ethanporcaro/eric-fulltext-meta huggingface dataset:
Value and Use of English as a Global Language in a Bulgarian Higher Education Internationalization Context
Author: Tananuraksaku, Noparat
Date: 2021-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Role,Language Attitudes,Language of Instruction,Native Speakers,Global Approach,Value Judgment,Foreign Students,Undergraduate Students,Student Adjustment,Learning Motivation,Social Influences,Cultural Influences,Barriers,Foreign Countries

Both internationalization of higher education and use of English as a global language (EGL) coexist, for the latter is a vital tool to attain the former and vice versa. Although the former came into existence in non-native English-speaking countries in Europe, and the latter became the major medium of instruction at universities with the de facto 'extraterritorial' lingua franca, research into international students' issues has mainly been conducted in English-speaking countries. This paper, therefore, aims to explore such value and use of EGL in a higher education internationalization context in Bulgaria. With the qualitative research approach, two themes emerge, answering two research questions. The results collected from 13 students from European and former Soviet backgrounds offer insights into linguistic, cultural, and psychological challenges international students tend to encounter as well as determinants that impact their adjustment.
A Comparison of First-Year International Students&apos; Adjustment to College at the Undergraduate and Graduate Level
Author: Oyeniyi, Odunola
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Undergraduate Students,Graduate Students,Individual Differences,Predictor Variables,Resilience (Psychology),Interpersonal Competence,Acculturation,Stress Variables,Multiple Regression Analysis

Predictors of first-year undergraduate and graduate international students' adjustment to college were examined using an online survey in 2019. The research sample consisted of 95 international students attending two universities in the United States. Findings showed a statistically significant difference between first-year graduate and undergraduate international students, as related to college adjustment. Further analysis discovered significant relationships among the predictor variables - resilience, relational skills, acculturative stress - and the criterion variable, which is adjustment to college, explaining 55% of the variance. Implications of findings for educators, college counselors, and college administrators, are provided, as well as directions for future research.
Chinese Higher Education and the Quest for Autonomy: One Step Backward
Author: Wilson, Jeffery L.
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Administrative Organization,Social Systems,Academic Freedom,College Faculty,College Administration,Institutional Autonomy,Governance,Foreign Nationals,Professional Autonomy,Government School Relationship,Educational Change,Educational History,Teacher Attitudes

China's quest for autonomy took a step backward as leaders of the Communist Party amended the bylaws at several postsecondary institutions. China's restrictions on freedom do not stop at its border and scholars within and visiting the country encounter increased surveillance and scrutiny. This paper explores China's continued interference in postsecondary autonomy.
Examining College-Level ELLs&apos; Self-Efficacy Beliefs and Goal Orientation
Author: Shi, Hong
Date: 2021-05-00
Type: Journal Articles
Subjects: College Students,English Language Learners,English (Second Language),Second Language Learning,Self Efficacy,Goal Orientation,Age Differences,Gender Differences,Learning Strategies,Questionnaires

The present study aims to investigate the self-efficacy and goal orientation of college-level English Language Learners (ELLs). It further explored the relationship between self-efficacy and goal orientation. The data were collected from 198 ELLs by using an English Language Learning Survey. Participants had positive self-efficacy toward their English learning. ELLs who were 25 years old and above had a higher level of self-efficacy than those who were less than 25 years old. Females had a greater mastery goal orientation tendency than males. There was a positive correlation between self-efficacy and mastery goals, whereas self-efficacy was negatively correlated with performance-avoidance goals. Teachers are encouraged to provide scaffolding and set assessment focus on ELLs improvement and mastery of content to enhance their self-efficacy and facilitate adopting mastery goals.
Learning Arabic Using Telegram in the Laptop: The Language Learning Style of Malaysian Gifted Learners
Author: Kamis, Mohd Sham
Date: 2021-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,Laptop Computers,Computer Software,Cognitive Style,Creativity,Visual Learning,Kinesthetic Perception,Teaching Methods,Gifted,Foreign Countries,Student Surveys,Student Attitudes,Likert Scales,Secondary School Students

This study is related to learning styles and technology; for example, the use of telegram in the laptop among Malaysian Gifted Learners (MGL) at Pusat GENIUS@Pintar Negara, UKM. This study aims to investigate the three research questions. The first research question, what is the visual-level of Arabic language learning- style using telegram in the laptop among MGL? Secondly, what is the auditory -level of Arabic language learning-style using telegram in the laptop among MGL? And Thirdly, what is the kinesthetic-level of Arabic language learning-style using telegram in the laptop among MGL? The results of the finding indicate the MGLs are a high-level user of visual and kinesthetic learning styles. As for the auditory-level, they are at a moderate level. This study suggests that MGLs can increase their creativity of learning when they focus on their most exciting subject if teachers can teach MGLs' subject related to technology that includes visual and kinesthetic.
Social Capital and Satisfaction with Life during the COVID-19 Pandemic: A Case Study on Coaches
Author: Atilgan, Davut
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Capital,Life Satisfaction,COVID-19,Pandemics,Athletic Coaches,Gender Differences,Age Differences,Marital Status,Income,Employment Level,Participation,Athletics,Predictor Variables,Measures (Individuals),Foreign Countries

This study aims to examine whether there is a difference between the social capital levels and life satisfaction of coaches in terms of some demographic variables. The research sample consists of 251 coaches working at Directorates of Youth Services and Sports of Kahramanmaras and Konya Provincial located in Turkey. The research is a quantitative study carried out in the relational survey model. The data of the research were analyzed using the Jamovi 1.6.12 statistical software program. Arithmetic means, standard deviation, t-test, and One Way Analysis of Variance (ANOVA) tests were used for data analysis. In addition, correlation analysis was used to determine the relationship between variables while regression analysis was used to test the predictive effect of the independent variable on the dependent variable. As a result of the research, it was found that the social capital scale mean score of the participants was high, and the mean score of the coaches regarding the life satisfaction scale was moderate. It was determined that participants' scores on the social capital scale differed significantly in terms of gender, active participation in sports, age, coach rank, and branch variables and that the scores of the life satisfaction scale differed significantly in terms of marital status and income-welfare variables. It was concluded that as the perceived social capital of the coaches increases, their life satisfaction increases and that the social capital scale is a significant predictor of life satisfaction.
&quot;Kaikille okei?&quot; Everyone All Right? Shifting Topics and Practices in Language Students&apos; Chats during the Global COVID-19 Pandemic
Author: Muhonen, Anu
Date: 2021-04-00
Type: Journal Articles
Subjects: Finno Ugric Languages,Second Language Instruction,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Foreign Countries,College Students,Blended Learning,Computer Mediated Communication,Well Being,Teaching Methods,Games,Learning Activities,Interpersonal Communication,Social Isolation,Peer Relationship,Visual Stimuli,Social Media

We investigated practices and emerging themes in a Finnish-as-a-foreign-language course virtual chat that took place between two Finnish language classes in two North American universities. Because of the unforeseen 2019 coronavirus disease (COVID-19) outbreak in spring 2020, both universities were suddenly required to move all instruction online to prevent the spread of the virus through physical distancing. We describe and analyze differences in the class chat from before the pandemic to after the transition to remote learning. The main focus is on the COVID-19-related themes and topics the participants shared during the associated lockdown. In addition, we examine what kinds of collaborative activities are created while chatting outside the classroom.
Rap Artists&apos; Identity in Archetypal Roles of Hero and Seeker: A Linguistic Perspective
Author: Kravchenko, Nataliia
Date: 2021-00-00
Type: Journal Articles
Subjects: Music,Musicians,Self Concept,Correlation,Semiotics,Role,Language Usage,Discourse Analysis,Figurative Language,Mythology,African Americans

The study identifies the archetypal motives of the Hero and the Seeker in modern rap lyrics, demonstrating a certain archetypal basis of the rap artists' identity. The problem of the archetype-identity correlation has been solved through the use of the method prioritizing the discursive role invariant as the index of the artists' both psychic dispositions and cultural-semiotic background, thus performing identity eliciting function. The aim of the article is to identify the rappers' archetypal roles of Hero and Seeker based on the linguistic and narrative devices. Four motive-descriptors underlying the Hero archetype are manifested by role invariants of Champion winner, Warrior-soldier, prophet / savior and noble rescuer. Each of them is based either on the metaphorical interpretation of rap performance as the sporting contest, a battle at war, the Universe and blessing, or on allusions to precedential characters significant for the rap artists' self-identification. Narrative manifestations of the Hero formation involve five correlations with stages of the Hero's Journey associated with Joseph Campbell's Monomyth: Ordinary World of childhood and adolescence; obstacles and enemies; Inmost Cave as an inner conflict and fears the Hero has to face; metaphorical &quot;death&quot; foregrounded by symbols of &quot;beyond world&quot; or transition space between the worlds; a transfiguration into a new status in a new world of luxury and success, &quot;awarded&quot; by material symbols of prosperity.
&quot;Into the Unknown&quot; Supervising Teacher Candidates during the 2020 COVID-19 Pandemic
Author: Maher, Steffany
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Supervision,Student Teacher Supervisors,Secondary School Teachers,Student Teachers,COVID-19,Pandemics,Electronic Learning,Web Based Instruction,Online Courses,Distance Education

In mid-March 2020, our public schools ended classroom instruction because of the 2019 coronavirus disease (COVID-19) pandemic. The timing of the suspension of face-to-face instruction was in the middle of the student teaching clinical experience for our secondary education teacher candidates. Without preparation, teacher candidates were to guide their middle and high school students through online learning. University faculty were experiencing a similar challenge--how to support and direct their teacher candidates in midexperience. This was a change in the logistics of teaching and in the focus of education. Unlike in previous years, the first priority of schools was not high-stakes standardized testing, nor daily pacing guides, but rather the emotional and social health of students. This change in the schools' priorities fit well with the preparation of our teacher candidates at our Midwest regional teaching university. Our focus was to prepare teachers of students, not teachers of mathematics or English. While our secondary teacher candidates did not have all the tools and technological skills needed to switch to online teaching immediately, they did know it was the relationship with the learner that was most important. The second change in the schools' priorities was a time-allocation switch from mostly teaching to mostly planning, communicating, and supporting one another as teachers. Our teacher candidates already knew that effective communication makes everyone a better instructor and benefits student learning. To help our teacher candidates make these transitions, we developed and used a clinical practice interview protocol with our candidates regularly online. In addition to these changes in priorities in schools, another helpful experience our teacher candidates possessed was prior experience as students of online classes themselves. Many had taken several online or hybrid university courses and knew what worked well and what they needed to avoid as online teachers. In this reflective essay, we discuss how the university academic clinical educators (university supervisors) supported and facilitated our teacher candidates in preparing and implementing quality instruction during the COVID-19 pandemic.
Assessment of Mathematics Teachers&apos; Professional Competence
Author: Podkhodova, Nataliya
Date: 2020-09-00
Type: Journal Articles
Subjects: Mathematics Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Competencies,Teacher Evaluation,Self Evaluation (Individuals),Diagnostic Tests,Expertise,Knowledge Level,Pedagogical Content Knowledge,Video Technology,Problem Solving,Foreign Countries

Development of students' mathematical skills is associated with quality teaching, which means that mathematics teachers should be able to successfully solve mathematical, teaching, and professional problems. The article aims to describe the assessment system of mathematics school teachers' professional competence, which helps identify gaps in their training and design tailor-made retraining courses. 2,359 mathematics teachers from 13 regions of Russia participated in the research on 05-29 September 2017. Foremost, we conducted a survey and collected data about their teacher category and teacher expertise. Next, we provided a preliminary diagnostic test to enable the participants to self-assess their subject matter and teaching competencies. After that, they completed a three-part diagnostic test to assess their abilities to solve mathematical, teaching, and professional problems. Finally, the participants conducted video lessons. The three-part diagnostic test and video lessons allowed determining the professional competence level for every mathematics teacher. 24% participants showed level I of professional competence, 44% -- level II, 9% -- level III; 23% participants did not pass the basic level of professional competence. The results show that the mathematics teachers have difficulties in solving mathematical, teaching, or professional problems so tailor-made retraining courses are required. The developed assessment system underlies designing the courses.
Mathematical Content on STEM Activities
Author: Lasa, Aitzol
Date: 2020-09-00
Type: Journal Articles
Subjects: Mathematics Curriculum,STEM Education,Foreign Countries,Elementary Secondary Education,Mathematical Concepts,Mathematics Activities,Content Analysis

In this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a previous step to characterize the existing material, and ultimately to design and test STEM projects at different educational levels from the point of view of mathematical education. All activities belong to international publications and widely used and contrasted web repositories, and seize the usual interval of compulsory education, i.e., from the beginning of Primary School (age 6/7) to the end of Secondary School (age 15/16). The findings draw a panorama of STEM activities where mathematics is mostly utilitarian, numbers and units are functionally used to measure quantities of magnitudes, and geometric contents serve the purpose of modeling a technological prototype. As it turns out, some STEM-labelled activities do not fulfill their principles and fundamental purposes. In lower levels, there is a common confusion between STEM activities and science laboratory projects; in higher levels, complex mathematical content could appear. Even though some activities are guided science laboratory projects, it is concluded that most STEM activities have the potential of a-didactical situations, i.e., contexts where students put into practice their personal problem-solving techniques before teachers formalize the mathematical content.
Keeping Things Normal during an Uncommon Time: A Lesson from National Taiwan University
Author: Shih, Meilun
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Coping,Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Student Evaluation,Grading,Teacher Competencies,Higher Education,College Faculty,Teacher Role

The 2019 coronavirus disease (COVID-19) pandemic impacts the learning and teaching experiences of faculty, students, and school staff at all levels of education around the world. While most schools face the challenges of closing down campuses, moving courses online, and relying on technology tools to deliver instructional activities, as one of the few countries with a regular semester schedule, universities in Taiwan have different experiences handling the current situation. This reflective essay aims to share the countermeasures that the Center of Teaching and Learning Development (CTLD) and Digital Learning Center (DLC) at National Taiwan University (NTU) took to keep everything going commonly during the uncommon time. The pandemic impact was discussed from the interrelationships of university policy, course, and instructor. We used Bloom's cognitive, psychomotor, and affective domains of knowledge to guide the implementation of related actions. Based on our learned lessons and reflections, we provide five suggestions regarding future precautions to other educational institutions.
A Survey into the Publications of Faculty Members in Arabic Language Education Departments
Author: Dagbasi, Gürkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Publishing,College Faculty,Semitic Languages,Second Language Learning,Second Language Instruction,Departments,Universities,Language Teachers,Teacher Education Programs,Correlation,Majors (Students),Philosophy,Foreign Countries,Publications,Bachelors Degrees

Since 2010, other Arabic Language Education Departments have been founded to train Arabic language teachers at both state and foundation universities. As of 2020-2021, a total of eight universities are actively training Arabic language teachers. Although teaching is considered a fundamental duty of academics, making academic publications is as important as giving lectures in the context of contributing to the home country and the world literature. This study aims to provide a survey into the publications of the permanent academic staff of eight active Arabic Language Education Departments in Turkey in terms of several aspects such as quantity, type of publication, distribution by a person, or a relation between the academics BA major and their publications. The results of the study reveal that the academics working at Arabic Language Education Departments published mainly literature-related academic works even though they worked at education faculties. It was found that the publications in the field of education constituted only one-fifth of the total number of academic publications. Another result is that the number of publications on theology, which are not related to Arabic education, is almost equal to educational publications in number.
A Computer-Based Model to Improve the Performance of Struggling EFL Readers in Lifelong and Continuous Learning Programs in Saudi Universities
Author: Omar, Abdulfattah
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Reading Instruction,Reading Skills,Reading Difficulties,Instructional Effectiveness,Performance Factors,English (Second Language),Second Language Learning,Lifelong Learning,Continuing Education,Universities,Barriers,Foreign Countries,Teacher Attitudes

Although there is a wealth of literature on improving the reading skills of EFL learners at Saudi universities, very little work has been done on struggling readers in lifelong and continuous learning programs. To address the issue, this study seeks to explore the needs of struggling learners in reading comprehension classes. Interviews were conducted with selected instructors from three Saudi universities to reflect on the challenges and problems faced by struggling readers, as well as their language needs. The instructors reported that the majority of EFL learners in lifelong and continuous learning programs have difficulty decoding monosyllabic and polysyllabic words. They also reported that around 15-20% of learners have difficulties identifying the English alphabet. They attributed the main challenges to poor linguistic knowledge, lack of self-esteem, and lack of motivation. In light of these results, the study proposed a computer-based model implemented through in sessional support courses to help struggling readers with their reading courses and improve their reading performance. The proposed model addresses the linguistic needs of struggling readers and enhances their motivation and positive attitudes toward L2 learning. In-sessional support courses for struggling readers are supposed to have the potential to improve their vocabulary decoding and retention skills, as well as to enhance their working memory. The use of computers can promote the effectiveness of exploiting reading material in terms of pronunciation, vocabulary, use of words in different contexts, and comprehension. The findings of the study emphasize the significance of incorporating technology in EFL reading instruction.