ethanporcaro/eric-fulltext-meta huggingface dataset:
Vietnamese Teachers&apos; Perceptions of Integrating Intercultural Communicative Competence (ICC) into Business English Teaching
Author: Duyen, Ho Thi Phung
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Intercultural Communication,Communicative Competence (Languages),Business English,English for Special Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Educational Policy,Lesson Plans,Course Descriptions,Textbooks,Foreign Countries,Case Studies,College Students,International Relations,Economics Education,Student Centered Learning

This is a case study of the College of Foreign Economic Relations (COFER) (Ho Chi Minh City, Vietnam) with six Business English teachers as participants. The study was done to explore the teachers' perceptions of teaching Intercultural Communicative Competence (ICC) to the Business English students through their understanding of ICC and ICC teaching practices. The data were collected via classroom observations, in-depth interviews, and analyses of syllabi, lesson plans and two Business English textbooks in current use. Inductive analysis was used to analyze the data. The findings revealed that the teachers did not perceive ICC adequately and neither did they teach ICC sufficiently in spite of acknowledging the importance of ICC in Business communication. The study not only enabled Business English teachers to gain a deeper insight into all the aspects of ICC but also provided educators with a good source of data for more efficient policies to develop ICC teaching in Business English education.
Redefining Risk: Human Rights and Elementary School Factors Predicting Post-Secondary Access
Author: Brown, Robert S.
Date: 2020-02-03
Type: Journal Articles
Subjects: Postsecondary Education,At Risk Students,Special Education,Suspension,Attendance,Grade 4,Elementary School Students,Children,Access to Education,Students with Disabilities,Race,Foreign Countries,Longitudinal Studies,Barriers,Predictor Variables,College Applicants

While there is a widespread consensus that students' pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational 'risk factors' directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The &quot;majority&quot; of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are &quot;more&quot; predictive of students' acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education. These structural 'risks' are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination.
A Survey of Teachers&apos; Integration of Culture in Secondary Foreign Language Classrooms
Author: Asay, Danielle T.
Date: 2019-03-00
Type: Journal Articles
Subjects: Second Language Instruction,Secondary School Teachers,Teacher Attitudes,Teaching Methods,Cultural Education,Curriculum Development,Decision Making,Cultural Awareness

This survey study gathered data from 63 secondary school teachers of six different foreign languages in the state of Utah. The study describes how secondary FL teachers viewed the role of culture in language teaching, the models and methods they used to teach culture, and their attention to culture in their lesson planning, instruction, and assessment. Factors associated with greater or lesser attention to culture as an element of the curriculum are also discussed.
A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness
Author: Chen, Juanjuan
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Cooperative Learning,Educational Technology,Program Effectiveness,Knowledge Level,Skill Development,Instructional Program Divisions,Intellectual Disciplines,Student Attitudes,Interaction,Teaching Methods,Teacher Role,Student Role,Elementary Secondary Education,Higher Education,Adult Education

The positive effects of computer-supported collaborative learning (CSCL) on students' learning outcomes and processes have been widely reported in individual empirical studies and meta-analyses. More specifically, in the meta-analysis by Chen, Wang, Kirschner, and Tsai (2018), the effects were found to be attributed to the three main elements of CSCL including collaborative learning, computer use, extra learning environments/tools or extra supporting strategies. This study extends that meta-analysis by examining the moderating effects of educational level and subject area on the effectiveness of CSCL. The moderating effects of educational level were found not to be significant on the effectiveness of collaborative learning, computer use, extra learning environments or tools, or extra supporting strategies with respect to student knowledge achievement. Subject area, on the other hand, was found to be a significant moderator for the effectiveness of extra learning environments or tools and extra supporting strategies. When using extra learning environments or tools for CSCL, larger effect sizes were found for engineering and science courses; when using extra supporting strategies for CSCL, larger effect sizes were found for science and social science courses. The results also showed that more studies were conducted at the university level and in engineering, science, and social science disciplines.
Math and Science Outcomes for Students of Teachers from Standard and Alternative Pathways in Texas
Author: Marder, Michael
Date: 2020-02-24
Type: Journal Articles
Subjects: Preservice Teacher Education,Inservice Teacher Education,Alternative Teacher Certification,STEM Education,Mathematics Teachers,Science Teachers,Teacher Persistence,Algebra,Biology,Outcomes of Education,Value Added Models,Teacher Evaluation

Texas provides a unique opportunity to examine teachers without standard university preparation, for it prepares more teachers through alternative pathways than any other state. We find two advantages for mathematics and science teachers prepared in the standard way. First, since 2008 they have been staying in the classroom longer than those who pursued alternative routes. Second, we analyze student performance on Algebra 1 and Biology exams over the period 2012-2018. Algebra I students with experienced teachers from standard programs gain 0.03 to 0.05 in standard deviation units compared to students whose teachers were alternatively prepared. For Biology students there are fewer statistically significant differences, although when differences exist they almost all favor standard programs. These effects are difficult to measure in part because teachers are not assigned to teach courses with high-stakes exams at random. Nevertheless, we find strong evidence in Algebra I that students learn more when their teachers have standard preparation. In Biology there is also evidence but less compelling. Thus, we recommend that all states bolster traditional university-based teacher certification, that Texas not take drastic action to curtail alternative certification, and that other states not allow it to grow too quickly.
Picturing Another Culture: Developing Language Proficiency, Empathy, and Visual Literacy through Art
Author: Hoecherl-Alden, Gisela
Date: 2019-03-00
Type: Journal Articles
Subjects: Visual Literacy,Language Proficiency,Cultural Awareness,Second Language Instruction,German,Art Activities,Visual Arts,Interpretive Skills,Poetry,Diversity,Inclusion,Consciousness Raising,Skill Development

Integrating art (paintings, sculptures, photography, and other types of images) into second language (L2) instruction, can have a positive effect on language acquisition and developing intercultural understanding. As the instructor provides visual scaffolding, learners at all proficiency levels have the opportunity to engage more deeply with L2 course materials. Not only can students learn to interpret imagery and create their own effective combinations of visuals and texts, they also develop some familiarity with seminal artwork from the target culture. This article outlines how spiraling art through a language curriculum can aid vocabulary retention, illustrate poetic language, and raise awareness of diversity and inclusion. As a result, learners investigate and interact with the products, practices, and perspectives of the L2 culture while simultaneously developing visual analysis skills--the latter essential in an age in which both authentic and digitally manipulated imagery dominate the media and social discourse.
Examination of Knowledge Management and Market Orientation, Innovation and Organizational Performance: Insights from Telecom Sector of Pakistan
Author: Ullah, Irfan
Date: 2019-12-00
Type: Journal Articles
Subjects: Knowledge Management,Business,Innovation,Competition,Employee Attitudes,Telecommunications,Structural Equation Models,Organizational Effectiveness,Role,Foreign Countries

Knowledge Management and Market Orientation have become buzzwords today owing to their importance for enhancing organizational performance. Innovation has become the strategic need of organizations at present in order to contend with the extreme market competition. The objective of this research was to examine the impact of knowledge management orientation on a firm's performance with the mediating role of organizational innovation and market orientation. Data was collected through personal survey-based questionnaire. Based on a survey of 343 employees from Telecom Sector of Pakistan, this study applied Structural Equation Modeling (SEM) Technique to observe the research model. The results of the study demonstrate that knowledge management orientation plays an affirmative role in the promotion of organizational performance. The organizational innovation has significant impact on the performance of the organization. It was also revealed that there is positive effect of market orientation on organizational performance. Moreover, innovation and market orientation were observed to have mediating role in the knowledge management orientation-organizational performance linkage. As, the global phenomenon exposes that if the knowledge management, market orientation and innovation in relation to performance are being practiced, then the results are promising, driving extensively in a constructive way as validated by the literature review. Consequently, this research is one the first attempts in Pakistan towards the perspective i.e. knowledge management orientation, organizational innovation, market orientation in relation to the performance of an organization. It will further contribute towards the local academic and viable arena of Pakistan.
Conversations in Immersion: Concerns about Pedagogy and Gatekeepers
Author: Haj-Broussard, Michelle
Date: 2019-09-00
Type: Journal Articles
Subjects: Immersion Programs,Second Language Learning,Second Language Instruction,Teacher Attitudes,Administrator Attitudes,Conferences (Gatherings),Content Analysis,Teaching Methods,Program Administration,Parent Role,Language Usage,Language of Instruction

Research on stakeholder perspectives in language immersion contexts is relatively new (Padron &amp; Waxman, 2016; Whitacre, 2015). This current qualitative research examined perspectives of stakeholders at a mini-conference for immersion educators and administrators called Conversations in Immersion. The mini-conference encouraged immersion stakeholders to discuss their concerns about immersion and provided an expert immersion educator and collaborative networking experience to address those concerns. Themes within the data emerged from three sources: (1) pre-conference questions, (2) a collaborative discussion session with administrators, and (3) a question-and-answer session with a keynote speaker. Data collected from this conference were analyzed using conventional content analysis. Themes that emerged from the data included pedagogically-based concerns and concerns about how to manage relationships with gatekeepers. Findings indicate that participants' conversations focused on instructional and administrative aspects of language immersion and on the roles of gatekeepers in language immersion contexts.
Essential Questions for Linguistic Literacy in the World Language Classroom
Author: Hochberg, Judy
Date: 2019-09-00
Type: Journal Articles
Subjects: Semitic Languages,Chinese,French,German,Spanish,Second Language Learning,Second Language Instruction,Teaching Methods,Native Language,Linguistics,Difficulty Level,Guidelines,Contrastive Linguistics,Language Usage,Language Variation,Metalinguistics

This paper argues for bringing insights from linguistics into the world language classroom. At any level of study, such insights can add intellectual interest to the study of a target language (TL), and can also help students accept and acquire aspects of the TL that are different from their first language or that are inherently challenging. As a supporting framework, the paper proposes five linguistics-based essential questions for world language education: (1) How is the TL different from other languages? (2) How is the TL similar to other languages? (3) What are the roots of the TL? (4) How and why does use of the TL vary? (5) How do people learn and process the TL? The paper illustrates each essential question with relevant aspects of five commonly-taught languages: Arabic, Chinese, French, German, and Spanish. Finally, it outlines how teachers can incorporate the essential questions in their teaching.
Reaffirming a Preference for English Loanwords by Japanese Learners
Author: Small, Lyndon
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Linguistic Borrowing,Word Frequency,Comparative Analysis,Sentences,Japanese,Language Tests,Test Construction,Computational Linguistics,College Students,Preferences,Multiple Choice Tests,Pragmatics,Communication Problems,Metalinguistics,Language Proficiency,Vocabulary Development,Foreign Countries

This non-experimental study gauged the English lexical preferences of 545 native Japanese university students. Specifically, this univariate design collated the frequency of English loanword selection in preference to non-borrowed lexical items. A major focus of the study design was instrument validity, addressing the flaws of two previous studies (Brown, 1995; Small, 2002). With keen attention to vocabulary level, the Genius English-Japanese dictionary 5th edition (Minamide, 2014) facilitated the compilation of an initial, sizeable loanword corpus. Subsequent meticulous corpus revisions provided the lexical content for an instrument featuring loanword vocabulary options. The research instrument comprised 50 brief sentences, each with four valid lexical items in a multiple choice format. Thirty sentences included the choice of one English loanword. The combined frequency of loanword selection from an initial study (n = 283) and a replicated study (n = 262) (N = 545) showed an overall relative frequency average of 0.42. Chi-square analyses of the data comparing both studies indicated that differences in lexical selection were significant at p&lt;0.05 for 15 of the sentences with loanwords. Some of the limitations of working with nominal data are highlighted. The use of loanwords by native Japanese speakers can impede effective communication in English because they are not always an appropriate lexical choice. To help minimise perceived and pragmatic failure when communicating, Japanese need to be aware of the pitfalls of using loanwords and improve their English proficiency by increasing their lexical range and flexibility.
Re-Examining Teacher Candidate Performance on World Language edTPA as a Consequential Assessment
Author: Hildebrandt, Susan A.
Date: 2019-09-00
Type: Journal Articles
Subjects: Performance Based Assessment,Preservice Teachers,Language Teachers,Second Language Learning,Second Language Instruction,Teacher Education Programs,Teacher Certification,Comparative Analysis,Decision Making,Educational Change,Teacher Effectiveness,Beginning Teachers

Used by over 800 educator preparation programs in more than 40 states and the District of Columbia, edTPA seeks to measure content-specific outcomes of beginning teachers as a high-stakes assessment. Many states also use edTPA to inform teacher licensure or certification decisions, making the assessment consequential for individual teacher candidates. The present study focuses on teacher candidates' performance on the World Language edTPA, targeting two world language teacher education programs since the assessment became consequential for licensure in their respective states. It then compares findings to those of a previous study of the same programs' World Language edTPA performance (Hildebrandt &amp; Swanson, 2014) from before the assessment became consequential for teacher licensure decisions in 2015 in Illinois and Georgia. Programmatic changes were implemented after initial inspection of the data, and results from such curricular changes are discussed in terms of local impact. Additionally, national trends are identified and discussed. Findings demonstrate serious issues regarding this assessment of beginning teacher effectiveness as related to World Language teaching and learning. This research has implications for teacher preparation programs and other educational stakeholders alike.
The Development of a Localized ELT Textbook Evaluation Checklist: A Case Study from Thailand
Author: Wuttisrisiriporn, Niwat
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Textbook Evaluation,Check Lists,Test Construction,Textbook Content

In language teaching and learning, a textbook is one of the key resources/materials that helps language teachers and learners to achieve particular teaching and learning outcomes. Evaluating a textbook using an appropriate evaluation checklist will assist teachers in choosing the most suitable textbook for their students. This paper, therefore, presents a new textbook evaluation checklist specifically developed for English language education in the context of Thailand. This localized textbook evaluation checklist was partly revised from some existing textbook evaluation checklists (e.g. Ahmed, 2016; Böcü &amp; Razi, 2016; Hamidi et al, 2016; Harbi, 2017; Khoo &amp; Knight, 2015; Laabidi &amp; Nfissi, 2016; Litz, 2005). The newly localized checklist, consisting of eight different evaluation categories (70 items in total), is found useful as a systematic guideline for textbook evaluation at all stages, i.e. preuse evaluation, in-use evaluation, and post-use evaluation. Hence, teachers can prepare additional teaching materials for their students to achieve the learning objectives.
Planned Behavior Typologies of Agricultural Education Teacher Educators Regarding Service Learning as a Method of Instruction: A National Mixed Methods Study
Author: Roberts, Richie
Date: 2019-12-00
Type: Journal Articles
Subjects: Agricultural Education,Vocational Education Teachers,Teacher Educators,Service Learning,Teaching Methods,Teacher Education,Behavior Theories,Classification,Intention,Teacher Attitudes,Teacher Education Curriculum

This study sought to understand the service-learning beliefs and intentions of agricultural education teacher educators. We collected quantitative data through a web-based survey instrument and course syllabi. Variables yielding statistically significant relationships were analyzed using cluster analysis, which produced three unique clusters operationalized as typologies representing the planned behaviors of teacher educators regarding service learning. For example, the Optimistically Unaware expressed positive beliefs about the method, but did not understand how to integrate service learning in their teaching methods courses. Meanwhile, the Policy-Focused Decision Makers used established education policy as anchors when navigating decisions, such as whether to feature service learning in their courses. Service-Learning Implementers espoused strong beliefs about the method's potential while also emphasizing how it could be used to enrich the preparation of agriculture teachers. Results point to the potential service learning holds if integrated as a complement to teacher preparation rather than an addition to current practice.
Contributors to Success on the Automotive Service Excellence (ASE) Student Certification Exam
Author: Vlacich, Robert K.
Date: 2019-12-00
Type: Journal Articles
Subjects: Auto Mechanics,Licensing Examinations (Professions),Academic Achievement,Success,Remedial Instruction,Vocational Education,Scores,Predictor Variables,Work Experience,Grades (Scholastic),Physics,Mathematics,Correlation

This study sought to identify which elements contribute to success on the Automotive Service Excellence (ASE) Student Certification exam. Students at an eastern U.S. technical college who completed all of their automotive major courses and the ASE Student Certification exam during the spring 2017 semester were selected for the study. The results of this study revealed that there was a direct correlation between performance in Physics, Algebra, and Trigonometry 1 and performance on the ASE Student Certification exam. It was also revealed that students who were required to participate in remedial math and/or remedial reading courses were likely to perform at a lower level than their counterparts on the exam. Students who participated in a secondary automotive Career and Technical Education (CTE) program were also likely to perform at a lower level than their counterparts. The results of this study would be useful to administrators and faculty in postsecondary automotive preparation programs.