ethanporcaro/eric-fulltext-meta huggingface dataset:
The Intercultural Approach to EFL Teaching and Learning
Author: Chlopek, Zofia
Date: 2008-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Intercultural Communication,Teaching Methods,Cultural Awareness,Student Attitudes,Learning Activities,Student Projects,Stereotypes,Student Motivation

This article discusses the teaching of intercultural awareness together with language in foreign contexts. Following a brief discussion of what culture means, the author presents a three-stage intercultural approach for teaching EFL students. For each stage, the author explains the goals and provides five activities as examples. As a follow-up, the author shares challenges for this approach and possible solutions.
The Challenge of Spelling in English
Author: Williams, Eran
Date: 2008-00-00
Type: Journal Articles
Subjects: Spelling,Spelling Instruction,Competition,Difficulty Level,Accuracy,English,Alphabets,English Teachers,English Instruction,Written Language,Web Sites

This article addresses the topic of spelling in American English. It discusses the popularity of spelling contests in American schools, and then explains why spelling is so hard. The author then argues how important it is to understand these factors to improve spelling accuracy. The article concludes by identifying the difficulties of language learning and implications for English teaching.
A Rough Guide to Language Awareness
Author: Bourke, James M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Grammar,English (Second Language),Language Skills,Language Processing,Linguistics,Problem Solving,Error Correction,Cloze Procedure,Sentences,Games

For teachers of a second language (L2), the role of grammar instruction in the classroom has been a perennial subject of debate and has undergone many changes over the years. For example, the once well-respected traditional methods that relied on extensive drilling and memorization of grammar evoked a backlash in the 1970s, which resulted in new methods that excluded grammar instruction in favor of &quot;natural&quot; communication in the classroom. Nevertheless, the topic of grammar remained a live issue, and throughout the 1980s and 1990s, research in the classroom reported positive results for grammar instruction. Even so, the communicative methods had an enduring effect, and the traditional methods of teaching grammar did not return; instead, techniques were developed whereby students would be able to &quot;notice&quot; grammar, often spontaneously in the course of a communicative lesson, and especially if the grammatical problem impeded comprehension. In this way, learners would notice and learn the pattern of grammatical rules for themselves. This new way of looking at grammar instruction has come to be known as &quot;language awareness&quot;, among other designations. This article discusses the background and rationale of language awareness and introduces a few of the techniques that teachers can use to help students discover grammatical relationships and improve their learning of English.
Growing Up with TESOL
Author: Richards, Jack C.
Date: 2008-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teaching Methods,Educational History,Native Speakers,Teacher Competencies,Professional Identity,Knowledge Base for Teaching,Communications,Accountability,Grammar,Language Fluency,Cognitive Processes

One characteristic of the field of TESOL is that it appears to be in a constant state of change. For example, new curriculum frameworks currently being implemented in different parts of the world include competency-based, text-based, and task-based models. In many countries English is now being introduced at the primary rather than secondary level, necessitating considerable new investment in textbooks and teacher training. Teachers are being asked to consider such issues as the status of English as an International Language, blended learning, and critical pedagogy. As someone who has been actively involved in trying to interpret the significance of new trends in language teaching since the 1970s to teachers in training in many part of the world, the author offers reflections on some of the issues that have shaped the development of approaches to English language during this period.
Using Guided, Corpus-Aided Discovery to Generate Active Learning
Author: Huang, Li-Shih
Date: 2008-00-00
Type: Journal Articles
Subjects: Active Learning,Computational Linguistics,Teaching Methods,Outcomes of Education,Instructional Effectiveness,Intervention,Educational Objectives,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Sociolinguistics

Over the years, educators have proposed a variety of active learning pedagogical approaches that focus on encouraging students to discover for themselves the principles and solutions that will engage them in learning and enhance their educational outcomes. Among these approaches are problem-based, inquiry-based, experiential, and discovery learning, all of which utilize such techniques as group work, hands-on experience, and social interaction to enable students to discover new concepts on their own. In recent years, some researchers have pointed out that these unguided or minimally guided instructional approaches lack adequate empirical evidence to support their efficacy, especially for novice learners (e.g., Kirschner, Sweller, and Clark 2006). However, there is no reason for these active learning approaches to be implemented with insufficient guidance, since many teachers realize that effective learning requires intervention to keep students on task and ensure a clear focus on the course's particular educational objectives. The purpose of this article is to show teachers of English for communicative purposes how guided, corpus-aided discovery teaching can generate their students' active learning. To be successful, this method requires teachers to provide careful guidance while their students research, discover, and reflect on the grammatical and sociolinguistic aspects of English that they are in the process of acquiring.
Supporting Students' Understanding of Linear Equations with One Variable Using Algebra Tiles
Author: Saraswati, Sari
Date: 2016-01-00
Type: Journal Articles
Subjects: Equations (Mathematics),Mathematics Instruction,Algebra,Mathematics,Pretests Posttests,Grade 7,Foreign Countries,Mathematics Education,Mathematics Activities,Mathematical Models,Mathematical Concepts,Teaching Methods

This research aimed to describe how algebra tiles can support students' understanding of linear equations with one variable. This article is a part of a larger research on learning design of linear equations with one variable using algebra tiles combined with balancing method. Therefore, it will merely discuss one activity focused on how students use the algebra tiles to find a method to solve linear equations with one variable. Design research was used as an approach in this study. It consists of three phases, namely preliminary design, teaching experiment and retrospective analysis. Video registrations, students' written works, pre-test, post-test, field notes, and interview are techniques to collect data. The data were analyzed by comparing the hypothetical learning trajectory (HLT) and the actual learning process. The result shows that algebra tiles could supports students' understanding to find the formal solution of linear equation with one variable.
Chicago, Illinois: The Windy City
Author: McIntosh, Phyllis
Date: 2008-00-00
Type: Journal Articles
Subjects: Municipalities,Urban Areas,Community Characteristics,Local History,Recreation,Recreational Facilities,Museums,Parks,Geography,Universities

Once famous mainly for stockyards and steel mills, Chicago now boasts more top-rated five-star restaurants than any other city in the United States and has been voted by various publications as one of the &quot;Top 10 U.S. Destinations,&quot; one of the &quot;Best Walking Cities&quot; in the United States, and one of the &quot;Ten Best Places to Live.&quot; This article presents an introduction to Chicago, including its brief history, attractions, geographical characteristics, and interesting facts. It also contains pictures of local attractions.
Open-Ended Approach: An Effort in Cultivating Students' Mathematical Creative Thinking Ability and Self-Esteem in Mathematics
Author: Fatah, Abdul
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Mathematics,Mathematics Skills,Creative Thinking,Self Esteem,Mathematics Instruction,Experimental Groups,Control Groups,Quasiexperimental Design,Comparative Analysis,Mathematics Tests,Student Improvement,Self Concept Measures,Hypothesis Testing,Statistical Analysis

The present study aims at examining the use of open-ended approach in cultivating senior high school students' mathematical creative thinking ability (MCTA) and self-esteem (SE) in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; high, middle and low category in Kota Serang, Banten Province. In every school category, two classes were chosen; one class was the experimental group which was taught by open-ended approach, while another class was a control group which was taught by conventional way. This quasi-experimental research employed MCTA test and SE in mathematics scale as the instruments. In general, the research result shows that the MCTA improvement and SE level of the students who are taught by open-ended approach is better than those who are taught conventionally. The results of students' MCTA and SE viewed from school category will be further discussed.
Using Mobile Phone Technology in EFL Classes
Author: Sad, Süleyman Nihat
Date: 2008-00-00
Type: Journal Articles
Subjects: Telecommunications,English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Teaching Methods,Student Projects,Creativity,Imagination,Video Technology,Cooperative Learning,Communicative Competence (Languages),Class Size,Behavior Problems,Films,Documentaries,Anxiety,Synchronous Communication,Advertising

Teachers of English as a foreign language (EFL) who want to develop successful lessons face numerous challenges, including large class sizes and inadequate instructional materials and technological support. Another problem is unmotivated students who refuse to participate in class activities. According to Harmer (2007), uncooperative and unmotivated students are a serious problem and can easily disrupt the instructional process. Often, routine activities structured around whole class lectures and drills can contribute to the lack of motivation, especially when the students are children or adolescents. As many teachers know, project-based tasks alleviate this problem by allowing students to use their imagination and creativity and actively express themselves in a variety of interesting and enjoyable tasks. This article discusses how teachers can have their students use mobile phone technology--which is not typically considered an educational tool--to produce video projects and thus boost their communicative use of English. The appendix contains Website Resources for VoIM-Mediated Cooperative Tasks.
Developing PISA-&quot;Like&quot; Mathematics Task with Indonesia Natural and Cultural Heritage as Context to Assess Students Mathematical Literacy
Author: Oktiningrum, Wuli
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Numeracy,Student Evaluation,Mathematics Skills,International Assessment,Achievement Tests,Secondary School Students,Cultural Context,Formative Evaluation,Grade 9,Validity,Reliability,Problem Solving,Problem Based Learning

The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students' mathematics literacy. This is design research using type of development research with formative evaluation. A total of 20 students of SMP Negeri 1 Palembang. Beside, 10 experts were involved in this research to assess the feasibility of prototyping in terms of content, context and language. Walk through, documentation, questionnaire, test result, and interviews are way to collect the data. This research produced a PISA-like math task is as many 12 category of content, context, and process valid, practical and has potential effect. The validity came empirical evaluation of validation and reliability testing during small group. From the field test, we conclude that the tasks also potentially effect to the students' mathematical literacy in activating the indicators of each Fundamental Mathematical Capabilities.
Using Task Like PISA's Problem to Support Students' Creativity in Mathematics
Author: Novita, Rita
Date: 2016-01-00
Type: Journal Articles
Subjects: Creativity,Elementary School Students,Elementary School Mathematics,Problem Solving,Qualitative Research,Formative Evaluation,Foreign Countries,International Assessment,Achievement Tests,Mathematical Applications

Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also in mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children's natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instil these very qualities. In order to investigate the increase in awareness of elementary school students' creativity in solving mathematics' problems by using task like PISA's Question, a qualitative research emphasizing on holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA's question that have potential effect to support students' creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given for them is very challenging and provokes their curiosity. The result showed that task like PISA's question can encourage students to more creatively in mathematics.
Mathematical Understanding and Representation Ability of Public Junior High School in North Sumatra
Author: Minarni, Ani
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Secondary School Mathematics,Public Schools,Mathematics Skills,Problem Based Learning,Observation,Interviews,Essay Tests,Teaching Methods,Learner Engagement,Learning Activities,Self Management,Mastery Learning,Mathematics Achievement,Low Achievement,Word Problems (Mathematics),Problem Solving

This paper is the result of first phase of the research about the development of students' mathematical understanding and representation ability through Joyful Problem-Based Learning (JPBL) at Public Junior High School in North Sumatra, Indonesia. The population is all of the students of public junior high school (PJHS) in North Sumatra. Samples were chosen based on stratified random sampling. The samples are the students of PJHS 27 Medan, PJHS 1 Percut Sei Tuan, PJHS 1 Tebing Tinggi, and PJHS 2 Pematangsiantar. The techniques used for collecting data is observation, interview, and essay test. The research findings: (1) Based on interview and observation found that conventional approach is still used in all of the class of PJHS. The students' engagement in learning activity is very low as well as students self-regulated learning. Most of the students do not attain minimal mastery achievement; and (2) Based on essay test found that achievement of the students in mathematical understanding and representation test is categories low.
Miami, Florida: The Magic City
Author: McIntosh, Phyllis
Date: 2008-00-00
Type: Journal Articles
Subjects: Municipalities,Urban Areas,History,Recreation,Geography,Immigrants,Universities,Museums

With its subtropical climate and intimate ties to Latin America, Miami is like no other city in the United States. More than 65 percent of its population is Hispanic, and Spanish is the most commonly heard language. Situated at the southern tip of the 500-mile-long Florida peninsula, Miami is the largest urban area in the southeastern United States and one of the youngest cities in the country. This article introduces Miami, including its history, attractions, geographical characteristics, and interesting facts. The article also contains many pictures of local attractions.
Toward an Understanding of Development of Learning to Solve Ill-Defined Problems in an Online Context: A Multi-Year Qualitative Exploratory Study
Author: Peddibhotla, Naren
Date: 2016-03-00
Type: Journal Articles
Subjects: Case Studies,Online Courses,Electronic Learning,Graduate Study,Technology Uses in Education,Teaching Methods,Feedback (Response),Academic Achievement,Comparative Analysis,Problem Solving,Higher Education

The case study is a classic tool used in several educational programs that emphasizes solving of illdefined problems. Though it has been used in classroom-based teaching and educators have developed a rich repertoire of methods, its use in online courses presents different challenges. To explore factors that develop skills in solving ill-defined problems, I present results of a seven-year study seeking to develop tools for facilitating and assessing skills for case studies in an online graduate class. This study began with the introduction of a classroom-based case method into an online graduate class. Over the following years, I used three sources of data to make changes to the design of the course with respect to case studies: feedback from students, feedback from colleagues, and measurement of student performance. Findings suggest the following general approaches may work better in online classes involving case studies in particular, and more broadly in courses that teach solving of ill-defined problems: 1) immersion (or the use of drills) to support trial and error learning especially given the additional distractions of an online setting as compared to attending classes on campus; 2) structure to facilitate learning as it involves building skills based on absorptive capacity that students acquire from skills learned earlier; 3) social learning to enhance trial and error learning; 4) inductive learning that may be more appropriate to online teaching as compared to deductive learning; 5) provision of structure instead of participation by the instructor may encourage self-discovery of methods to solve ill-defined problems in an online context.
Emotional Presence in a Relationship of Inquiry: The Case of One-to-One Online Math Coaching
Author: Stenbom, Stefan
Date: 2016-03-00
Type: Journal Articles
Subjects: Emotional Response,Inquiry,Interpersonal Relationship,Coaching (Performance),Coding,Transcripts (Written Records),Mathematics Instruction,Teaching Methods,Surveys,Statistical Analysis,Adolescents,Foreign Countries,Preadolescents,Computer Mediated Communication,Likert Scales,Nonparametric Statistics

Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination occurs within the Relationship of Inquiry framework, developed to analyze one-to-one online coaching. A survey of online coaches and a transcript coding procedure from the online coaching service Math Coach provide the data for the study. The results indicate that a Relationship of Inquiry framework consisting of cognitive, social, teaching, and emotional presence enhances the exploration of one-to-one online coaching settings. The interpretation of these results identifies emotional presence as an essential and distinct part of one-to-one online math coaching.
Student Success Factors in Graduate Psychology Professional Programs
Author: Newhouse, Noelle K.
Date: 2016-03-00
Type: Journal Articles
Subjects: Grade Point Average,Psychology,Online Courses,Graduate Students,Masters Programs,Statistical Analysis,Regression (Statistics),Outcomes of Education,Graduation Rate,Correlation,Leaves of Absence,At Risk Students,Identification,Academic Failure,Academic Probation

Research examining factors contributing to online students' success typically focuses on a single point in time or completion of a single course, as well as individual difference variables, such as learning style or motivation, that may predispose a student to succeed. However, research concerning longer term online student outcomes, such as graduation rates or how events occurring during matriculation may impact students' progress, is lacking. Moreover, little is known about the factors that contribute to graduate psychology students' successful completion of their online degree programs. This exploratory archival study uniquely focuses on data gathered from admissions files and the student information system to identify and examine possible factors contributing to students' final program grade point average (GPA) and graduation rates in two distinct, fully online masters of psychology programs. Findings derived from chi-square tests and regression and logistic regression analyses indicate that placement on academic probation at any time during enrollment is associated with both lower final program GPA and a decreased probability of graduation. Prior graduate school experience and taking a leave of absence (LOA) were also associated with lower probability of graduation, whereas failing any course during matriculation was associated with a lower final program GPA. Implications include identifying students who fail any course, take an LOA, and/or are placed on academic probation as &quot;at risk,&quot; and proactively connecting with them to provide tailored advisement and resources to support their continued matriculation.
The Impact of Previous Online Course Experience RN Students' Perceptions of Quality
Author: Hixon, Emily
Date: 2016-03-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Educational Quality,Student Surveys,Academic Achievement,Scoring Rubrics,Instructional Materials,Student Evaluation,Instructional Design,Student Characteristics,Prior Learning,College Students,Statistical Analysis,Likert Scales

The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed four to six online courses). Overall, 3,160 online students completed a survey which asked them to indicate the extent to which statements derived from the Quality Matters rubric contributed to student success. The results indicate that students rated some items differently based on their previous online course experience. Novice online learners felt that having netiquette guidelines clearly stated was more important than experienced online learners. Experienced learners rated several items as being more important than novice and/or intermediate online learners, including items related to self-introductions, appropriateness of assessments, relevance and quality of instructional materials, clarity of requirements for interaction, ease of navigation, and availability of required technologies. The implications of these findings for course designers and instructors are discussed.