ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Testing in Sport and Exercise Degrees: A Comparison of First and Third Year Students&apos; Perceptions
Author: Headrick, Jonathon
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Undergraduate Students,Foreign Countries,Student Attitudes,Academic Achievement,Group Testing,Exercise Physiology,Athletics,Individual Testing

Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same extent. Therefore, the overarching aim of this study was to compare the perceptions and performances of first and third- year undergraduate students taking part in collaborative testing on multiple occasions during a semester. It was predicted that first-year students would perceive the collaborative testing opportunities as more beneficial than third-years given their limited formative experiences with university assessment. Further, it was expected that students would generally perform at a higher level on collaborative versus individual tests in line with previous work. Student performance and perceptions of collaborative testing were collected on two occasions within a semester over a period of two years in both a first-year and third-year course. Quantitative and qualitative results revealed that first-year students were more receptive and perceived more benefits relating to collaborative testing than third-years despite the fact both cohorts generally performed at a higher standard on the collaborative versus individual components. These findings suggest that while collaborative testing is considered beneficial to most, if not all, students, the benefits appear to be greater for first-year student cohorts. [Note: The page range (155-173) shown on the PDF is incorrect. The correct page range is 155-171.]
Co-Teaching-Based Professional Development: Self-Efficacy, Attitudes toward the Profession, and Pedagogical Practices
Author: Sasson, Irit
Date: 2021-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Team Teaching,Faculty Development,Self Efficacy,Teacher Attitudes,Teaching (Occupation),Educational Practices,Preservice Teachers,Student Teaching

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their application of pedagogical practices; and measured the correlation between self-efficacy and attitudes and how it is influenced by the application of pedagogical practices. We used a questionnaire answered by 300 novice teachers and interviews with 15 teachers who participated during their academic studies in the co-teaching-based PDP. The results indicated a higher sense of self-efficacy and attitudes toward the profession among teachers who participated in the co-teaching-based PDP. The relationship between teachers' self-efficacy and attitudes was partially mediated by six pedagogical applications. The findings provide insights on designing PDP that may contribute to ameliorating the entrance of novice teachers into the teaching profession with teaching skills that will sustain over time. [Note: The page range (82-100) shown on the PDF is incorrect. The correct page range is 82-99.]
Introducing Design Thinking Online to Large Business Education Courses for Twenty-First Century Learning
Author: Vallis, Carmen
Date: 2021-00-00
Type: Journal Articles
Subjects: Business Administration Education,Thinking Skills,Design,Problem Solving,21st Century Skills,College Freshmen,Learning Activities,Online Courses,Foreign Countries,Student Attitudes,College Faculty,Teacher Attitudes,Instructional Effectiveness,Experiential Learning,Group Activities,Educational Technology

Design thinking can be broadly defined as a set of creative skills to understand and problem-solve ambiguous and complex problems, and a practice that places humans at the heart of the design process. Such collaborative ways of design thinking and design-doing are much needed to address twenty-first century challenges such as climate change. Design thinking methodology is well known for teaching and learning in design disciplines, and to a lesser extent, as an innovative problem-solving framework for business education. Typically design thinking has been taught and practised in physical settings and to a lesser extent online. While design thinking is also increasingly practised online, this is challenging at scale in higher education contexts. This case study analyses design thinking activities with educational technologies in a large undergraduate cohort of first-year business students. Eleven students and three teachers were interviewed to ascertain their level of engagement with design thinking with digital tools and to identify common themes that enabled or inhibited such practice. Student artefacts of design thinking are explored and compared to the interview data. Findings indicate that students may develop novice design thinking skills, process knowledge and mindsets in online and remote delivery modes, despite limited experience, technical and time constraints. Broader learning design implications of design thinking constraints in digital practice are discussed to assist educators. It is suggested that higher education adopt and support design thinking, as a subject and practice, more widely. [Note: The page range (213-234) shown on the PDF is incorrect. The correct page range is 213-232.]
How Does That Make You Feel: Students&apos; Affective Engagement with Feedback
Author: Ene, Estela
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teacher Student Relationship,Undergraduate Students,Language Teachers,Teaching Methods,Writing Evaluation,Writing Instruction,Error Correction,Learner Engagement

Understanding how students engage with written feedback (WF) on L2 writing is crucial. Given the mediating role of learner perceptions and beliefs about WF (including in relation to teacher behaviour and perceived persona), our research explores learner perceptions and affective responses to -- or affective engagement with -- WF in a university context. Furthermore, because it has been shown that learners relate differently to native and nonnative English-speaking teachers, who themselves relate differently to WF, we investigate how Chinese students engage with WF given by a Chinese English teacher (CET) and a native English-speaking English teacher (NET). Ninety-nine Chinese undergraduates at an East China University participated in the study. They received anonymous feedback from three NETs and three CETs, and then completed a survey about their feelings and reactions regarding the feedback received. Our results indicate that student writers expect to receive feedback that is detailed without overwhelming with corrections. When the WF provided in this study met these requirements, it stirred positive feelings in the students. More and more detailed WF was associated with feeling &quot;moved,&quot; &quot;touched,&quot; and &quot;motivated,&quot; and seemed to encourage the students to follow up with revisions and other actions. In all the aspects investigated, the NETs' WF and approach was appreciated more positively than that of the Chinese teachers. The latter provided less WF, which was also more unclear and included a higher proportion of written corrective feedback (WCF). We propose recommendations for increasing student-teacher interaction and communication about feedback to improve student engagement with feedback.
Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students
Author: Nacaroglu, Oguzhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Science Education,Critical Thinking,Self Control,Gender Differences,Age Differences,Elementary Secondary Education,Self Management,Help Seeking,Metacognition,Time Management,Repetition,Organization,Learning Strategies

The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.
Investigating Professional Teacher Identity through ESP Courses: Voices from Three EFL Instructors via Case Studies
Author: Ayar, Zülal
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Professional Identity,English for Special Purposes,Teacher Competencies,Self Efficacy,Inservice Teacher Education,Foreign Countries

The current zeitgeist in language teacher education dwells on teacher identity regarding it as one of the big buzzwords to explore and critically reflect teacher qualities from a socio-cognitive perspective. Drawing from this current trend, the research intended to disambiguate three English language instructors' sense of self-efficacy, perceptions, professional identity and professional competence in one of the most established and prestigious state universities in the country through the qualitative case study method. After selecting ESP practitioners following convenience sampling, autobiographies, informal dialogues, classroom observations, opening interviews, post-observation interviews, and field notes were utilized to gather data. Having scrutinized the professional identities of instructors through the lens of self-efficacy beliefs, perceptions, and professional competence, the study exposed that professional competence came to the fore being the best mediator to gain awareness of professional teacher identity. However, self-efficacy did not subserve as a predictor in exploring the complexity of teacher identity due to discordance with perceptions and realities of identity issues. Finally, some suggestions for further considerations were stated to be operationalized within the EFL context of in-service language teacher education.
Teachers&apos; Beliefs and Practice about Written Corrective Feedback: A Case Study in a French as a Foreign Language Program
Author: Lira-Gonzales, Maria-Lourdes
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Second Language Learning,Second Language Instruction,Feedback (Response),French,Undergraduate Students,Language Teachers,Modern Languages,College Second Language Programs,Writing Instruction,Error Correction,Teaching Methods,College Faculty,Foreign Countries

Despite ample research examining second (L2) and foreign language (FL) teacher feedback, research situated in French as a foreign language (FFL) contexts is scarce, in particular studies that examine the beliefs and practices of corrective written feedback (WCF) among FFL teachers. The present study seeks to address this gap by investigating the WCF beliefs and practices of FFL teachers in an undergraduate program in Costa Rica. The participants in this study were five teachers teaching in an FFL program in the Modern Languages School at a large university in Costa Rica. Data were gathered using an online questionnaire, a semi-structured interview, and samples of students' writing with teacher feedback. The findings revealed that the participants held common beliefs concerning writing, teaching writing, feedback provision in an FL, and the interdependent relationship among teaching, learning, and feedback in an FFL writing class. The results also showed that participants' beliefs and practices regarding various aspects of written corrective feedback (CF) tended to be aligned, specifically in terms of the use of comprehensive indirect error-coded WCF and the use of evaluation grids. Implications and future research avenues are discussed.
Understanding How Chinese University Students Engage with Teacher Written Feedback in an EFL Context: A Multiple Case Study
Author: Liu, Yuwei
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Instruction,Feedback (Response),Written Language,Language Proficiency,Revision (Written Composition),Writing Assignments,Error Correction,Student Attitudes

While prior studies have highlighted that extensive student engagement could help maximize students' learning benefits in general, a paucity of research has explored student engagement with teacher written feedback (WF), especially when students processed various English proficiency levels. To fill this gap, this multiple-case study explored how six Chinese undergraduates (2 high proficiency (HP), 2 intermediate (IM) and 2 low-proficiency (LP)) cognitively, behaviourally and affectively engaged with teacher WF in an EFL context. Multiple sources of data were collected from students' drafts with teacher WF, students' immediate verbal reports and student semi-structured interviews. Findings demonstrated that learners' revision behaviours had an affective nature, which could build their confidence by presenting writing progress through multiple drafts. More obvious distinctions of engagement were found between HP and LP students. Other factors influencing engagement levels were the amount of WF, prior learning context and previous experience with other feedback. Changes in the extensiveness of engagement were observed across different writing tasks and over time, which implied that engagement could be cultivated and developed. To conclude, the study contributes to the conceptualization of student engagement with teacher WF and the understanding of why students benefit differently from teacher WF.
A Collaborative Approach to Assuring Standards: Using the CEFR to Benchmark University Pathway Programs&apos; English Language Outcomes
Author: Roche, Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Rating Scales,Guidelines,Second Language Learning,Second Language Instruction,Case Studies,Benchmarking,Higher Education,Academic Standards,English (Second Language),Language Tests,College Admission,Scores,Evaluation Criteria,Universities,College Preparation,Foreign Countries

The past two decades have witnessed growing interest in Higher Education (HE) achievement standards. Globally, the English Language Teaching (ELT) sector provides students with Direct Entry (DE) English language program (ELP) pathways to university study. It has typically relied on commercially available English language tests to ensure achievement standards. Such tests enable providers to demonstrate evidence of DE ELP standards in terms of internationally recognised scores. English language tests, however, represent only one type of external reference point for assuring standards. This paper provides an overview of a sector-led, collaborative approach to an external review of standards of 20 Australian university-operated DE ELPs. Twenty-eight ELP subjects were benchmarked by sixty individual assessors using consensus moderation with the newly expanded Common European Framework of Reference for Languages Companion Volume (CEFR CV). The framework's new subscales, including those on mediation, were employed for assessing student work samples. The case study demonstrates how collaborative benchmarking using the updated CEFR CV can effectively assure DE ELP standards while also identifying areas for program improvement to the benefit of programs, staff, and students.
Investigating EFL Teachers&apos; Beliefs and Practices about Written Corrective Feedback: A Large-Scale Study
Author: Yang, Luxin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,Feedback (Response),Error Correction,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Instructional Effectiveness,Self Efficacy,Foreign Countries,Likert Scales

An increasing number of studies have examined teachers' beliefs and practices regarding written corrective feedback (WCF) in recent years. However, the sample size in these previous studies tends to be small. Through questionnaires and teacher interviews, the present study explored the WCF beliefs and practices of 2,012 EFL teachers in Beijing, China. It found that the majority of teachers regarded error correction as a responsibility shared by both teachers and students, and they preferred selective WCF and integrative use of direct and indirect WCF methods. Also, they tended to have confidence in the effectiveness of their WCF. As for their practices, they would mostly underline the errors and point out the types or underline all errors with types indicated. In addition, most teachers would give feedback directly, and the number of teachers for and against delivering feedback on recurring errors seemed to be even. This study indicates the necessity of offering in-service EFL teachers training on WCF.
Simulating Work-Family Conflict Impact on Performance among Language Teachers: System Dynamics Modelling
Author: Mohammadi, Moloud
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Family Work Relationship,Teacher Effectiveness,Teacher Role,Conflict,Work Environment,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Burnout,Job Satisfaction,Personality Traits,Social Status,Teacher Attitudes,Job Performance,Family Relationship

The subject of education has always been considered throughout history, and in the heart of education, a teacher has always been recognized as one of the most determinant and influential members. Many researchers have tried to pay attention to teachers and identify their personal and professional needs. This disquisition was designed and carried out to model the impact of job-family conflict factors on teachers' performance, specifically in today's global context where the role and responsibility of teachers is recognized as being more prominent than ever before. According to Young (2019), this conflict affects teachers' performance and their satisfaction with the profession. The conflict between the job demands and requirements and individual's roles in the family account for such polarization. The aim of our study was consequently to specify factors causing such conflict among 73 English teachers, to recognize their relationships, and to determine how they affected English teachers' performance using system dynamics modelling and simulation technique. The sensitivity analysis performed in this study revealed that over a sixty-eight-month period, while teachers' job burnout and job pressure increased exponentially, their job satisfaction followed an overshoot-and-collapse manner of behaviour. Moreover, during this period, their job performance decreased in a goal-seeking manner.
Triggering Factors That Reinforce or Change EFL Preservice Teachers&apos; Beliefs during the Practicum
Author: Periñán-Morales, Abel Andrés
Date: 2022-00-00
Type: Journal Articles
Subjects: Attitude Change,English (Second Language),Second Language Learning,Preservice Teachers,Practicums,Language Teachers,Fear,Teaching Experience,Student Motivation,Foreign Countries,Secondary Education,Student Attitudes

This exploratory case study seeks to examine the role that specific factors exert on the evolution of beliefs in preservice English teachers during their final teaching practicum. Data were collected through reflections, interviews, focus groups, and observations. The findings revealed that three groups of factors affect belief evolution during the practicum: participant subjectivity, contextual circumstances, and university support community. Subjectivities encompassed preservice teachers' fears, reactions to real-life teaching challenges, and enthusiasm to become teachers. Contextual circumstances incorporated classroom circumstances and cooperating teachers. The university support community concerned their peers and the university tutor. Implications discuss the relevance of curricular and reflective agendas that enrich the education of future teachers through beliefs exploration.
The Effect of One-Way and Two-Way Jigsaw Reading Task on the Writing Performance of Iranian EFL Learners
Author: Rasooyar, Hosna
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Writing (Composition),Writing Skills,Cooperative Learning,Program Effectiveness,Reading Strategies,Undergraduate Students,Foreign Countries

Writing is viewed as one of the most important language skills both in L1 and L2 learning. The purpose of the present study was to investigate the impact of one way and two-way task types through jigsaw reading activities on the writing performance of Iranian EFL learners. The participants of the study were 90 B.A. Students at the intermediate level and they were studying English in intact classes. These 90 learners were divided into three equal groups of 30 and homogenized prior to the administration of the treatment through giving them a PET as a proficiency test. Following that, a pretest of writing was given to the three groups. Next, the two experimental groups received one way and two-way jigsaw reading activities while the control group did not receive such treatment and followed the conventional method of instruction based on the syllabus set by the university. The length of the treatment was ten sessions and each session was 90 minutes. At the end of the treatment, the participants were given the posttest of writing the scores of which were used to address the research question. The results of statistical analyses indicated that two-way tasks were significantly more effective on the writing performance of the participants.