ethanporcaro/eric-fulltext-meta huggingface dataset:
The Comparative Effect of Single and Multiple Gloss Conditions on EFL Learners' Vocabulary Retention and Production
Author: Khabiri, Mona
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Statistical Analysis,Experimental Groups,Questionnaires,Vocabulary Development,Pretests Posttests,Retention (Psychology),Inferences,Control Groups,Dictionaries,Student Attitudes,Second Language Instruction,Language Tests,Instructional Materials,Rating Scales,Correlation,Foreign Countries

Vocabulary glosses are considered effective learning tools since they decrease incorrect meaning inferences from context while keeping reading uninterrupted. The purpose of the present study was to examine the impact of different gloss conditions on intermediate EFL learners' vocabulary retention and production. The participants were 101 EFL learners selected based on their performance on PET and randomly assigned to one control and two experimental groups. In the single gloss experimental group vocabulary was taught using glossed texts with one definition for each gloss while the multiple gloss experimental group received the same texts with three definitions for each gloss. The participants in the control group received the texts without any glosses but were encouraged to consult their dictionaries instead. All the participants took part in vocabulary retention and production posttests after the treatment and those in the two experimental groups answered a questionnaire about their attitudes towards using glosses. The results of the one-way ANOVA confirmed that the two gloss conditions contributed to vocabulary retention and production. Moreover, the results indicated that single gloss group did significantly better on vocabulary retention test. However, no significant difference was found between the single and multiple gloss groups on the vocabulary production test.
Enhancing Malaysian Teachers' Assessment Literacy
Author: Lian, Lim Hooi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Evaluation Methods,Teacher Competencies,Knowledge Level,Test Validity,Test Reliability,Test Bias,Accountability,Research Utilization

Currently, in order to reform the Malaysian education system, there have been a number of education policy initiatives launched by the Malaysian Ministry of Education (MOE). All these initiatives have encouraged and inculcated teaching and learning for creativity, critical, innovative and higher-order thinking skills rather than conceptual knowledge, procedural knowledge, and rote memorization. The reform in teaching and learning approaches in Malaysian teacher education should also be reflected in the method of assessment as assessment is seen as a vital part of instruction in the culture of learning. In view of the need for changing school assessment culture, teachers' assessment literacy becomes one of the main concerns. Assessment literacy is regarded as the sound knowledge and skills in educational assessment required by teachers in assessing students' learning outcome. This article presents practical suggestions concerning knowledge and skill target of teachers' assessment literacy. Assessment literacy should not be fully addressed in theoretical fashion, but in a more practical and real-life manner. The five knowledge and skill targets that teachers should seriously focus on are: 1) validity of assessment, 2) reliability of assessment, 3) transparency of assessment, 4) fairness of assessment, and 5) using of assessment information.
Learners' Metacognitive Strategy Use and Reading Comprehension: Insights from a Vietnamese Context
Author: Nguyen, Thao M. T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Second Language Instruction,Vietnamese People,Problem Solving,Reading Comprehension,Reading Achievement,Correlation,English (Second Language),Qualitative Research,Statistical Analysis,Reading Tests,Foreign Countries,Questionnaires,Interviews,Secondary School Students,Grade 11,Reading Strategies

The effects of meta-cognitive strategy use on learning reading comprehension have gained much interest of researchers and educators (Chumpavan, 2000; Shmais, 2002; Phakiti, 2003; Aegpongpaow 2008; Subasi, 2009; Zhang and Wu, 2009). Available literature indicated a positive correlation between learners' meta-cognitive strategy use and their achievement in reading comprehension. This paper reports results of an investigation into which meta-cognitive reading strategies used by Vietnamese learners of English as a foreign language (EFL) and the interaction between learners' meta-cognitive strategy use and their reading achievement. The paper also focuses on problems hindering learners' use of meta-cognitive strategies. Both qualitative and quantitative methods were used in this study. Data was collected from questionnaires, reading comprehension tests and interviews. Eighty-four students at grade 11 of an upper secondary school in a remote area of the Mekong Delta in Vietnam participated in this study. Results showed that participants used problem-solving strategies most often and support strategies, least often. The study found a rather strong interaction between participants' use of these strategies and their achievement in reading comprehension. Problems hindering participants' use of meta-cognitive strategies in their reading are also reported in this study.
Pig Mandible as a Valuable Tool to Improve Periodontal Surgery Techniques
Author: Zangrando, Mariana S. Ragghianti
Date: 2014-00-00
Type: Journal Articles
Subjects: Surgery,Animals,Dentistry,Dental Schools,Experiential Learning,Graduate Students,Laboratories,Questionnaires,Observation,Skill Development,Self Efficacy,Foreign Countries,Student Attitudes

Clinical education in dental practice is a challenge for professionals and students. The traditional method of clinical training in Periodontology usually is based on following the procedure and practicing under supervision, until achieving proficiency. However, laboratory practice is required before direct care in patients. Specific anatomic plastic models can be useful, but animal cadaver models provide better similarity to human tissues. The objectives of this study are to describe a model for training periodontal surgical techniques in a pig mandible model and evaluate the effect of the program on student's progress. Several surgical procedures were critically analyzed and trained with graduate students, including: gingivoplasty/gingivectomy, distal wedge procedure, frenectomy, internal bevel incision, total/partial flap, furcation access, gingival grafts and suture techniques. These procedures were theoretically reminded before laboratory practice. A questionnaire was applied concerning aspects of the laboratory and students provided their concepts and impression. The majority of the students scored positive aspects related to laboratory practice. Based on the questionnaire answers, we observed that the practical laboratory helped in the assimilation of the theoretical content and improved skills in the practice of periodontal surgical techniques. Graduate students were also more confident in performing these surgical procedures directly on the patient. Another positive aspect is the similarity of pig teeth and gingival tissues to human correspondent, being especially appropriate for surgical demonstration and training with excellent reproducibility. The laboratorial practice with pig mandible for graduate students was a valuable tool to improve periodontal surgical techniques.
The Empirical Dimension of Communicative Language Tests: The Case of Selected Philippine Universities
Author: Bernardo, Alejandro S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communicative Competence (Languages),Case Studies,English,English Language Learners,English (Second Language),Language Tests,Performance Based Assessment,Accuracy,Language Skills,Language Usage,Test Items,Item Analysis,Test Format,English Teachers,College Faculty,Questionnaires,Educational Practices,Beliefs,Teacher Attitudes,Qualitative Research,Statistical Analysis

This study examined the &quot;communicativeness&quot; of 22 English language tests designed and administered by 22 English instructors from 22 different colleges and universities in the Philippines. Its key objective was to answer the question &quot;How communicative are the language tests used in assessing students' competence (knowledge of the language) and performance (actual use of the language in concrete situations)?&quot; The results indicate that there is a preponderance of test items that focus on language accuracy alone and not on the use of language in actual or real-life contexts. Further, the language examinations deemed communicative by the teacher-respondents themselves still use discrete-point, paper and pencil, and decontextualized test items. Thus, it seems that the perused examination items lack the requisite elements or qualities that make a language test genuinely communicative. The results also suggest that language teachers' assessment practices must be further (re)examined to ensure that they do match the approach that underpin language instruction i.e. they must ascertain that the learners are taught and tested the communicative way.
Time Matters: Proactive vs. Reactive FOF
Author: Keyvanfar, Arshya
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),English Instruction,English Language Learners,Intervention,Relevance (Education),Intermode Differences,Communicative Competence (Languages),Grammar,Quasiexperimental Design,Language Proficiency,Pretests Posttests,Adult Students,Language Tests,Reading Tests,Control Groups,Experimental Groups,Achievement Gains,Teaching Methods,Foreign Countries

Recently ELT has witnessed the debate between the proponents of non-interventionist and interventionist views towards SLA. The former, also known as zero option, sees L2 acquisition as an incidental process leaving no role for instruction (Krashen, 1981; Prbhu, 1987), while the latter considers instruction effective and even crucial for some learner types (i.e., adults and EFL learners with insufficient L2 exposure), some grammatical structures, and achieving higher levels of grammatical accuracy (Dekeyser, 2000; Doughty, 2003). Research has shown that instruction does facilitate the process of L2 learning, especially when juxtaposed with high amounts of exposure (Ellis, 2006). Consequently, different versions of form-focused instruction (FFI) are being practiced despite the fashionable meaning-focused instruction (MFI) of the communicative era. Nevertheless, a question still remains: &quot;when is the time to intervene?&quot; The present research targeting this very question compared the efficacy of proactive and reactive FOF on the grammar improvement of 88 Iranian EFL learners at two proficiency levels of beginner and upper-intermediate. The results indicated that regardless of the proficiency level, proactive FOF was more effective on the grammar improvement of the participants when compared to reactive FOF. The researchers strongly believe that in EFL settings like Iran with minimum amount of exposure, planned grammar instruction is a necessity.
Affective and Social Factors in a Project-Based Writing Course
Author: Kathpalia, Sujata Surinder
Date: 2011-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Affective Objectives,Social Influences,Academic Discourse,Writing Processes,Interpersonal Communication,Student Attitudes,Affective Behavior,Learning Theories,Questionnaires,Online Surveys,Self Efficacy,Collaborative Writing,Writing Exercises,Writing Assignments,Student Motivation,Course Evaluation,Reflection,Personality Traits,Learner Controlled Instruction,Biological Sciences,Undergraduate Students,Foreign Countries

Much of the work in academic writing has focused on the cognitive rather than the affective and social aspects involved in project-based writing. Emphasis in past research has been on skills and processes of writing rather than on affective factors such as motivation, attitudes, feelings or social factors involving intrapersonal and interpersonal communication. However, according to Vygotsky's sociocultural theory (SCT), social factors play an important role in collaborative learning and are considered to be a constitutive element of cognition (1978, 1986). Using this theory of learning as a starting point, the aim of this paper is to determine the affective and social factors involved in project based writing in an academic writing course at Nanyang Technological University. Specifically, the four motivational aspects that will be considered are curiosity, challenge, confidence and control as reflected in student responses to an online questionnaire and their reflections on the course. It is hoped that the findings of this research will further our understanding of the role of affective and social factors in project-based writing courses in settings where students are collaborating face-to-face to complete the course tasks and assignments.
Family Functioning Predictors of Self-Concept and Self-Esteem in Children at Risk for Learning Disabilities in Oman: Exclusion of Parent and Gender Contribution
Author: Emam, Mahmoud Mohamed
Date: 2014-00-00
Type: Journal Articles
Subjects: Family Relationship,Family Environment,Predictor Variables,Self Concept,Self Esteem,At Risk Students,Learning Disabilities,Parent Background,Educational Attainment,Gender Differences,Elementary School Students,Comparative Analysis,Foreign Countries,Self Concept Measures,Interpersonal Communication,Conflict,Multiple Regression Analysis

The study investigated whether family functioning can predict the self-concept and self-esteem of normally achieving (NA) and at risk for learning disabilities (LD) students in Oman regardless of parent education level and gender status. A total of 259 elementary school students were selected from schools in the main districts of Muscat, the capital and largest city in Oman. The participants included 259 students referred for learning disabilities (78) and normally achieving students (181). Self-Report Measure of Family Functioning-Child Revised, Beck Self-Concept Inventory for Youth (BSCI-Y), and Rosenberg Self-Esteem Scale were administered to the participants. In addition, demographic data on parents' education levels (PEL) and gender were collected. The study specifically investigated whether family functioning dimensions of communication, cohesion, conflict, and social/recreational orientation can predict the self-concept and self-esteem of children regardless of PEL and gender status. Multiple hierarchical regressions showed that family functioning was a strong contributory factor of self-concept for both children with and without LD although the two groups differed in terms of the significant family functioning predictors. Family functioning was a weak contributory factor of self-e esteem in children with and without LD and the two groups varied in terms of the significant family functioning variables. The differences between the two groups are discussed from cultural and ecological perspectives.
Teachers' Teaching Practice and Student Achievement in Basic Economics--A Comparison in Two Types of Schools in Malaysia
Author: Singh, Termit Kaur Ranjit
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Student Attitudes,Academic Achievement,Economics Education,Secondary School Students,Secondary Schools,Surveys,Institutional Characteristics,Statistical Analysis,Correlation,Language of Instruction,Mandarin Chinese,Secondary School Teachers,Comparative Analysis,Questionnaires,Scores,Homework,Teacher Role,Grades (Scholastic)

The purpose of this study is to compare teachers' teaching practice based on students' perception towards achievement in the subject of Basic Economics between two different types of secondary schools in Malaysia, the National Secondary Schools (SMK) and Chinese National Type Secondary Schools (SMJK) in the state of Penang, Malaysia. The respondents involved in this study consist of 125, 17 year old students from four SMK schools and 125 students from three SMJK schools in Penang. Survey method was employed in the data collection. The quantitative data obtained was analysed using the SPSS. The research shows that there are significant differences between SMK and SMJK in terms of teachers' teaching practice towards Basic Economics. The result of correlation analysis indicates that correlation between teachers' teaching practice and the students' achievement in SMK is significant unlike in SMJK.
Intercultural Wonderment and Study Abroad
Author: Engberg, Mark E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Educational Benefits,Outcomes of Education,Student Development,Role,Global Approach,World Views,Teacher Role,Factor Analysis,Student Characteristics,Current Events,Learner Engagement,Student Participation,Leadership Training,Service Learning,Teamwork,College Students,Regression (Statistics)

Although many findings related to study abroad point to the myriad benefits of such experiences, these studies focus more exclusively on direct effects (Engberg, 2013; Vande Berg, Connor-Linton, &amp; Paige, 2009), overlooking a number of process-oriented variables that mediate the development of different outcomes associated with study abroad (Pascarella &amp; Terenzini, 2005). Further, more recent publications have questioned whether study abroad experiences are ubiquitous in their benefits to all students (Salisbury, An, &amp; Pascarella, 2013; Twombly, Salisbury, Tumanut, &amp; Klute, 2012), suggesting a more nuanced approach is needed in identifying which aspects of the study abroad experience (e.g., program design, pedagogy, interactions with the host country) are most influential in predicting student learning and developmental outcomes. In this study, we introduce and examine the role of intercultural wonderment in fostering students' development of a global perspective during a one semester study abroad experience. Intercultural wonderment encapsulates the underlying curiosity in individuals to seek out new and different experiences while studying abroad and involves a willingness and capacity to deal with discomfort and disequilibrium.
Factors Influencing the Satisfaction of International Postgraduate Students in the Malaysian Context--A Literature Review and a Proposed Model
Author: Memon, Mumtaz Ali
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Satisfaction,Student Attitudes,Literature Reviews,Models,Higher Education,Universities,Feedback (Response),Educational Environment

The Malaysian government is continuously striving to develop the country to become a regional education hub. Hence, higher learning institutions, especially universities, are becoming the centre of attention in order for Malaysia to achieve its desired status. Although the number of international postgraduate students in Malaysia has progressively increased, the country still needs an annual growth of 13.5 per cent to attain the target of 150,000 international students by 2015. Previous studies have reported that student satisfaction can lead to attracting new students and retaining the existing ones. Hence, it is essential for Malaysian universities to understand the factors that influence the satisfaction of students. Despite its importance, less attention has been given to the experiences and satisfaction of students in higher learning institutions in Malaysia. The key objective of this paper is to conduct a comprehensive review of the literature and develop a conceptual model that integrates several antecedents that are theoretically linked to student satisfaction. The proposed conceptual model suggests that the internal and external environment of a university, and the feedback of research supervisors are the key factors that influence the level of satisfaction among international postgraduate students. Finally, recommendations for future studies are proposed.
Teaching Vocabulary through Games--A Sanguine Step
Author: Anil, Beena
Date: 2011-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Educational Games,First Generation College Students,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Printed Materials,Visual Stimuli,English (Second Language),Foreign Countries

Vocabulary is predominant in improving one's communicative skill. Language is more powerful when it is being used perfectly. Teachers should consider the background of learners and aid them to learn and develop their vocabulary in many interesting ways especially through games. This paper deals with a productive and a logical study, done on a set of college students to improve the vocabulary of first generation learners at college level through games. Learners should be exposed to develop basic skills namely listening, speaking, reading and writing. Print and visual media help learners to acquire more words interestingly.
The Four Pillars of Communication: Language Skills of Prospective Teachers
Author: Jose, G. Rexlin
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Skills,English (Second Language),Second Language Learning,Second Language Instruction,Multimedia Instruction,Teaching Methods,Instructional Materials,Preservice Teachers,Language Usage,Teacher Educators,Parent Background,Educational Attainment,Surveys,Student Attitudes,Foreign Countries

Language is an effective tool of human communication system. It is the basis for social, cultural, aesthetical, spiritual and economic development and growth of every human being. It is the destiny of any professional who is hardly in need of an excellent command over English language. Every organization demands effective and excellent professionals for the escalation and expansion of its existence. There is a bumper harvest everywhere, but efficient servants are insufficient as far as job opportunities particularly in educational institutions are concerned. The most important reason is their lack of communication skills in English though they have immense knowledge in their own discipline. Why couldn't educational institutions be successful in making their products speak English correctly and fluently? Is it because of the ineffective techniques and methods employed in the process of teaching English at schools and colleges? Of course, it might be. But the prime factor is that the students are not given adequate training in mastering the language skills. Through multimedia and modern technology we can offer students not only affluent sources of authentic learning materials, but also an attractive, animated pictures and pleasant sounds, which to a large extent overcome the lack of authentic language environment and arouse students' interest in learning English. Unless teachers give up their old school of thought, the present scenario of English language with regard to its poor skills cannot be overcome. The present educational system as well as the methods of teaching faces a total fiasco as it has failed to produce proficient educators with a powerful knowledge of the four skills in English language. The present study is aimed at the factors affecting the language skills of prospective teachers and implies that gender, locality and parents' education are not the major determining factors affecting the communication skill of the prospective teachers. The study results show that there is significant difference in the language skills with regard to the teacher-educators' use of language and other teaching techniques either at the school or graduate or at B.Ed degree level.