ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Students&apos; Perceptions of Oral Presentations: Implications for Motivation, Language Ability and Speech Anxiety
Author: Gürbüz, Cem
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Public Speaking,Second Language Learning,English (Second Language),Language Skills,Speech Skills,Anxiety,Learning Motivation,Pronunciation,Self Efficacy

In this study, we investigated preparatory class students' perceptions of oral presentations and their functions in EFL learning and teaching in connection with language ability, speech anxiety, and language learning motivation. Our participants were 29 adult EFL students in two intact classes attending a mandatory English preparatory program at a state university, who performed up to three controlled oral presentations following preliminary instruction. We collected data through pre-and post-student surveys, semi-structured interviews, self-reflection forms, and peer-evaluation forms. The pre-survey results revealed that the participants already held positive perceptions of oral presentations despite perceived difficulties. The post data showed significant changes in a positive direction in four variables, namely unwillingness, experience and perception of oral presentations, and language skills. The findings from the qualitative data also confirmed that the participants had benefited from their supervised oral presentations in terms of overcoming their speaking anxiety and perceived significant improvements in a range of language skills including pronunciation and public speaking.
Teaching Information and Communication Theories through Arts
Author: Ibekwe, Fidelia
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Theory,Communication (Thought Transfer),Masters Programs,Journalism Education,Graduate Students,Foreign Countries,Cooperative Learning,Art Products,Exhibits,Creativity,Lecture Method,Self Esteem,Theory Practice Relationship,Instructional Innovation

This article reports on an experience where arts-informed pedagogy was combined with the traditional lecture-style teaching in a course on information and communication theories delivered at the Masters level in the School of Journalism and Communication Sciences (EJCAM) at Aix-Marseille University in France. After the course content had been delivered orally, students were required to work in groups to create art exhibits that showcased how information and communication theories operated in different historical or contemporary situations in the society. Sixteen impressive art projects were created by the students, and an arts exhibition was held within the school premises. To gauge students' reception of how the arts-informed pedagogy contributed to their appropriation of the course content, they completed an online survey two months after the course. Their responses showed an overwhelmingly positive reception and demand for more creative modes of learning in information and communication studies. The arts approach complemented the verbal mode of learning by creating a recursive and collaborative learning environment that enhanced students' participation, self-esteem, and creativity and served to illustrate the interdependence between theory and practice.
Equation of Malay Vocabulary in the Animation Film of Upin and Ipin with Banjarese Vocabulary in South Kalimantan
Author: Rafiek, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Films,Vocabulary Development,Indonesian Languages,Language Research,Animation,Semantics,Malayo Polynesian Languages,Video Technology,Language Usage,Contrastive Linguistics,Foreign Countries

This research is aimed at explaining the equation of the Malay vocabulary in the animated film of Upin and Ipin with Banjarese vocabulary in South Kalimantan. In this research, the researcher used a qualitative method with comparative linguistic research design or equation characteristic method of linguistic features. In collecting the data, the researcher used the technique of listening and direct typing after watching the animated series Upin and Ipin on Youtube. In analyzing the data, the researcher used the equation techniques of forms and meanings of the vocabulary. This technique is called retention and innovation techniques together in methods of equation linguistic features (Mahsun, 2014). Researchers also analyzed and discussed using comparative linguistic theories from Adelaar, Blust, and Nothofer to reinforce the evidence that there are similarities in Malay vocabulary in the animated films Upin and Ipin with Malay vocabulary in South Kalimantan. The results of this research found that there are three groups of the equation of Malay vocabulary in the animated film of Upin and Ipin with Banjarese vocabulary in South Kalimantan, namely (1) Malay vocabulary in the animated film of Upin and Ipin have an equation in the form and differences meaning with the Banjarese vocabulary; (2) Malay vocabulary in the animated film of Upin and Ipin have an equation in form and meaning with the Banjarese vocabulary; and (3) Malay vocabulary in the animated film of Upin and Ipin have a semblance of forms and equation in meaning with Banjarese vocabulary, in South Kalimantan.
Using Infographics to Help Students Understand and Communicate Anatomy and Physiology
Author: Scott, Derek A.
Date: 2020-08-00
Type: Journal Articles
Subjects: Visual Aids,Anatomy,Physiology,Communication Skills,Undergraduate Students,Foreign Countries,College Instruction,Instructional Effectiveness,Student Projects,Creativity,Learner Engagement,Biomedicine,College Science,Science Instruction

Poster presentations to communicate scientific knowledge/understanding are a commonly used assessment tool. It can be a challenge for students (and staff!) to deliver clear information with minimal text on the poster. We have found that this format did not encourage imaginative project topics or posters. To enhance communication skills, imagination, and student engagement, we adapted an existing physiology research project and increased the emphasis on communication skills with the use of infographics. This paper describes how students may produce their own biomedical infographics and discusses the issues that educators may need to consider when integrating infographic assessments into their teaching.
An Analysis of Learners&apos; Solution Strategies in the Context of Modelling Tasks
Author: Reit, Xenia-Rosemarie
Date: 2020-09-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematical Models,Problem Solving,Difficulty Level,Student Evaluation,Intuition,Evaluation Methods,Cognitive Structures

It remains a challenge for teachers to integrate modeling tasks in everyday mathematics classes. Many studies have been conducted that show the difficulties faced by teachers. One of the challenging aspects in this regard is that of assessment. In the present study, a connection between structures of learners' solution strategies and cognitive considerations is established to develop a practice-oriented instrument to determine and assess the complexity of solution strategies of modeling tasks. In this paper, the selected learners' strategies' structure was analyzed in-depth to identify the underlying cognitive structure. The results show that thought operations carried out in parallel complicated a solution strategy. However, the results also support a purely sequential thought operation approach without weighting parallel thought operations, which corresponds to an intuitive assessment procedure by mathematics teachers. As assessment is a great challenge for many teachers in the context of modeling tasks, this study provides a promising frame of reference for further research in this important domain of assessment and modeling.
How Students Work with PISA-Like Mathematical Tasks Using COVID-19 Context
Author: Zulkardi
Date: 2020-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,COVID-19,Pandemics,Secondary School Students,Mathematics Skills,Problem Solving,Student Attitudes,Pictorial Stimuli,Achievement Tests,International Assessment,Foreign Countries,Epidemiology,Disease Control,Hygiene

School students can use a sequence of contextual tasks to learn mathematics. We can use COVID-19 as a phenomenon or context to exploit in learning mathematics. This article describes how students learn with mathematical problems that adapted PISA tasks and used the COVID-19 context. This study involved 29 secondary-level students, 15 years old, and each has different levels of mathematical skills. We use three phases of design research as the research method. Data were collected using observation, interviews, and documents. Then, they were analyzed descriptively. The result showed there were ten problems developed, and students were asked to work with those problems. We found that there are steps in how students understand and solve the problem. First, if students find a picture in the task, then they observe at the picture, read the question, and then start working to solve the problem. Second, if students find a table with less data, students refer to all data in solving the problem. Third if students find a table which has a lot of data, then some students calculate all of the data and other only compared among them. We'd like to encourage students to understand the problem before solving the problem. They do this by observing the pictures, comprehending the tables and also the questions.
A Case Study on How Primary-School In-Service Teachers Conjecture and Prove: An Approach from the Mathematical Community
Author: Fernández-León, Aurora
Date: 2021-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematical Logic,Validity,Professional Development,Inservice Teacher Education,Mathematics Activities,Researchers,Logical Thinking,Pattern Recognition,Foreign Countries

This paper studies how four primary-school in-service teachers develop the mathematical practices of conjecturing and proving. From the consideration of professional development as the legitimate peripheral participation in communities of practice, these teachers' mathematical practices have been characterised by using a theoretical framework (consisting of categories of activities) that describes and explains how a research mathematician develops these two mathematical practices. This research has adopted a qualitative methodology and, in particular, a case study methodological approach. Data was collected in a working session on professional development while the four participants discussed two questions that invoked the development of the mathematical practices of conjecturing and proving. The results of this study show the significant presence of informal activities when the four participants conjecture, while few informal activities have been observed when they strive to prove a result. In addition, the use of examples (an informal activity) differs in the two practices, since examples support the conjecturing process but constitute obstacles for the proving process. Finally, the findings are contrasted with other related studies and several suggestions are presented that may be derived from this work to enhance professional development.
Corpus Analysis in Abstracts&apos; Ph.D. Students in the USA: A Case Study
Author: Kunghair, Suna
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Case Studies,Doctoral Dissertations,Writing (Composition),Discourse Analysis,Documentation,Universities,Reputation,Institutional Characteristics,Language Usage,Form Classes (Languages)

The aims of this study were: (1) to identify the general description of the frequency of use of DMs (adding something) in the Thesis' Abstracts of Ph.D. writing; and (2) to investigate the relationship between the numbers of DMs (adding something) contribute in the Thesis' Abstracts of Ph.D. writing. The quantitative and qualitative in discourse markers (DMs) focused on the type of &quot;adding type&quot; i.e. &quot;moreover;&quot; &quot;in additionally;&quot; &quot;further;&quot; &quot;furthermore;&quot; &quot;further to this;&quot; &quot;also;&quot; &quot;besides;&quot; &quot;and what is more&quot; used in the educational theses' abstracts. This investigation examinations 108 abstracts works in the field of education were chosen by purposive sampling from American top-ranking universities. It intended to analyze the relations between the use of DMs, and their functions in the abstracts. The study also identified some qualifications that characterize a Ph.D. Students' writing expertise on DMs selection and use. The key finding has been that learners use a range of discourse markers, some of which are more popularly used than most others. There are lots of DMs (adding), the writers used only some of them when writing the abstracts. Some words were determined as DMs, but the functions were not DMs because they were not at the initial position. &quot;In addition&quot; markers were the most commonly used, abided by &quot;Furthermore&quot; markers. Analysis of the papers suggests guiding results for further research on developing abstracts writing quality.
Deviation from the Standard Pronunciation of English: 350 Words in Pakistani English
Author: Riaz, Mehvish
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Pronunciation,Word Lists,Phonology,Language Variation,Contrastive Linguistics

A list of 350 words that deviate in pronunciation from the standard English pronunciation of these words has been suggested in the present study. To highlight the deviant pronunciation of these words from the standard pronunciation, a wordlist based on observation has been suggested. Transcription of the words according to the British, American, and Pakistani phonetic variants has been given. The general phonological patterns of the pronunciation of these English words by Pakistani speakers as non-native learners of English have also been suggested. The deviation can be found in terms of the elongation of sounds, insertion or omission of schwa, pronunciation of diphthongs as monophthongs, stress patterns, and focus on spellings than sounds. The study not only highlights the unique phonological features of Pakistani English but also offers an opportunity for Pakistani teachers and learners to focus on these words while teaching or learning how to pronounce English words correctly. The study has implications for TESOL, EFL, SLA, and contrastive phonetics and phonology.
Diglossic Features of the Arabic-Speaking Community in Australia: The Influences of Age, Education, and Prestige
Author: AlAfnan, Mohammad Awad
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Variation,Dialects,Semitic Languages,Physician Patient Relationship,Clinics,Standard Spoken Usage,English (Second Language),Second Language Learning,Arabs,Educational Attainment,Cultural Background,Code Switching (Language),Language Usage,Foreign Countries,Self Concept

Diglossia is a language situation that does not always take place between two dialects of the same language; speaking two different languages in two different encounters is also considered diglossia. This study examines the use of language among Arabic-speaking Australians in Sydney. After analyzing ten authentic doctor-patient examination sessions in a clinic in Sydney, this study reveals that Arabic-speaking Australians are diglossic as they speak Modern Standard Arabic (MSA), Reginal Arabic Dialects (RADs), and English depending on the technicality of the discussion. This study also reveals that the level of education, the number of years spent in Australia, age, and prestige play a significant role in determining high (H) and low (L) varieties among Arabic-speaking Australians. This study also reveals that educated Arabic-speaking Australians speak English as their preferred language in technical conversations regardless of their age of arrival to Australia. The uneducated Arabs who arrived in Australia before the age of 20 either speak English or RADs in technical discussions. The uneducated Arabs who arrived in Australia after the age of 20 either speak RADs or MSA in their technical discussions. This study also reveals that code-switching is relatively popular among Arabic-speaking Australians who arrived in Australia after the age of 20. Code-mixing is popular among Arabic-speaking Australians who were either born in Australia or arrived in Australia before the age of 20. In these situations, code-switching is used as an indication of social prestige and code-mixing is used to express group identity.
Impact of a Systemic Functional Linguistic Informed Course on Teacher Candidates&apos; Knowledge about Genre and Language
Author: Turgut Dost, Güliz
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Styles,Linguistics,Case Studies,Preservice Teachers,Scoring Rubrics,Grade 4,Elementary School Students,Childrens Literature,Course Descriptions,Instructional Effectiveness,Teacher Education Programs,Literature Appreciation,Urban Universities,English Language Learners,Teaching Methods,Validity

This qualitative single-case study examined the impact of a course informed by Systemic Functional Linguistics (SFL) on teacher candidates' knowledge about genre and language. The study was conducted with nineteen teacher candidates and lasted one semester. Data collected through analysis of two texts: a published children's book and a student text written by a fourth-grade bilingual student, both written in a fictional narrative genre. Texts were given at the beginning and end of the course. Data were analyzed through a rubric developed by the course instructor based on the SFL theory. In the rubric, twenty SFL areas regarding language and genre were created and participant comments falling under the proper area were noted on the rubric. Table of frequencies and graphs were created to present the data. Participants' original responses were also given to provide a meaningful context for the findings. Overall results indicated that although participants did not use metalanguage to the fullest potential, they were able to identify the language and genre-related items with higher frequency in both texts at the end of the course. Furthermore, at the beginning of the course, participants considered the published text as having the function of giving information to a reader and teaching how to respond to literature. However, after the course participants began to use it as a model to teach how to write genre- and language-specific information. Finally, analysis of student text indicated that after the course participants learned to see the issues of children's writing beyond mechanics.
Feedback to Student-Works: Lifeline of Learning
Author: Rukanuddin, Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teaching Methods,Research Reports,Databases,Summative Evaluation,Formative Evaluation,Self Evaluation (Individuals),Peer Evaluation,Goal Orientation,Learning Processes

Ensuring the practice of providing feedback to learners' work in different strata of education is a challenging one. The number of researches in this issue identifying the factors that hinder feedback culture in education is still not adequate. Hence, the main objective of this review work is to pinpoint the most commonly studied feedback factors that influence learners' performance. These feedback factors have been discussed based on a critical analysis of research papers published mostly during the last two decades. The results indicate that feedback to learners' work boosts up their learning if provided following right procedures. The findings also show that four factors are obstacles in the way to implementing the wholesome practice of feedback in educational institutions: teachers' unusual workload, lack of institutional directives, absence of appropriate training of teachers on feedback related pedagogy and to some extent teachers' negligence to their duties. The article bears significant insights for the policy makers, teachers and other relevant stakeholders.
Education during COVID19: Islamic Perspectives on Ethics for New Media Users for Teachers and Students
Author: Misman, Juritah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Muslims,Islam,Social Media,Technology Uses in Education,Ethics,Electronic Learning,Distance Education,Guidelines,Instruction,Human Relations

With the current situation of COVID19 outbreaks and the execution of lockdowns and social restrictions and distancing, people are turning to the use of smart technologies to communicate and perform daily activities. In fact, current education scenario during COVID19 has increased the need to use new media in the teaching and learning processes. In order to be a good user of the new media technology, Muslims must advocate to the principles of upholding knowledge and guidance from truthful sources of knowledge such as the Quran and Hadith to avoid becoming deviant users of the new media. The main objective of this paper is to present the Islamic perspectives in terms of the ethics of using the new media in education during COVID19. This concept paper analyses data extracted from referencing secondary sources such as academic journal articles, scholarly books and online newspaper articles to understand new media and the current online distance learning situations taking place during the COVID19 phenomena. These guidelines would contribute towards aiding teachers and students to have an increase of knowledge and awareness towards the usage of new media as tools during the distance learning transformation while facing the hurdles of life-long learning situations during COVID19.
Designing a Healthy Menu Project for Indonesian Junior High School Students
Author: Putri, Ratu Ilma Indra
Date: 2021-01-00
Type: Journal Articles
Subjects: Active Learning,Health,Food,Nutrition,Body Weight,Body Composition,Mathematics Skills,Problem Solving,Relevance (Education),Junior High School Students,Grade 7,Student Projects,Creative Activities,Foreign Countries

Project-based learning (PjBL) is an appropriate learning model that can shape students' scientific, social and higher-order thinking. Implementing PjBL in education gives students the freedom to plan their own learning activities, conduct projects collaboratively and produce products. In a healthy menu project, PjBL can help students calculate their excess weight. The purpose of this study was thus to design a healthy menu that assists Indonesian junior high school students solve numeracy problems using obesity context. The method followed a design research type validation studies using observation and document reviews as data collection techniques. This study produced a learning trajectory that can help grade VII students solve arithmetic operations using obesity context through two activities. In the first, the students were asked to record their respective heights and weights, then use them to determine their body mass index (BMI) and body mass ratio (BMR). Then, the students confirmed their necessary daily caloric intake, and categorized their BMI and BMR results as underweight, normal, overweight or obese. In the second activity, the students developed healthy menus per their respective tastes based on their weight categories from the first activity. The study concluded with the students successfully producing healthy menus that they designed according to their calculated required daily caloric intake.