ethanporcaro/eric-fulltext-meta huggingface dataset:
Impoliteness and Threat Responses in an Iraqi-Kurdish EFL Context
Author: Ali, Shurooq A.
Date: 2021-06-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Ethnic Groups,Task Analysis,Interpersonal Competence,Intercultural Communication,Models,Taxonomy,Student Attitudes,Preferences,Teaching Methods,Computer Software,Virtual Classrooms,COVID-19,Pandemics,Undergraduate Students,Power Structure,Vignettes,Compliance (Psychology)

This study shows impoliteness as a form of face-threatening that can be intentionally caused by verbal threats in a particular setting. It investigates: what strategies and mitigators do IraqiKurdish English as a foreign language (EFL) learners use in situations of threat responses? The present investigation paper aims to examine impoliteness strategies and mitigators by these learners when they respond to threatening situations in their context. Thus, it fills a gap in pragmatics literature by investigating the reactions to threats in an Iraqi-Kurdish EFL context. To this end, 50 participants have participated in this study. An open-ended questionnaire in the form of a Discourse Completion Task (DCT) is used to elicit responses from the participants. Besides, a focus group interview is conducted to support the data analysis. The data are coded based on Limberg's (2009) model of impoliteness and threat responses to figure out the strategies used by the learners. Blum-Kulka, House, and Kasper's (1989) taxonomy of mitigators is adapted to analyze the mitigators. Overall, the findings reveal that the preferred responses surpass those which indicate dispreference by the learners. They tend to use face-saving acts when they comply with the threatener's demand and opt for face-threatening acts when they reject that demand indirectly. Moreover, these learners use mitigators to attenuate the illocutionary force of their responses. Finally, this study provides some recommendations and pedagogical implications.
The Development of Intercultural Competence of Secondary School Pupils and University Students
Author: Krotik, Kateryna V.
Date: 2021-04-00
Type: Journal Articles
Subjects: Cultural Awareness,Secondary School Students,College Students,COVID-19,Pandemics,Foreign Countries,Second Language Learning,English (Second Language),Chinese

Some issues regarding how secondary school pupils' and university students' (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars' definitions of the pedagogical phenomenon &quot;competence.&quot; The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils' and university students' intercultural competence. The problem's relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi's adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.
Adaptations to a Secondary School-Based Citizen Science Project to Engage Students in Monitoring Well Water for Arsenic during the COVID-19 Pandemic
Author: Farrell, Anna
Date: 2021-07-00
Type: Journal Articles
Subjects: Science Education,Water Pollution,Poisoning,Public Health,Inquiry,Student Projects,COVID-19,Pandemics,School Closing,Online Courses,Social Problems,Teaching Methods,Secondary School Science,Middle Schools,High Schools,Educational Technology,Technology Uses in Education

Secondary schools in Maine and New Hampshire have been involved in a citizen science program called &quot;All About Arsenic&quot; aimed at addressing arsenic contamination of well water, one of the most pressing public health issues in both states. Nearly half of the population of Maine and New Hampshire derive their drinking water from private wells which often have arsenic levels above the EPA limit of 10 ppb. Arsenic exposure can cause cancer, adverse cardiovascular effects, and other health problems. Addressing this issue in schools provides context and motivation for students to engage in scientific inquiry and acquire data literacy skills. This project involves students collecting well water samples for arsenic analysis, entering their data into an online citizen science data portal, Anecdata, and using Tuva online software tools to visualize and interpret their data. Students present their data at public meetings to inform community members of their findings with the goal of moving &quot;data to action&quot;. The COVID-19 pandemic presented multiple challenges for teachers engaging their students in this citizen science project. We adapted our program and implemented a series of interventions aimed at supporting teachers in their continued efforts to engage their students the &quot;All About Arsenic&quot; project.
Comparing Online vs. In-Person Outcomes of a Hands-On, Lab-Based, Teacher Professional Development Program: Research Experiences for Teachers in the Time of COVID-19
Author: Lichtenstein, Gary
Date: 2021-07-00
Type: Journal Articles
Subjects: Comparative Analysis,Online Courses,Hands on Science,Science Experiments,Faculty Development,Teaching Experience,COVID-19,Pandemics,Science Teachers,Teacher Researchers,Program Effectiveness,Elementary Secondary Education,Teacher Attitudes

In 2012, engineering was adopted as a content area in K-12 science education. Yet few science teachers have engineering content or pedagogical content knowledge. Teachers learn how to teach engineering through professional development experiences, for which Darling-Hammond et al. (2017) outline seven characteristics of effectiveness. This mixed-methods study compared three cohorts of the NSF-funded Research Experiences for Teachers (RET) participants at one university. Two cohorts of in-service teachers experienced RET on-site, and one (summer 2020) experienced the program 100% remotely, due to COVID-19. Research questions explore 1) the extent to which the RET program delivered in-person and remotely reflected the seven characteristics of effective PD; and 2) whether program outcomes of the hands-on, lab-based program could be achieved remotely. This study found that six of the seven characteristics of effective PD were fully evidenced in all three RET cohorts, and one was partially evidenced. Program outcomes were achieved at high and comparable levels for all cohorts, though the nature of the experience varied by mode of delivery. This research contributes to existing literature that finds no inherent differences in the quality of teacher professional development delivered in-person or remotely.
Technology, Pedagogy &amp; Assessment: Challenges of COVID-19-Imposed E-Teaching of ESP to Saudi Female PY Students
Author: Alvi, Amatul Hafeez
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Females,Online Courses,School Closing,Educational Technology,Student Attitudes,Teacher Attitudes,Electronic Learning,English (Second Language),English for Special Purposes,Second Language Instruction,Barriers,College Students,College Faculty

The Coronavirus Disease (COVID-19) triggered substantial shifts in the education systems worldwide as teaching and learning have had to shift from face-to-face to an entirely virtual model due to the closure of educational institutes. The present paper is a descriptive-analytical investigation of the challenges of the current pandemic-imposed E-teaching of English for Specific Purposes (ESP) courses to female preparatory (PY) year students at King Khalid University (KKU). It identifies teachers' and students' responses about the ongoing issues with E-teaching of ESP with to put practical solutions to them. The study is conducted at The University Center for Girls' Studies- Al-Samir Campus-Abha during the academic year 2020-2021. Twenty English Language instructors at the English Language Center (ELC) and eighty students of the preparatory year at the College of Medicine enrolled in Intensive English Course (Njl-019) participated in the study. It adopts mixed qualitative methodology with the teachers' semi-structured interview and students' questionnaire as tools to collect data, and descriptive analysis as a method to interpret data. The study finds out reciprocity of teachers' and students' responses in pinpointing the factors posing serious challenges in teaching and learning ESP courses as majorly related to technology, pedagogy, and Assessment. Considering these challenges, the study puts forth practical suggestions to promote virtual teaching and learning of ESP courses. The suggested solutions are hoped to help providing successful standards for virtual ESP teaching and learning as per the constraints of quality modern education.
Improvement of Learning Skills in Geometry Incorporating a Metacognitive Learning Model in Boys Compared to Girls
Author: Nahmias, Erez
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Geometry,Metacognition,Gender Differences,Middle School Students,Grade 9,Mathematics Achievement,Foreign Countries,Learning Strategies

In this article, we shall present findings that describe the degree to which metacognitive orientation contributes to the study of the geometry the plan in boys compared to girls in 9th grade of middle school. The geometry study process does not only involve knowledge but also high thinking abilities. Beyond the knowledge of definitions and sentences, the students are required to write a full, precise, and logically constructed proof, as well as to show the validity and its correctness. In this article, we shall present a model of metacognitive orientation aiming to develop higher-order thinking skills in geometry. We built and applied the model to 9th-grade students. Since students experience difficulties in the study of geometry, the development of a structured study process is required. Numerous studies clearly show that the study process involving metacognitive orientation improves their study ability and deepens their understanding of the topic in question. The question that we addressed was to what extent the metacognitive orientation in geometry impacted boys in comparison to girls? In this study, we shall present data according to which metacognitive learning explicitly benefits girls more than boys. Nevertheless, as a modular model, it allowed every student of both sexes to strengthen the weak aspect and to overcome blockades inhibiting the learning process.
Incorporating a Metacognitive Learning Model to Improve Geometric Thinking in High-School Students
Author: Nahmias, Erez
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometry,High School Students,Thinking Skills,Mathematics Instruction,Teaching Methods,Mathematics Achievement,Independent Study,Mathematics Skills,Metacognition,Models,Validity,Mathematical Logic,Foreign Countries,Grade 9,Middle School Students,Skill Development

Thinking development processes among high-school students is an important and significant issue that has been widely investigated (Leviathan, 2012; Ball, 1996; De Risi, 2015). A few studies discuss the development of mathematical thinking as this field contains additional difficulties to the traditional factors, teachers, students, and parents, and is one of the most important areas taught in school, according to De Risi (2015). Due to the importance of this subject, the challenge facing researchers, mathematicians, and educators is how to improve students' abilities and achievements in mathematics. In recent years, researchers have found that in order to improve students' achievements and abilities in mathematics, one can use self-direction. Self-direction is a strategy by which the learner acquires the ability to cope with learning from several aspects and contributes to inking development. In this study, we showed that self-directed learning with an emphasis on metacognition would improve students' understanding of the subject in question. Using the metacognitive guidance model, the students acquire and develop learning skills that contribute to developing their geometric thinking. In this study, there is the added value of using a learning model based on metacognitive guidance and its significant contribution to combining multiple subjects into one problem.
Zoom Sessions in Distant Learning: Algerian EFL Students&apos; Perceptions and Attitudes
Author: Souheyla, Benmansour
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Videoconferencing,Student Motivation,Online Courses,Program Effectiveness,Barriers,College Students,Student Attitudes,Distance Education

During the COVID-19 pandemic, when classroom instructions are interrupted, teachers and students approach digitalization and become familiar with web conferencing. The present research aims to examine Algerian EFL students' motivation about the use of Zoom, as an asynchronous learning approach, to help 'bridge the gaps', and cope with the changes they encounter while exploring online learning. As such, the main questions that set the study are: How academically appropriate is the Zoom's integration for enhancing EFL students' motivation? How can the perceived obstacles be challenged for the proper integration of Zoom? To answer these problematic questions, the researcher conducted a case study with twenty EFL students at Oran university of Algeria. Informal, structured interviews and semi-structured questionnaires were employed. This study concluded that participant students have overall positive perspectives about using Zoom sessions with some limitations. Training students to use ICTs and developing positive perceptions about using online educational platforms and applications were the main recommendations for using zoom classes.
Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers
Author: Boonsuk, Yusop
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Higher Education,College Faculty,Language Teachers,Teacher Attitudes,Teaching Methods,Instructional Materials,Curriculum,Cultural Influences,Global Approach

Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers' voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.
Unrecognised Language Teaching: Teaching Australian Curriculum Content in Remote Aboriginal Community Schools
Author: Poetsch, Susan
Date: 2020-11-00
Type: Journal Articles
Subjects: Community Schools,Geographic Isolation,Elementary School Teachers,Team Teaching,Teaching Methods,Indigenous Populations,Native Language,Creoles,English (Second Language),Second Language Learning,Bilingual Education,Language of Instruction,Dialects,National Curriculum,Alignment (Education),Curriculum Guides,Culturally Relevant Education,Foreign Countries

The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-the-ground description of the work of a Primary school teaching team serves to illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team's work is underestimated in the curriculum itself and in the guidance provided to teachers, yet is essential for student learning in this context. While the team draws on students' L1 and early L2 English proficiency abilities to teach curriculum content, this work is not expedited from outside their classroom. An analysis of current curriculum offerings and the teaching team's approaches finds that they receive little direction for the extensive language planning required. The findings suggest an urgent need for tailor-made curriculum and teacher guidance which better recognise this dual language context. This article canvases different curriculum settings that would alleviate this situation considerably, not only for this teaching team but for others in similar remote schools.
Symbolic Capital and the Problem of Navigating English Language Teacher Practice: The Case of Indonesian Pesantren
Author: Skourdoumbis, Andrew
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Language Teachers,Teaching Methods,Religious Schools,Language Role,Social Capital,Language Attitudes,Islam,Semitic Languages,Learning Motivation,Cultural Context

English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers' beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a 'global lingua franca'. In engaging a Bourdieusian lens, this paper explores teachers' perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power.
Considering the Benefits of Research Participation: Insights from a Study of Adult EAL Educators
Author: Tour, Ekaterina
Date: 2020-12-00
Type: Journal Articles
Subjects: Adult Educators,Language Teachers,English (Second Language),Participatory Research,Educational Researchers,Collegiality,Professional Development,Theory Practice Relationship,Interviews,Technological Literacy,Foreign Countries

Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and immediate value for them and, importantly, how to gain it may not be obvious. To address this issue, we report a part of a six-month study that used institutional ethnography as the method of inquiry. We present and analyse three generative episodes that we observed and experienced in the context of our research collaboration with the participants at one adult community-based English as an Additional Language (EAL) institution in Melbourne (Australia). These episodes provide important insights into the ways in which our participants were proactive in realising the benefits of participating in the research. The participating teachers brought research and practice into regular dialogue and strategically utilised our partnership for their professional learning. We conclude by discussing some practical strategies for EAL institutions, teachers, and researchers who want to unlock and maximise the learning potential of research partnerships.
Functional Aspects of Interlingual Borrowings: Current Challenges
Author: Slaba, Oksana
Date: 2021-06-00
Type: Journal Articles
Subjects: Linguistic Borrowing,Second Language Learning,Semantics,German,Correlation,Language Usage,Contrastive Linguistics,Teaching Methods,Learning Processes,Vocabulary,Lexicology,Language Research,English,Metallurgy,Diachronic Linguistics,War,Social Influences,Political Influences,English (Second Language),Definitions

A particular status of the English language as the language of international communication and connections between the nearly related English and German languages resulted in the emergence of many interlingual borrowings in the Modern English and German language vocabularies. The paper aims to consider the functioning of borrowings (loanwords) in the English and German languages. To reach the aim of the research and to carry out the tasks assigned, the following methods were used: a descriptive method, the method of correlation, componential analysis and, comparative semantic analysis. The paper focuses on linguistic and extralinguistic factors of the German and English interaction. Special attention is paid to clarifying the notion of borrowing in modern linguistic science. The word-formative calques and half-calques (hybrids), which differ from ordinary lexical borrowings by using partially borrowed lexical material, are identified in addition to direct lexical borrowings in the language subsystem under study. The paper demonstrates the significant influence of English borrowings on the structural-semantic qualities of German words, on various semantic changes, as well as on the participation of loanwords in the lexico-semantic variation: synonymy, polysemy, homonymy, and antonymy. The results of the research can also be used in the teaching and learning of both languages, in the course of lexicology or linguistics.