ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice EFL Teachers&apos; Experiences in Their First Teaching Practicum: A Collaborative Autoethnography
Author: Ariza-Quiñones, Kelli Johana
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Practicums,Experiential Learning,Foreign Countries,Student Teaching,Teacher Education Programs,Social Influences,Cultural Influences,Student Teacher Attitudes,Barriers,Elementary Secondary Education,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Classroom Environment,Student Interests,Pedagogical Content Knowledge,Cooperating Teachers,Student Teacher Supervisors,Teacher Role,Empathy

This paper reports a collaborative autoethnography on a first teaching practicum at Universidad Surcolombiana. The study aimed at how we, as novice researchers and preservice English as a foreign language teachers, make sense of our teaching experiences in our first teaching practicum using collaborative autoethnography as a research method. The data were collected by reflective journals and ethnographic observations. Results show the meaning that we give to our experiences, before and during the covid-19 pandemic, by recognizing and analyzing our sociocultural context. Additionally, we were immersed in a virtual learning environment where we had the opportunity to confront unforeseen changes imposed by the pandemic, familiarize ourselves with possible issues that teachers grapple with, and imagine new ways to be ourselves.
Framing English as a Medium of Instruction within the Iberian-American Spanish-Speaking Education Contexts
Author: Escobar-Alméciga, Wilder Yesid
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Foreign Countries,Teaching Methods,Higher Education,Classroom Environment,Learning Processes,Social Values,Spanish,Native Language,Bilingual Education

Education in Spain and Latin America has been experiencing an ever-increasing use of English as a medium of instruction at all levels and across curricula. Bringing the vast research-literature into a reflective dialogue is paramount to advancing the discipline and to refining English teaching practices. As such, this literature review systematically situates English-as-a-medium-of-instruction literature related to higher education within the Iberian-American school contexts where Spanish was the students' first language. Thus, the paper asserts that while research that addresses methodological approaches, processes, procedures, and their effects in instruction is significant, there is still a pressing need for framing English-as-a-medium-of-instruction research within the reciprocal relationship existing among communication, classroom culture, social values, the classroom climate for learning, and ultimately, the students' learning.
A Synthesis of EFL Research in Chilean High Schools: Research Shortage or Research Opportunities?
Author: Jaramillo-Yanquepe, Claudio
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Reviews,English (Second Language),Second Language Learning,Educational Research,Foreign Countries,Second Language Instruction,High School Students,High School Teachers,Research Methodology

This article is a configurative literature review that aims to synthesize available research on English as a foreign language education, undertaken specifically in Chilean high-school settings. Drawing on a pre-COVID-19 research corpus, I identified a limited number of concordant accounts (n = 23) published during the last decade. I used a critical interpretive synthesis methodology which yielded three research fields ranging from didactics to socio-structural problematics. The synthesis shows that the research addresses curricular aspects devoid of socio-political and historical contexts, emphasizing primarily teachers' teaching tensions and challenges. Finally, I discuss the English as a foreign language research limitations and implications for the Chilean context, for which I suggest some innovations to broaden future inquiry critically.
Using Deliberate Mistakes to Heighten Student Attention
Author: Philip, Abey P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Attention Control,Student Centered Learning,Error Correction,Teaching Methods,Undergraduate Students,Business Administration Education,Foreign Countries,Student Attitudes

Attracting and retaining students' attention is a concern for educators at every level of education, including those in higher education. Despite compelling evidence that student-centred pedagogies enhance attention, motivation and learning gain, exposition-centred delivery in forms such as lectures persists across higher education. Contemporary research on student attention suggests that student concentration in class begins to wane within 10 minutes; that neither tutorials or lectures tend to engage students effectively; and that the optimum length of a lecture is as little as 30 minutes. Where previous studies of student attention have focussed on the impacts of active listening, flipped classrooms and authentic assessment, the exploratory study reported here sought to determine the impact of a &quot;deliberate mistake strategy&quot; (DMS). The study engaged 103 undergraduate business students who self-assessed their attention span before and after a DMS was employed within their semester-long unit. Analysis of the students' self-report involved paired sample t-tests and revealed that students' attention span had increased significantly as the result of their engagement in DMS; there were no significant gendered differences. Cohen's &quot;d&quot; revealed a large effect size with students reporting that DMS had helped them to increase their perceived attention span when in class. Amid continued debate about how to engage students and growing realisation that multiple approaches are needed, the findings suggests that the use of a simple strategy such as DMS merits further attention. [Note: The page range (193-212) shown on the PDF is incorrect. The correct page range is 193-210.]
Who Is a Tired Student? Fatigue and Its Predictors from a Gender Perspective
Author: Zdun-Ryzewska, Agata
Date: 2021-00-00
Type: Journal Articles
Subjects: Fatigue (Biology),Gender Differences,Student Attitudes,Stress Variables,Sleep,Medical Students,Symptoms (Individual Disorders),Foreign Countries,Medical Schools,Anxiety,Health,Predictor Variables,Depression (Psychology),Life Satisfaction,Correlation,Mental Health,Self Efficacy,Personality Traits

The level of fatigue among medical students is increasing. Exhaustion is an essential symptom of burnout, which may occur even while a student. Our exploratory study sought to identify the characteristics of tired students and to describe factors determining fatigue among medical students. The studied group consisted of second-year medical students (N=193) from a Polish medical university. Statistically significant differences in fatigue appeared between male and female students. We obtained positive correlations between intensity of fatigue and sleepiness, pain intensity, stress, anxiety, depression and negative health conditions, life satisfaction, emotional stability, conscientiousness, and self-efficacy. Predictors relevant for female fatigue were sleepiness, health condition, depression, and conscientiousness (the whole model explains 46% of variance in fatigue). Predictors relevant for male fatigue were sleepiness, health condition, anxiety, and agreeableness (the whole model explains 55% of variance in fatigue). We did not observe differences in fatigue between sleepless, overloaded, or stressed people. Explaining the differences between male and female predictors and levels of fatigue in terms of personality traits through the prism of defined stereotypical social roles is worth considering. [Note: The page range (139-154) shown on the PDF is incorrect. The correct page range for this article is p139-152.]
Characterising Collaboration: Reflecting on a Partnership between Academic Support Staff and Lecturers to Help University Students Learn How to Write for the Discipline of Chemistry
Author: Makhanya, Fezokuhle Mfundo
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperation,Academic Support Services,College Faculty,Content Area Writing,Chemistry,Writing (Composition),Laboratories,Foreign Countries

Academic staff often lament their students' abilities to write for academic purposes. To address these writing challenges, faculty members can seek support from their university writing centres. Despite the expertise that can be found in areas of writing pedagogy in this location, these partnerships can often be asymmetrical with the academic staff members' ways of knowing overpowering those belonging to members of the writing centre. Perhaps these issues of inequity and disregard between disciplines are one reason at least half the collaborations that form in universities context fizzle rather than flourish. This article reports on findings from a reflective investigation done by three members of a collaboration that is currently flourishing in its efforts to help first and final year chemistry students learn how to write for academic and research purposes in their discipline at one university of technology in South Africa. Using in-depth interviews, we, two members of the chemistry department and the coordinator of the university writing centre, reflected on our experiences beginning, implementing, and moving the partnership forward. From this reflective process, we have realised that the team members possess particular characteristics (i.e. ways of thinking and being) that have perhaps enabled this enterprise to successful work towards its goal. [Note: The page range (41-55) shown on the PDF is incorrect. The correct page range for this article is p41-53.]
Beyond the Avatar: Using Video Cameras to Achieve Effective Collaboration in an Online Second Language Classroom
Author: Pavlov, Vladimir
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Video Technology,Teacher Student Relationship,Computer Mediated Communication,Online Courses,Constructivism (Learning),Research Universities,Language Teachers,Teacher Attitudes,Foreign Countries,Instructional Materials,Undergraduate Students,Cooperative Learning,English (Second Language)

In language learning, students learn through interaction with the teacher, the other students, and with the study material, to build language skills. What happens to interaction opportunities when learning goes online? In an online classroom, collaboration is difficult to achieve due to lack of physical proximity among the participants. This paper explores the problem of online collaboration between teachers and students in English as Foreign Language (EFL) classroom with the empirical focus on the role that video cameras play in online collaboration. We argue that cameras, although being contested as a pedagogical tool, should be seen as an important 'proximity tool' that helps foster collaboration by bringing learners and teachers 'closer'. We theorise 'collaboration' via the social constructivism lens and argue that collaboration as being 'close' echoes in the digital sense with 'being with' and is core for developing an ecology of virtual collaboration. We draw on the online survey data from foreign language students and language instructors in one Russian research-intensive university, who were asked how they use cameras online. Quantitative and qualitative methods of data analysis have been used to identify key patterns and emerging themes. The key findings of the study are that: (1) cameras could be an important aspect of fostering collaboration online; (2) there is a tension in relationships between students, teachers, and study materials; (3) students and teachers differently perceive the need to use cameras, which may limit opportunities for online collaboration; and (4) while students feel more comfortable when all the other participants turn their cameras on, many do not see turning cameras on for themselves to be important. The paper concludes with a discussion of how camera use can foster online collaboration between teachers and students. [Note: The page range (228-243) shown on the PDF is incorrect. The correct page range for this article is p228-241.]
A Tiered Approach for Training Paraeducators to Use Evidence-Based Practices for Students with Significant Disabilities
Author: Brock, Matthew E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Staff Development,Evidence Based Practice,Students with Disabilities,Severe Disabilities,Program Effectiveness,Program Implementation

Paraeducators play an important role in the education of students with significant disabilities. They can best contribute to improving student outcomes when they are skilled in using evidence-based practices. Tiered training is a practical and promising solution for how teachers can train teams of paraeducators to use evidence-based practices. Like a Response to Intervention (RTI) model for students, tiered staff training involves providing initial training for groups of paraeducators, monitoring their performance, and then providing follow-up coaching to only the paraeducators who need extra support. In this article, each step of tiered training is described with examples. This step-by-step guide is informed by a series of research studies in which tiered training was tested with more than 60 paraeducators who serve students with significant disabilities in public schools.
Perceived Effects of CET4 Test Preparation, Language Ability, and Test Performance: An Exploratory Study of Chinese EFL Learners
Author: Li, Jiuliang
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Second Language Instruction,Predictor Variables,Undergraduate Students,Test Preparation,Test Wiseness,Self Efficacy,Student Attitudes,Reading Comprehension,Translation,Skill Development,Foreign Countries,Language Skills,Listening Comprehension,Writing Skills,Outcomes of Education

This study examined the perceived effects of test preparation for College English Test Band 4 (CET4) on development of language ability and test performance, which has not received sufficient attention previously. A total of 79 undergraduate students from two classes in a Chinese university participated in the study. At the end of the CET4 preparation program provided by the university, the participants completed a questionnaire indicating their perceived improvement in the various attributes (language skill development, skill understanding, test-taking strategies, and confidence) in relation to writing, listening, reading, and translating measured by the test. Six participants took part in one-to-one interviews to provide detailed information about their perceived effectiveness of learning as a result of the preparation program. Overall participants thought they made more progress in reading and translating, but less in listening and writing. Regression analyses mainly established that the perceived improvements of most of the attributes and language abilities are significant predictors of students' anticipated and actual CET4 performance. Implications for test preparation programs, language learners and instructors are discussed with reference to how to facilitate learners' learning and development of language ability and how to improve performance on future tests.
The Productive Efficiency of Science and Technology Worldwide: A Frontier Analysis
Author: Ferro, Gustavo
Date: 2021-00-00
Type: Journal Articles
Subjects: Epistemology,Data Analysis,Sciences,Productivity,Periodicals,Intellectual Property,Geographic Regions,Foreign Countries,Efficiency,Input Output Analysis

We are interested in how codified knowledge is produced around the globe (which inputs are used to produce scientific articles and patented inventions) and the efficiency of the process (how do the best performers produce more with the same inputs or produce the same with less inputs). Using a Data Envelopment Analysis (DEA) efficiency frontier approach, we aim to determine which countries are more efficient at producing codified knowledge. We proxy knowledge production by publications and patents, obtained through human (researchers) and non-human (R&amp;D expenditure) resources. We built a 15-year database with more than 800 observations of these and other variables. Our findings enable us to distinguish efficiency by country, geographical region, and income area. We run four different specifications and correlate the results with partial productivity indexes seeking consistency. Under constant returns to scale, the most traditional producers of knowledge are not fully efficient. Instead, small countries with limited resources appear to be efficient. When we add environmental conditions, both sets of countries are efficient producers of knowledge outputs. High-income regions, on the one hand, and East Asia, North America, and Europe and Central Asia, on the other, are the most efficient regions at producing knowledge.
Use of Screencast in Distance Education GIS Lessons: Students&apos; Views
Author: Yildirim, Salih
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Software,Geographic Information Systems,Geography Instruction,Teacher Attitudes,Undergraduate Students,Teacher Education Programs,Teaching Methods,Student Motivation,Distance Education,COVID-19,Pandemics,Educational Change,Foreign Countries

This study aims to analyze the views of geography teacher students on the GIS course conducted with screencasts during the distance education process. Furthermore, the study reveals, along with the reasons, how the process of capturing and sharing screencasts with students can assist instructors. At the end of the term, 27 students studying in the second year of the geography teaching undergraduate program were asked about their opinions of the lesson. The data were collected through a structured evaluation form consisting of open-ended questions to evaluate the course. In the analysis of the comments obtained, MAXQDA software, which is frequently used in qualitative data analysis, was applied. The expressions in the answers were analyzed using the content analysis technique. Overall, the results prove that the beneficial aspects of the GIS course, which consists of applications and is conducted with screencast, outweigh the theory. Thanks to the screencast model, students can use their time efficiently and watch the videos repeatedly whenever and wherever they want. Nevertheless, the results reveal that extra methods are required to motivate students to transfer theoretical information and that screencasts have some disadvantages.
&quot;To Be Relied upon and Trusted&quot;: The Centrality of Personal Relationships to Collaboration in HE, in a Successful Cross-Team Institutional Change Project
Author: Heard-Lauréote, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Educational Cooperation,Higher Education,Organizational Change,Educational Change,Foreign Countries,Electronic Learning,Leadership,COVID-19,Pandemics,Vertical Organization,School Personnel,Psychological Patterns

The change to online delivery in March 2020 provided an opportunity as well as a requirement to change the way we work in Higher Education (HE), from a traditional stance focussed on hierarchy and roles to one that embraced individual core skills and competencies. The Transformation Academy (TA), Solent University's response led by the Solent Learning and Teaching Institute (SLTI), had as its goal the preparation of 1100 modules for online delivery in September 2020, delivered via institutional cross-team collaboration to ensure success within a narrow timescale. Collaboration is by necessity situated and dialogic, and most effectively driven by an affective and trust-based connection between collaborative partners as well as to the project goal. In bringing together previously disparate and siloed teams, the TA project's success relied upon new collaborative partners quickly forming those connections, despite the prevailing neoliberal emphasis in UK HE on performativity and pressure from senior management to complete the work within 12 weeks. Adopting a qualitative empirical research design and single, local, exploratory case study approach, data is derived from 11 semi-structured interviews with project members who collaborated with colleagues outside of their usual team structures, to explore the personal value they perceived obtaining from the TA project. Preliminary findings suggest that Learning and Teaching (L&amp;T) collaborations in a pressured environment benefit from authenticity in emotion and interpersonal affective connections, which in turn are engendered by openness and clarity in communication, a flattened hierarchy, and a sense of ownership for all participants. [Note: The page range (7-24) shown on the PDF is incorrect. The correct page range is 7-22.]
The Doors of Opportunity: How Do Community Partners Experience Working as Co-Educators in a Service-Learning Collaboration?
Author: Walker, Alison
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Higher Education,School Community Programs,School Community Relationship,Partnerships in Education,Cooperation,Undergraduate Students,College Faculty,Job Skills,Barriers,Interpersonal Relationship,Volunteers,Student Motivation,Social Responsibility,Psychology

This article explores the experiences of organisations participating as Community Partners (CPs) and co-educators in a service-learning module in a Higher Education Institution (HEI) in South Wales, UK. It focuses on the opportunities and challenges faced by community organisations when working within the Service-learning (SL) model, and the relationship with the university and the students, including issues of expectation, assessment and identity. The partners provided SL placements of 30 hours or more in a range of community projects and organisations. These placements were intensely collaborative affairs. We researched the experiences of community partners to better understand the dynamics of the relationship; to better understand how to prepare community partners, HEIs and students; and to tease out how complex partnership projects like this one with multiple partners may be conducted successfully. A qualitative study was conducted. The data were collected through semi-structured interviews and analysed using Reflexive Thematic Analysis. Three main themes emerged from the data: Dynamic Tensions; For Each and Every One; and Broadening Horizons. The findings suggest that developing a transformation of the relationship is key to a strong and effective partnership. There needs to be active and dynamic collaboration between CPs and HEIs, including involvement in research projects like these, to better understand and navigate the pleasures and pains of successful cooperative relationships.