ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy &amp; Arts Integration in Science: Engaging English Language Learners in a Lesson on Mixtures and Solutions
Author: Casey, J. Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,Vocabulary,Content Area Reading,Science Instruction,Spanish Speaking,Language Proficiency,Cooperative Learning,Culturally Relevant Education,Language Usage,Metacognition,Critical Thinking,Inquiry,STEM Education,Elementary School Students,Hispanic American Students,Grade 5,Learner Engagement,Program Effectiveness,Observation,Pretests Posttests,Interviews,Notetaking

Students who struggle with vocabulary knowledge often see a decline in comprehension of content. Even students who receive strong reading instruction in the early elementary years may still experience the fourth-grade slump (Chall, 1983), which more often affects students from underserved populations. Many of those same students are also affected by the 30-million word gap (Hart &amp; Risley, 2003), or the difference in the number of words heard by young children in homes from varying socioeconomic statuses. When working with culturally and linguistically diverse (CLD) students, it is important to provide opportunities for conversations that allow students to draw on their own cultural wealth (Au, 2000; González, Moll, &amp; Amanti, 2006; Moje, McIntosh Ciechanowski, Kramer, Ellis, Carrillo, &amp; Collazo, 2004; Yosso, 2005). In a recent pilot study, fifth-grade students engaged in Reciprocal Teaching (RT) (Palincsar &amp; Brown, 1984) strategies to determine effective supports for English language learners (ELLs) when reading expository text. Multiple science lessons were developed and embedded with RT strategies. Two additional components were added to a lesson on mixtures and solutions: arts integration and literacy integration. This lesson further supported ELLs' comprehension of content material. Students in both classrooms had mixed levels of English proficiency, but all ELLs spoke Spanish as their first language. The use of RT supported students' active engagement in learning, vocabulary acquisition, and academic growth. Researchers' analysis of student-participants' assessments and engagement, across multiple lessons, demonstrated students had increased understanding of content, particularly students with higher English proficiency. However, a lesson on mixtures and solutions provided a more engaging learning environment and practical application of new content knowledge for students by adding literacy and arts integration; this lesson will be the focus of this article.
Teacher Attitude towards Use of Chatbots in Routine Teaching
Author: Bii, P. K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Computer Attitudes,Computer Mediated Communication,Computer Uses in Education,Educational Technology,Developing Nations,Foreign Countries,Mixed Methods Research,Quasiexperimental Design,Likert Scales,Questionnaires,Boarding Schools,Secondary Schools

Teacher's attitude towards some particular technology influences their willingness to use that technology in their instructional processes, and consequently the attitude and responses of students to the technology that they observe teachers using. This has a direct bearing on whether or not such technology will successfully be integrated into routine classroom practice and whether benefits of using such technology for teaching-learning purposes will be realized. This study sought to ascertain the attitude of teachers towards use of chatbot technology for teaching and learning purposes, chatbots being yet an emerging educational technology within a majority of developing countries including Kenya.
The Problem of Distinguishing Multiplicative from Additive Reasoning in Primary School Classroom Context
Author: Kaufman, Odd Tore
Date: 2018-00-00
Type: Journal Articles
Subjects: Addition,Multiplication,Thinking Skills,Elementary School Mathematics,Grade 3,Classroom Techniques,Naturalistic Observation,Class Activities,Problem Solving,Teaching Methods,Learning Strategies,Foreign Countries,Observation

This article investigates how students in third grade learn to reason on multiplication when they first encounter that concept in the classroom context. By analysing the data from 24 classrooms focused on teaching and learning multiplication, the article aims at contributing to the research and conceptualisations about how students learn to distinguish multiplicative from additive reasoning in a primary school. A central feature is the strong emphasis students have on addition when they work with multiplication. This emphasis on addition causes tensions in the discussions between the teacher and students. Results are discussed in relation to previous studies of students' multiplicative reasoning and implications for practice are elaborated upon.
Factors Associated with Organizational Commitment of Academic Employees in Botswana
Author: Fako, Thabo T.
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Organizational Climate,Performance Factors,Employee Attitudes,Higher Education,Organizational Effectiveness,Questionnaires,Predictor Variables,Predictive Measurement,Models,Sense of Community,Work Ethic,Statistical Analysis,Participant Observation

Organizational commitment is a major determinant of organizational effectiveness and desirable employee attitudes and behaviours. Highly committed academic staff are the backbone of universities since they play an important role in the success of their institutions. This study investigated factors associated with organizational commitment among academic employees of a university in Botswana using a representative sample of 165 respondents. The study also sought to develop a parsimonious model that can predict organizational commitment among academic employees in Botswana. The results show that about 3 out of 5 academic employees sampled showed evidence of commitment to the university, regardless of their socio-demographic or socio-economic background. The study found 11 factors that were associated with commitment to the university. Most of the factors that affected organizational commitment involved decisions and actions that were directly or indirectly at the disposal and control of the management. The single most important factor that predicted commitment to the university was acceptance of the new criteria for the assessment of academic staff, followed by perception of opportunities for research.
Problem Based Learning Strategy for Development of Skills--A Review
Author: Thakur, Preeti
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Learning Strategies,Skill Development,Creative Thinking,Thinking Skills,Literature Reviews

To be successful in any field, one needs to have good decision making, effective critical thinking and problem-solving skills. The skills an individual possess not only helps him/her to earn his/her livelihood but also aids in the development and progress of the whole nation. So, there is an urgent need of integrating our traditional courses with skill development modules to enhance the efficiency of the young population and help them to be successful in their careers in future. Some basic skills like communication, creative thinking, self directed learning and problem solving are not only needed by an individual during course of his study or a job but also needed in day to day life to cope up with real life problems. One such method which can help in enhancing the skills and knowledge during school, college as well as at workplace is problem based learning; and if students are imparted education and trained for various skills right from the school through problem based learning, the concept and understanding pertaining to school curriculum and real life situations will be long lasting and concrete. The present paper critically reviews the studies related to development of skills through Problem Based Learning.
The Effects of Sustainable Design of Educational Settings
Author: Page, Tom
Date: 2018-00-00
Type: Journal Articles
Subjects: School Buildings,Sustainability,Case Studies,Foreign Countries,Questionnaires,Interviews,Online Surveys,Data Analysis,Lighting,Educational Facilities Design,Acoustics,Pollution,Climate,Qualitative Research

Sustainable design when used in educational building design has large effect or features the buildings possess and it also effects the users interaction with the building. This effect needs to be determined whether it is positive or negative one. Multiple case studies and a main case study of The Loughborough Design School were researched and analysed through questionnaires, interviews, and library resources. This was carried out to discover varied opinions and reviews of a range of educational buildings that have taken a slightly different approach for the sustainable design. 50 people, a mixture of Loughborough student, other students and other users, completed a distributed online survey focusing on their personal experiences with the educational buildings they spend time to achieve an understanding of day to day living with different buildings. Three people were interviewed on the topic of sustainably built educational buildings, all users differing in profession and age to provide a more diverse amount of data to be analysed. Key issues appeared throughout the study, which consisted of natural light issues, noise pollution, and temperature regulation problems within the buildings. These findings show that the introduction of sustainable design over recent years drastically effects the technological techniques and user interaction of educational buildings, but there is still a long way for technology to progress before sustainable design will be problem free and second nature.
Researching Pronunciation Learning Strategies: An Overview and a Critical Look
Author: Pawlak, Miroslaw
Date: 2018-00-00
Type: Journal Articles
Subjects: Pronunciation,Second Language Learning,Second Language Instruction,Preferences,Pronunciation Instruction,Learning Strategies,Classification,Teaching Methods,Educational Research,Correlation,Measures (Individuals),Questionnaires,Semi Structured Interviews,Vignettes,Likert Scales,Student Attitudes

Disparate goals that learners might have in learning second or foreign language pronunciation and the scant classroom time that can be dedicated to teaching this target language subsystem dictate that learner autonomy is of vital importance in this case and adept use of pronunciation learning strategies (PLS) can be viewed as key to the development of this attribute. Surprisingly, research on these strategies is scarce, mainly focusing on the identification and classification of PLS, diverse instruments are used for data collection and the findings are inconclusive. The paper provides an overview of the available research on PLS with respect to their identification, learners' preferences concerning their use, factors mediating the application of PLS, and the effects of strategies-based instruction in this area. An attempt is also made to assess research of this kind and to suggest how it could be taken forward to provide insights that would be of value to practitioners.
Validation of an Online Questionnaire of Vocabulary Learning Strategies for ESL Learners
Author: Gu, Peter Yongqi
Date: 2018-00-00
Type: Journal Articles
Subjects: Questionnaires,English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Vocabulary Development,Likert Scales,College Students,Construct Validity,Content Validity,Foreign Countries,Teaching Methods,Metacognition,Factor Structure,Factor Analysis,Correlation,Reliability,Statistical Analysis

This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the &quot;Vocabulary Learning Questionnaire&quot; (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.
Self-Directed Learning as Related to Learning Strategies, Self-Regulation, and Autonomy in an English Language Program: A Local Application with Global Implications
Author: Hawkins, Melissa Williamson
Date: 2018-00-00
Type: Journal Articles
Subjects: Independent Study,Second Language Learning,Second Language Instruction,English (Second Language),Learning Strategies,Adult Education,Metacognition,Tutoring,Academic Support Services,College Second Language Programs,Language Laboratories,Guidelines,Teaching Methods,Language Teachers

English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self-directed learning (SDL) from the field of adult education should be considered alongside the equally-important areas of language learning strategies, learner autonomy, and self-regulated learning in the setup of these types of tutoring/ self-access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly-known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107). Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution-based, adult English language program.
Past Its Expiry Date? The SILL in Modern Mixed-Methods Strategy Research
Author: Amerstorfer, Carmen M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Second Language Learning,Second Language Instruction,Learning Strategies,Measures (Individuals),Metacognition,Memory,Affective Behavior,Holistic Approach,Educational Research,Information Technology,Preferences,Classification,Usability,Criticism,German,Native Language,Foreign Countries,English (Second Language),Cooperative Learning,Vocational Schools,Secondary School Students,Semi Structured Interviews,Student Attitudes

Has the &quot;Strategy Inventory for Language Learning&quot; (SILL) passed its expiry date? The SILL (Oxford, 1990) was designed as a self-evaluation tool to measure the frequency of language learning strategies used by foreign and second language (L2) learners. With simple mathematics, learners can analyze their strategy preferences overall and in six categories (i.e., memory, cognitive, compensation, metacognitive, affective, and social strategies). Diverging from its original purpose, the SILL became the most popular instrument in LLS research, which brought widespread acclaim but also criticism. This article explains what makes the SILL an extraordinary tool for learners, teachers, and researchers and how it can be adapted to suit specific contexts and the demands of a modern world. An example of how the SILL can be integrated into mixed-methods research demonstrates how the instrument can fulfil additional purposes to those originally intended. Despite its naturally quantitative orientation, the SILL contributed to the acquisition of rich qualitative information, which enabled a holistic view of five individual L2 learners. In addition to new insights about strategic L2 learning, the study attests that the SILL has not expired yet, but perhaps needs a modern touch, for instance, in the form of adaptation or combination with other research methods and the inclusion of strategies for learning language with technology.
Strategies and Interlanguage Pragmatics: Explicit and Comprehensive
Author: Sykes, Julie M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Strategies,Pragmatics,Interlanguage,Second Language Learning,Second Language Instruction,Guidelines,Metacognition,Teaching Methods,Learning Processes,Speech Acts,Interpersonal Communication,Language Variation,Classification,Age Differences,Language Skills,Language Proficiency,Subcultures,Goal Orientation,Web Sites,Educational Resources,Visualization,Cognitive Style,Emotional Response

Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen's (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, &amp; Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
Revising the &quot;Metacognitive Awareness of Reading Strategies Inventory&quot; (MARSI) and Testing for Factorial Invariance
Author: Mokhtari, Kouider
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Measures (Individuals),Factor Analysis,Self Evaluation (Individuals),Generalization,Validity,Comparative Analysis,Correlation,Second Language Learning,Second Language Instruction,Teaching Methods,English (Second Language),Reading Comprehension,Secondary School Students,College Freshmen,Models,Goodness of Fit,Item Analysis,Gender Differences,Ethnicity,Scoring,Statistical Analysis

In this study, we revised the &quot;Metacognitive Awareness of Reading Strategies Inventory&quot; (MARSI), a self-report instrument designed to assess students' awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students' perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the &quot;Survey of Reading Strategies&quot; (SORS), which was based on the original MARSI and was designed to assess adolescents' and adults' metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSIR instrument and discuss the implications of the study's findings in light of new and emerging insights relative to assessing students' metacognitive awareness and perceived use of reading strategies
Strategies in Technology-Enhanced Language Learning
Author: Zhou, Yalun
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Strategies,Teaching Methods,Metacognition,Independent Study,Computer Assisted Instruction,Telecommunications,Handheld Devices,Educational Research,Technology Integration,Language Skills,Vocabulary Development,Writing Skills,Oral Language,Listening Skills,Reading Skills,Grammar,Affective Behavior,Sociocultural Patterns

The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people's daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.
Interrelationship between Perceived Instructor Power, Student Dissatisfaction, and Complaint Behaviors in the Context of Higher Education
Author: Yoke, Lee Bee
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Power Structure,Teacher Role,Student Behavior,Student Attitudes,Compliance (Psychology),College Students,College Faculty,Online Surveys,Questionnaires,Structural Equation Models,Statistical Analysis,Teacher Influence,Student Satisfaction,Hypothesis Testing,Focus Groups,Foreign Countries

Instructor is granted with some basic forms of power to influence student behaviors. Students tend to perceive themselves in an inferior position due to the power imbalance between instructors and students. Therefore, this paper aims to explore the interrelationships between perceived instructor power, student dissatisfaction and complaint behaviors in the context of higher education. The present study employed quantitative research methodology using survey questionnaire to collect data. Results from structural equation modeling indicated that students are more likely to engage in private complaining behavior and third party complaining behavior when instructor exhibited legitimate power, while perceived referent power is more associated with voice and third party complaining behavior. It was also noticeable that the student dissatisfaction can mediate the power-complaining behavior link. This research can be practically applied in the higher education institutions on how certain power bases can lead to student dissatisfaction and modes of complaining.