to their use in the online second language classroom. This study explores the effectiveness of word clouds for teaching English as a Foreign Language (EFL) in an asynchronous mode. The study used a mixed methods design and triangulation was used for data collection. The participant group, as bachelor's degree students at the Virtual University of Pakistan (VUP), were given word clouds based assessment activities in two communication skills courses: Eng 001 (305 students participated) and Eng 101 (1714 and 1516 students participated in two activities respectively). The scores of the students were analyzed to gauge the suitability of task-based assessment in an asynchronous mode. Furthermore, an online survey questionnaire was administered to seek their input on the assessment activities. A total of 272 (N= 272) students responded to the survey questionnaire. The results reflected that the students responded positively overall regarding the use of word clouds for reading comprehension and essay writing tasks but had mixed opinions about reading and writing skill improvement tasks. The study concludes that the use of word clouds for pre-reading and pre-writing activities for task-based EFL teaching in asynchronous learning environments can be effective with the constraints that are described.
Are Two Heads Better than One? Comparing Engagement between Pairs and Individuals in an L2 Writing Task
Author: Hiromori, Tomohito
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Cooperative Learning,Writing (Composition),Second Language Learning,English (Second Language),College Students,Student Attitudes,Multivariate Analysis,Collaborative Writing,Foreign Countries,Class Activities

This study examined the performance of university foreign language learners on a writing task by comparing paired work (n = 50) against individual work (n = 50). Data were collected based on three aspects of learners' task engagement: behavioural (time spent working on the task, number of words written), linguistic (English writing scores), and affective (attitudes toward the task). The results showed that (1) all participants worked on the task for the same amount of time and produced a similar number of words, (2) texts written by pairs were similar to and as accurate/fluent as those written individually, and (3) learners who worked in pairs evaluated the task more positively than did those who worked individually. A more detailed examination using cluster analysis revealed that while there was generally a positive relationship between each aspect of task engagement, a trade-off might occur depending on the situation, and one aspect might mediate the effect of others. In addition, by examining the differences between a successful and a less successful pair, this study provides pedagogical implications in relation to the use of pair work activities in the language classroom.
Utilizing Play Therapy within the ASCA National Model
Author: Fye, Heather J.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counseling Techniques,Mental Health,Play Therapy,Elementary School Students,School Counseling,Models,Developmentally Appropriate Practices,Student Needs,Objectives

School counselors are uniquely qualified to meet the increasing mental health needs of students within the school setting. Play therapy is an evidence-based intervention used by school counselors to address the mental health needs of youth. Job demands require school counselors to provide goal-focused and time-sensitive interventions. Accordingly, this article describes how to utilize play therapy within the ASCA National Model and provides examples for elementary school counselors implementing play therapy interventions with students. A case example illustrates individual play therapy goal setting.
Students&apos; Cognitive Engagement during Emergency Remote Teaching: Evidence from the Indonesian EFL Milieu
Author: Yundayani, Audi
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Emergency Programs,Electronic Learning,Distance Education,COVID-19,Pandemics,English (Second Language),Second Language Learning,Second Language Instruction,Metacognition,Learning Strategies,Learning Motivation,Self Management,Critical Thinking,Relevance (Education),Undergraduate Students,Late Adolescents,Foreign Countries

The COVID-19 pandemic has influenced various dimensions of higher education systems globally, including English language learning. To illustrate, the pedagogical practices should be altered from face-to-face to online modes. This move affects students' learning engagement, notably cognitive engagement. Although myriad studies have focused on probing students' cognitive engagement, little is known about how students engage cognitively during emergency remote teaching (ERT). To fill this void, this study investigated students' cognitive engagement in English language learning activities in an ERT environment. Sixty students from three Indonesian higher educational institutions were involved as participants. The data were collected through a semi-structured interview and analyzed with thematic analysis (Braun &amp; Clarke, 2006). The findings revealed that students, (1) deploying metacognitive language learning strategies, (2) possessing self-regulated learning, (3) designating English language learning motivation, (4) showcasing critical thinking as a manifestation of students' cognitive engagement, and (5) connecting teaching materials to the students' daily life. The implications of this study call for emphasizing students' English language learning needs and teachers' continuous professional development.
Scrutinizing Metadiscourse Functions in Indonesian EFL Students: A Case Study on the Classroom Written and Spoken Discourses
Author: Zahro, Fatimatuz
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Taxonomy,Discourse Analysis,Speech Communication,Writing (Composition),Connected Discourse,Decision Making,Communication Strategies,Preferences,Student Attitudes,Writing Instruction,English for Academic Purposes,Case Studies,College Students

Many scholars have investigated metadiscourse use in academic settings, but they have mostly explored written data, such as academic essays and research articles. However, spoken discourses like student presentations are rarely explored. Extant studies tend to focus on metadiscourse investigation in either native or non-native English learners' writing or speaking respectively. We argue that a comparative investigation of non-native English learners' speaking and writing permits understanding their lexical choices for making their discourse coherent. This study examines written and spoken metadiscourse markers of Indonesian EFL students, highlighting potential similarity and or differences as well as their distinctive features. In doing so, we refer to Hyland's (1998, 2004) metadiscourse markers: the interactive and interactional taxonomy. This attempt is necessary given that writing or speaking is a social practice where speakers or writers' need to provide audiences with a &quot;channel&quot; to understand the message. Hyland's taxonomy of metadiscourse markers enables us to shed important light on &quot;social engagement&quot; among speakers, writers, and audiences in the respective context. In terms of research method, we employed a quantitative approach. The data were gathered from eight student presentations and seventy writing tasks in an Academic Writing class. The findings demonstrate that interactive markers are used more frequently than interactional devices in both spoken (1616) and written discourse (278). The interactional markers, on the other hand, are reported to happen only 855 times in spoken and 133 times in written discourses. It also echoes Indonesian EFL students' communicative strategic preference that tends to connect and highlight the arguments in lieu of displaying participants' involvement.
The Formulation and Generation of Terms for Phonetics and Phonology in the Classical Arabic Linguistic Treatises
Author: Alrumhi, Hamood Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Language Variation,Phonetics,Semantics,Vocabulary,Classification,Correlation,Morphology (Languages),Definitions,Diachronic Linguistics,Language Research,Phonology,Nouns

This study seeks to uncover the theoretical bases for the production of the classical Arabic phonetic terms and their elements in the means of generating terms for both lexical semantics and conceptual semantics. The research problem is concerned with examining the roots of generating these phonetic terms and determining the categories of their elements in order to inspect the development of the generation of the terms and investigating the relationship between the specific lexical meanings and their change to figurative meanings. The study is based on the content analysis in terms of classifying the elements and analysing the roots of the qualitative data at the level of the features of the generation of terms' procedures. The findings indicate that the classical phonetic terms were subject to the parameters of the morphological derivation and based on three categories ranging from simple, to complex and compound, in addition to the change of the lexical meanings of the terms to figurative meanings. The study suggests linking the elements and methods of generating these phonetic terms with their partial and detailed definitions in these treatises. This is due to the interest of the ancient phoneticians in the explanation of the concepts more than the formulation of the terms.