ethanporcaro/eric-fulltext-meta huggingface dataset:
The French Play: An Ethnodrama about Applied Theatre for Social Justice Education in Middle School
Author: Balabuch, Allison
Date: 2021-00-00
Type: Journal Articles
Subjects: Drama,French,Immersion Programs,Second Language Instruction,Teaching Methods,Social Justice,Grade 8,Middle School Students,Program Effectiveness,Social Problems,Social Change,Student Development,Foreign Countries

In this study, I investigate the use of applied theatre with French Immersion Grade 8 students to better understand social justice issues. Through unstructured interviews, four participants were asked to recall their past experiences participating in applied theatre projects as a learning experience and as a process to better understand social justice issues. Participants' words and feedback were then used to create an ethnodrama script, performed by the participants and me via video conference. Findings are grouped under five categories; Doll's (2013) 4Rs: Richness, Rigor, Recursion, and Relations and Freire's (2000) concept of conscientization. Participants in applied theatre reported they had a space to tell authentic stories in their own words, became more self-confident, and work towards being catalysts for change. The purpose of this article is to inform educators of the possibilities in using applied theatre and problem-posing education for social justice education and to share the process of ethnodrama as a methodology in arts-based research.
A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015
Author: Zhang, Qiuxin
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Computer Assisted Instruction,Linguistic Input,Instructional Effectiveness,Research Reports,Listening Comprehension,Reading Comprehension,Vocabulary Development,Phonetics,Writing Skills,Artificial Intelligence,Educational Benefits,Barriers

With the rapid development of economy and technology, more and more fields are combined with electronic intelligence and artificial intelligence, and language teaching is no exception. As a research hot issue, computer-assisted language learning (CALL) has attracted more and more people's attention. Based on computer-aided technology, teachers can not only provide students with rich language input, but also improve classroom efficiency. However, there are still some problems in this technology. This paper reviews some empirical studies on the impact of computer-assisted language teaching from 2015 and reveals the relevant progress and shortcomings of foreign researches in terms of six aspects from the perspective of language teaching, in order to provide some enlightenment for future research.
Research on the Effect of Peer Feedback Training in English Writing Teaching -- A Case Study of Students in Business English Major
Author: Chen, Jialiang
Date: 2021-00-00
Type: Journal Articles
Subjects: Business English,Writing Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Educational Quality,Peer Evaluation,Feedback (Response),Teaching Methods,Student Motivation,Cooperative Learning,Foreign Countries,Case Studies,Majors (Students),Undergraduate Students,Student Attitudes

Based on peer feedback, this paper further explores the application of peer feedback training to English writing teaching in China. From the theoretical perspective, compared with teacher feedback, peer feedback is beneficial to motivate students to take the initiative in learning, practice the student-centered concept, and promote cooperative learning among students. Peer feedback training, namely peer feedback under teacher intervention in this paper, combines the advantages of teacher feedback and peer feedback, which can not only be accepted by learners but also achieve significant pragmatic effects. From a practical point of view, peer feedback training can be applied to teach large groups of students, thus reducing the pressure and burden of teachers and improving the quality of peer feedback. The results also show that peer feedback training mainly works during the training stage rather than the modification stage. It is crucial to pay attention to the mechanism of peer feedback training and apply it to practice to promote the quality of English writing teaching.
Influence of Auditor Competency in Using Information Technology on the Success of E-Audit System Implementation
Author: Supriadi, Taufiq
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Audits (Verification),Financial Audits,Accounting,Information Systems,Public Agencies,Information Technology,Program Implementation,Competence,Evaluators,Success

Indonesia has recently witnessed a development in accounting information system with the introduction of computer-assisted mechanism. The Audit Board (BPK) while implementing the e-Audit system, aimed at reducing conflicts between auditors and state bureaucrats. This study is based on the phenomenon that occurred regarding the low quality of the e-audit system in several agencies, like government agencies, and private institutions. The study aims to analyze the extent to which auditor's competencies can help in successful implementation of the e-Audit system. The study used a sample of 380 BPK Auditors through random sampling using a questionnaire. The data was analyzed through statistical descriptive analysis and structural equation modeling techniques. The results provide empirical evidence that Auditor Competence in Using Information Technology has a significant positive influence on the success of the e-Audit System Implementation.
Chatting with AI Bot: Vocabulary Learning Assistant for Saudi EFL Learners
Author: Alsadoon, Reem
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Translation,Dictionaries,Retention (Psychology),Artificial Intelligence,Semitic Languages,Story Telling,Indexes,Linguistic Input,Learning Strategies,Computer Assisted Instruction,Student Attitudes,Pretests Posttests,Foreign Countries,Preferences,Language Tests

In the AI field of language learning, chatterbots are an interesting area for language learning and practice. This research investigates Arabic EFL vocabulary learning using an interactive storytelling chatterbot. A chatterbot was created and equipped with four vocabulary tools: a dictionary, images, an L1 translation tool, and a concordancer. The target words were enhanced by these tools to provide the learners with interactive comprehensible input. This project seeks to identify which tools are mostly used when EFL learners are practicing English with a chatterbot. It also seeks to determine which tool could help most in vocabulary learning as well as retention. The results of the study indicate that the dictionary is the most favoured and effective tool for vocabulary learning. For retention, the findings uncover that L1 translation is slightly (but insignificantly) higher than the dictionary.
Information Communication Technology as Catalyst for Pedagogical Changes to Generate a Smart Manpower Requirement in Developing Countries
Author: Munyengabe, Sylvestre
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Educational Change,Human Capital,Skill Development,Employees,Attitudes,Job Skills,Labor Force Development,Economic Development,Barriers,Industry,Education,Administration,Technological Literacy

The human development sector has been influenced largely by the integration of ICT in education and different sectors. This study explored the employees' perceptions on the influence of ICT as catalyst for pedagogical changes in order to create a smart manpower requirement for 21st century. The study was qualitative in its nature. Thirty-six respondents participated in this study. Data were collected through interview conducted to explore different views related to how ICT influences the pedagogical changes to generate a smart human capital for the development of countries. Results revealed ICT as a transformational tool that influences the attainment of new skills required by students, teachers and other different employees in other working sectors. Employees' perceptions towards the role of ICT in changing pedagogical activities in order to create a smart manpower requirement for this century were positive. The study also proposed different recommendations which would be considered in order to solve all identified barriers.
Elevating the Profession and Practice through School Library Systems
Author: Burch, Kerrie
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Library Services,Librarians,School Closing,COVID-19,Pandemics,Leadership,Access to Computers,Technology Integration,Library Role

The New York State School Library Systems were established in 1984 for the purpose of providing professional development, consulting about library programs and practice, coordinating cooperative collection development, facilitating interlibrary loans, and supporting regional and state-sponsored electronic resources. There are currently forty school library systems serving more than 3.2 million students, teachers, and administrators in more than 4,200 public and nonpublic schools across New York state. Each system, be it in a city, suburb, rural area, or a mix of those area types, is able to respond to the unique needs of its region, which are shaped by geographic, economic, and cultural factors. Kerrie Burch and Susan LeBlanc describe how school library systems supported school librarians during school shutdown across New York state with workshops, grants, services, and networking opportunities.
High School Students&apos; Questions about Science and Religion in School Debates with Scientists
Author: Torres, Ana Cristina
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Science Education,Religious Factors,Public Schools,Foreign Countries,Scientists,Interdisciplinary Approach,Teaching Methods,Science Instruction,Scientific Principles

The paper describes an analysis of the questions posed by high school students regarding relationships between science and religion in a series of debates with scientists in public high schools of the northern part of Portugal. The exploratory interpretation of 171 collected anonymous written questions allowed for the detection of fragilities in the students' ideas about the nature of science and the nature of religion, connected with a trend to reject religion using scientism arguments. The findings reinforce a need of revising the fragmented teaching of nature of science and its connections with religion towards a more contextualized approach of diversified episodes of these social endeavours, anchored in life's 'big questions' that allow students to make cross-disciplinary connections. Our analysis also supports the need for more research on students' questions rather than on students' &quot;answers&quot; in more common research methodologies conducted to inform the development of a more meaningful curriculum.
Exploring the Coherence of Student Reasoning When Responding to Questionnaires on Thermally Activated Phenomena
Author: Battaglia, Onofrio Rosario
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Student Attitudes,Scientific Concepts,Concept Formation,Logical Thinking,Inquiry,College Science,Workshops,Chemistry,College Freshmen,Science Experiments,Questionnaires,Problem Solving

Many research results show that students often highlight &quot;mixed-type&quot; reasoning when tackling problematic situations and problems. This reasoning is based on the simultaneous use of common-sense and mere descriptions of facts, perceived as sufficient to build an &quot;explanation&quot; of observed or proposed situations and problems. This fact can be interpreted as a lack of coherence. In this paper, we study the coherence of responses that a sample of undergraduate chemical engineering student give when they are asked to face real-life situations, to create explanations, and to use models in different contexts. We administered open-ended questionnaires before and after a twenty-hour Inquiry-Based workshop related to phenomena activated by a thermal overcoming of a potential barrier. Based on the Physics Education Research literature on student understanding of relevant physics contents, the student responses are analysed by using researcher-generated categories of reasoning and their coherence is studied. Finally, we discuss some implications of the results to improve the development of students' explicative skills.
The Impact of Learning Self-Efficacy on Social Support Towards Learned Helplessness in China
Author: Wu, Shaowei
Date: 2019-00-00
Type: Journal Articles
Subjects: Role,Social Support Groups,Self Efficacy,Helplessness,Vocational Education,Student Attitudes,Correlation,Foreign Countries,Questionnaires,Measures (Individuals),Family Relationship,Peer Relationship,Teacher Student Relationship,College Students,Factor Analysis,Gender Differences

This study explored the moderating role of social support between learning self-efficacy and learned helplessness in higher vocational students in Henan Province, People's Republic of China. The Learning Self-Efficacy Scale, Social Support Scale, and Learned Helplessness Scale were adopted to conduct questionnaire surveys, which involved 1,067 students in five Chinese higher vocational colleges. A hierarchical regression model was used to analyze the role of social support in moderating the relationship between learning self-efficacy and learned helplessness. This study observed that learning self-efficacy had a negative effect on learned helplessness and that social support played a moderating role between learning self-efficacy and learned helplessness in the students.
The Transformation of Scientific Knowledge Concerning Evolution into the Content of the Curriculum and Its Potential to Create a Conceptual Change in the Conceptual Structures of Pupils
Author: Fancovicová, Jana
Date: 2019-00-00
Type: Journal Articles
Subjects: Knowledge Level,Evolution,Scientific Concepts,Concept Formation,Misconceptions,Science Instruction,Instructional Effectiveness,Hands on Science,Secondary School Students,Early Adolescents,Grade 5,Grade 7,Grade 9,Foreign Countries,Biology

Understanding of evolution helps solve biological problems in areas that affect our lives. One of the ways of adopting the concept of evolution leads through a conceptual change. We investigated whether inductively prepared educational activities, focused on evolution, have the potential to create conceptual changes in students' conceptual structures. We used a quasi-experimental design with pre- and post-tests in four classes with 10-16 year-old students. To measure their knowledge and understanding of evolution, we used two different instruments. Students who have received an education about evolution obtained significantly more factual knowledge. Pupils who participated in active education focused on diversity and adaptation of organisms, achieved not only a higher level of knowledge, but the transfer came also to an understanding of evolutionary mechanisms. Using appropriately chosen examples illustrating evolution will enable pupils to confront their naive ideas and misconceptions with scientific reality and can influence students' understanding of evolution.
Academic Training in Spanish Universities for the Didactic Use of Cinema in Pre-School and Primary Education
Author: Lorenzo-Lledó, Alejandro
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Films,Teacher Education Programs,Preschool Education,Elementary Education,Program Effectiveness,Learning Activities,Preservice Teachers,Student Attitudes

One of the characteristic features of current society is the relevance of technology and audiovisual media. This fact has generated demands in the educational field to adapt objectives and methodologies to non-textual languages. Among the predominant audiovisual media is the cinema, which has many potentialities as a didactic resource. Therefore, the aim of this study was to find out the training that students of the Teacher's Degree in Spanish universities receive for the didactic use of cinema through a nationwide research with survey design in which 4659 students, belonging to all the Autonomous Communities and 58 universities, participated. The questionnaire called Perceptions about the potentialities of cinema as a didactic resource in pre-school and primary classrooms (PECID) was designed ad hoc. This questionnaire, which consists of 45 items, has a section that deals with the training received for the educational use of cinema. The Spanish universities offering the Teacher Degree were identified and contacted for the dissemination of the questionnaire. The results obtained showed that 88.4% had not received training. Furthermore, 250 subjects were identified in which film content is taught, mostly in the second and third year and in the area of Didactics and School Organization. It was also found that the most frequent activities carried out are the viewing of films with individual answers to questions and the film forum. This pioneering study in Spain aims to provide information as a basis for further academic training in cinema as a resource of high educational value.
Analysis of Academic Performance Based on Sociograms: A Case Study with Students from At-Risk Groups
Author: Sanchez, Tarquino
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,At Risk Students,Socioeconomic Background,Social Networks,Classroom Environment,Interaction,Intervention,Performance Factors,Visual Aids,Prior Learning,Knowledge Level,Correlation,Diagnostic Tests,Scores,College Applicants,College Admission,Affirmative Action,Foreign Countries

The present work analyzes the academic performance of students from at-risk groups from the perspective of Social Network Analysis (SNA), studying the academic and interaction information of 45 students belonging to at-risk groups who attended a pilot socio-academic course during one academic term. This information was used to create a sociogram, which served as the basis for determining the centrality metrics of the SNA. The relationships between these metrics and the academic variables were then studied by means of correlation analysis and linear regression with LASSO standardization. As a preview of the results, it was determined that the academic performance of the students in the pilot course was influenced, on the one hand, by their academic knowledge prior to being admitted to the university, represented by the score on the Mathematics and Geometry section of the diagnostic test, and on the other hand, by the dynamics of the social network in which they interacted in the classroom, represented by the eigenvector centrality. These results have significant potential for explaining the academic performance according to SNA metrics, and they provide evidence to support the implementation of practices that promote a healthy social environment in an academic context.
Development of an Android-Based Harmonic Oscillation Pocket Book for Senior High School Students
Author: Bani, Marsi
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Science,Educational Technology,Technology Uses in Education,Physics,Program Effectiveness,Computer Software,Teaching Methods,Telecommunications,Handheld Devices,Foreign Countries,Grade 10,Science Instruction,Science Achievement,Scientific Concepts,Concept Formation,Motion

Research has been conducted to develop a physics learning media in the form of an Android-based pocket book. We designed a Harmonic Oscillation Pocket Book and tested its feasibility and effectiveness in improving the cognitive learning outcomes of students. This study used the research and development method adapted from the ADDIE model. The results revealed that this software has been successfully developed and is very feasible to be used as a physics learning medium. This Android-based Harmonic Oscillation Pocket Book was effective in enhancing the students' cognitive learning outcomes, and students showed a tendency to respond positively to the software.
Body Language as a Communicative Aid amongst Language Impaired Students: Managing Disabilities
Author: Ezeh, Nnenna Gertrude
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Language Impairments,English (Second Language),Second Language Instruction,Nonverbal Communication,Speech Impairments,Communication Skills,Interpersonal Communication,Foreign Countries,Preadolescents,Adolescents,Student Attitudes

Language impairment is a condition of impaired ability in expressing ideas, information, needs and in understanding what others say. In the teaching and learning of English as a second language, this disability poses a lot of difficulties for impaired students as well as the teacher in the pedagogic process. Pathologies and other speech/language interventions have aided such students in coping with language learning; however, this study explores another dimension of aiding impaired students in an ESL situation: the use of body language. The study adopts a quantitative methodology in assessing the role of body language as a learning tool amongst language/speech impaired students. It was discovered that body language aids students to manage speech disabilities and to achieve effective communication; this helps in making the teaching and learning situation less cumbersome.
Exploring EFL Learners&apos; Comments on Web-Based Peer Feedback: Local and Global Revisions
Author: Abri, Abdullah Al
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Web Based Instruction,Feedback (Response),Synchronous Communication,Scaffolding (Teaching Technique),Revision (Written Composition),Writing Improvement,Essays,Peer Relationship,Coaching (Performance),Process Approach (Writing),Public Colleges,College Students,Arabs,Foreign Countries

The purpose of this empirical study was to explore the interactional commenting patterns that EFL learners produced in web-based peer feedback and correlate them with the learners' writing achievement. The study employed a quasi-experimental design built on the Theory of Cognitive Apprenticeship (Collins, 1991), which gives emphasis on coaching (local revision) and scaffolding (global revision) processes. The context of the study was in a public university in Oman and 50 participants were involved in a selected range of online peer-feedback processes, synchronously and asynchronously. A paired samples t-test showed that students were able to improve their grammar range and accuracy in writing essays more than other scaling categories (e.g. content and organization). The results of the qualitative analysis indicated that students produced far more comments synchronously than asynchronously, and most of the students' exchanges were on forms. The findings of this study could be a practical reference for those who plan to cultivate the use of technology in peer feedback practice.