ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Using Pictorial Story in Raising the Achievement in Arabic among Second Grade Students in Irbid
Author: Hamdan, Ribhi Khaleel Ahmad
Date: 2017-00-00
Type: Journal Articles
Subjects: Pictorial Stimuli,Story Telling,Semitic Languages,Grade 2,Control Groups,Experimental Groups,Statistical Significance,Predictor Variables,Gender Differences,Achievement Gains,Academic Achievement,Teaching Methods,Instructional Effectiveness,Instructional Materials,Achievement Tests,Cohort Analysis,Elementary School Students,Foreign Countries

This study aimed at investigating the effectiveness of Using Pictorial Story in raising the achievement in Arabic among second grade students in Irbid. The sample of the study consisted of 80 male and female students among second grade. The sample was chosen intentionally, and the students were enrolled in four sections: two experimental groups (25 males and 25 females) and two control groups (25 males and 25 females). Item test was devised for the study. Its validity and reliability were verified. The findings of the study revealed that there were statistically significant differences in student performance due to group variable at a=0.05 level and it was in favor of experimental groups. However, there were no statistically significant differences in student performance due to interaction between gender and group at a=0.05 level, whereas (F) did not reach to the statistical significance level.
University Leadership during Times of Significant Transformation: A Case of Kyambogo University in Uganda
Author: Namubiru, Gertrude
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Organizational Change,Interviews,Student Attitudes,Administrator Attitudes,Teacher Attitudes,Employee Attitudes,Administrative Organization,Administrative Principles,Mixed Methods Research,School Surveys,Participant Characteristics,Administrative Change,Barriers,Change Strategies,Leadership Effectiveness

This study investigated how leadership was exercised at Kyambogo University [KyU] (in Uganda) during its formation that involved the merger of three tertiary institutions and the period immediately thereafter. This was regarded as a period of significant transformation at the institution. The study was prompted by the rampant strikes and protests that the students and staff staged against the University's leaders during that time. The researchers used the descriptive cross-sectional sample survey design to collect both qualitative and quantitative data through the use of surveys and interview methods from 44 administrators, 201 academic staff, 345 students, and 230 support staff. The data were analyzed using descriptive statistics and content analysis techniques. The study findings indicated that, at that time, KyU leadership lacked a shared vision and common strategies for managing transformation besides being non-collegial and heavily bureaucratic in nature. Secondly, the University was bedeviled with a myriad of leadership challenges related to, amongst others, personality clashes amongst leaders; the problem of red-tape in decision making; the shortage of funds and other resources; and the interference by external agents in the affairs of the University. However, several efforts were also made to avert the crises that the institution experienced at that time. It was thus concluded that the kind of leadership exercised during that time of transformation was partly responsible for the challenges experienced then and probably today. The researchers therefore recommended that the University managers should often develop a shared vision, employ a collegial kind of leadership, and be supportive to different units as well as individuals in the institution.
Bridging Literacy Practices through Storytelling, Translanguaging, and an Ethnographic Partnership: A Case Study of Dominican Students at Bronx Community College
Author: Parmegiani, Andrea
Date: 2014-00-00
Type: Journal Articles
Subjects: Story Telling,Ethnography,Case Studies,Community Colleges,Two Year College Students,Academic Discourse,Teaching Methods,English (Second Language),Immigrants,Literacy,Spanish,Writing (Composition),Foreign Countries,Code Switching (Language),Bilingualism,Hispanic American Students,Academic Achievement,Native Language,Language Usage,Essays,Language Teachers

This article reports on my attempt to use storytelling as an entry point into academic discourse in a learning community designed to meet the learning needs of ESL students who recently emigrated from the Dominican Republic. Based on research suggesting a correlation between academic success in a second language and first language literacy skills, this learning community linked an ESL course to a Spanish composition course for native speakers. Storytelling constituted the cornerstone of an ethnographic partnership established in order to create a &quot;place for students' self&quot; within Academic Discourse and to inform the translingual pedagogical alliance formed with the Spanish instructor. I will discuss the impact this approach has had on students' success indicators and ways in which it can be implemented in other teaching contexts.
Usages Pattern of Cell Phone in Classroom: A Case Study of Mathematical and Physical Science Faculty Students of Jahangirnagar University
Author: Miah, Md. Shiblu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,College Students,Case Studies,Educational Technology,Technology Uses in Education,Use Studies,Questionnaires,Student Surveys,Intellectual Disciplines,Student Attitudes

Now-a-days mobile phone is very important communicational device. This cableless device reduces the hazards of the land phone. In spite of its various advantages it has some disadvantages also. Misusing of mobile phone increases the disadvantages of this device day by day. Unnecessary talking makes the reasons of wasting the money and time for the youth. Modern cell phones enable users to access a variety of electronic media at almost any time and any place. At present, the cell phone is likely to be on hand while university students are in class and studying. Thus, the main purpose of the present study is to investigate the usages pattern of cell phone in class room with the help of the evidences from Mathematical and Physical Science Faculty Students of Jahangirnagar University. The result shows that a cell phone is a very important tool for study as most of the respondents used their phones for study purposes. Cell phones are increasingly one of the most popular information access devices and multiuser functions which can be beneficial during study. This study suggests that mobile phone designers must take into account how young people use cell phones for educational purposes. The presence of cell phones presents a host of options and challenges for today's students. Higher institutions can take advantage of the potential and capitalize on the cell phone for educational purposes because of the intrinsic motivation of university students in wanting to communicate among themselves.
Designing a Digital Story Assignment for Basic Writers Using the TPCK Framework
Author: Bandi-Rao, Shoba
Date: 2014-00-00
Type: Journal Articles
Subjects: Story Telling,Electronic Learning,Personal Narratives,Basic Skills,Basic Writing,Writing Skills,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Teacher Developed Materials,Writing Assignments,Curriculum Design,Student Projects,Two Year College Students

The process of digital storytelling allows basic writers to take a personal narrative and translate it into a multimodal and multidimensional experience, motivating a diverse group of writers with different learning styles to engage more creatively and meaningfully in the writing process. Digital storytelling has the capacity to contextualize learning and provide opportunities for self-directed learning. Although digital storytelling--as a tool to practice basic writing skills--is relatively new, the outcomes are encouraging for writing instructors to incorporate a digital storytelling activity as part of the curriculum. In this article, we share how we applied Mishra and Koeler's Technology Pedagogy Concept Knowledge (TPCK) theoretical and conceptual framework to facilitate the process of integrating technology to content and pedagogy as we designed and implemented a digital storytelling assignment in our writing classes with 20-25 students. Digital storytelling is the art of expressing a compelling story through the use of digital tools such as images, recorded narrative, text, music, and video.
Witnessing of Cheating-in-Exams Behavior and Factors Sustaining Integrity
Author: Starovoytova, Diana
Date: 2017-00-00
Type: Journal Articles
Subjects: Integrity,Cheating,Testing,Engineering Education,Student Surveys,Content Analysis,Student Attitudes,Ethics,Undergraduate Students,Pretests Posttests,Questionnaires,Student Behavior,Attribution Theory,Risk,Prevention,Influence of Technology,Handheld Devices,Foreign Countries

This study is a fraction of a larger research on cheating, at the School of Engineering (SOE). The study design used a descriptive survey approach and a document analysis. A designed confidential self-report questioner was used as the main instrument, for this study, with the sample size of 100 subjects and response rate of 95%. The tool was pre-tested, to ensure its validity and reliability. The study focused on the Classical Test Theory and on the Theory of Reasoned Action. The data collection instrument was subjected to the statistical analysis to determine its reliability via Cronbach's alpha coefficient, and found high inter-item consistency (a &gt; 0.9). The results of the survey revealed that only 18% of the respondents admitted that they have never cheated; however, they have witnessed an array of cheating techniques used by their classmates, which illustrates, that students are exceedingly inventive and opportunistic, in nature, and they are ready to use any method, to achieve their ultimate goals (mainly, good grades). 22% of those never cheated, confessed that they were afraid of being caught by the invigilators; while only 6% stated that &quot;I was afraid of being reported by my fellow classmates.&quot; The absence of &quot;risk&quot; (fear of penalties), is above all, attention-grabbing, to this study, as it implies that SOE students do not bothered much about getting caught cheating. Recommendations on measures, to be applied, to fight cheating menace, were presented, in conjunction with suggestions, for further research, in this area. In synopsis, the maintenance of academic integrity, by all stakeholders, is a continuing and enduring task, which will bring in rewards, but &quot;only&quot; if attentively managed.
eTwinning in Language Learning: The Perspectives of Successful Teachers
Author: Akdemir, Ahmet Selçuk
Date: 2017-00-00
Type: Journal Articles
Subjects: Success,Cooperative Learning,Qualitative Research,Teacher Attitudes,Teaching Methods,Semi Structured Interviews,Instructional Effectiveness,Barriers,Second Language Instruction,Electronic Learning,Teaching Experience,Participant Satisfaction,Instructional Innovation,Educational Practices,Foreign Countries

This study aims at investigating the effect of eTwinning, an innovative way of cooperative learning, on language teaching. A qualitative research design is preferred in order to explore the experiences of language teachers who have completed successful eTwinning projects. To this end, 7 ELT professionals (4 female, 3 male) from different cities of Turkey have been contacted on the Internet to share their experiences in a semi-structured interview. The data was analysed descriptively to identify (a) a general conceptualization of eTwinning in language learning and teaching settings, (b) the advantages, and (c) the disadvantages of eTwinning from teachers' perspective. The results have been discussed in the light of relevant literature. The paper ends with practical recommendations for teachers and researchers.
The Indonesian EFL Learners' Motivation in Reading
Author: Salikin, Hairus
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Motivation,English (Second Language),Second Language Instruction,Reading Motivation,Mixed Methods Research,Questionnaires,Interviews,College Freshmen,Incentives,Reading Skills,Teaching Methods,Student Attitudes

The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students' reading activities. Besides, the extrinsic motivation found the teacher's role as the learners' motivator in reading the English text through their method implemented in the reading class.
The Relevance of English in Colombian Scientific Research Awareness
Author: Cortés, Jimy Alexander
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Role,Scientific Research,College Faculty,Statistical Analysis,Foreign Countries,Higher Education,Second Language Learning,Language Skills,Writing Skills,Latin Americans,Spanish,Comparative Analysis,Language Proficiency,Faculty Publishing,Research Reports

Even though the majority of Colombian professors are also involved in research, they have limitations in their English language skills that separate them from the rest of the scientific society. Evidently, these limitations have become an obstacle in the awareness of professors' modest, but no less important, research work. In order to carry out this study, we selected three remarkable higher education institutions of Pereira, Risaralda in Colombia. We used collected data from 2012 to 2015. A quantitative analysis of the number of articles in English in comparison to Spanish was done. Even though there has been an increasing number of articles in English, they are still limited. This research suggests an approach to evaluate the hypothesis raised by the authors that states that the low English-language proficiency of the scientists is affecting the visibility of Colombian and, overall, Latin American science. We propose to increase the visibility of Colombian science by publishing research papers in both languages, Spanish and in English. Finally, Latin American English writing skills require attention from their own governments to increase the awareness and contribution of these countries in a globalized world.
The Power Game: Power Dynamics between the Teacher and the Students in a Graduate Seminar
Author: Sidky, Gihan
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Power Structure,Teacher Student Relationship,Teacher Attitudes,Interviews,Seminars,College Faculty,Teacher Role,Minority Group Students,Expectation,Classroom Communication,Student Empowerment,Literacy,Learning Processes,Cultural Differences,Audio Equipment,Teacher Education,Student Diversity,Participant Observation,Ethnography

This study investigated power relations in a graduate seminar on &quot;Literacy learning and knowledge acquisition.&quot; Three categories were examined in relation to ideological assumptions: students' expectations, institution's expectations, and teachers' perceptions of their roles as guided by their teaching perspectives. The study aimed at identifying how those aspects shaped by ideological perspectives influenced the interviewed teachers' viewpoints about power dynamics. It also addressed the dominance of the mainstream norms over those of the minority students coming from different cultures. The issue of voice in relation to diversity was discussed as an important factor that shaped power relations in classroom discourse. A critical perspective was adopted throughout the paper with the purpose of advocating a pedagogical stance that would encourage the empowerment of students and build upon their diversity. Through the study of field notes and audio tapes of interviews and classroom interactions, three main factors seemed to have contributed to teachers' perceptions of power relations within classroom settings. The factors were: students' expectations, institutions' expectations, and teachers' perceptions of their roles. Regarding issues of voice, participants seemed to have come to a consensus concerning reasons that might have led to persistence on teachers' part to students' conformity to mainstream norms, which they explained in terms of limitations in most teachers training in dealing with diversity.
Collaborative and Self-Directed Learning Strategies to Promote Fluent EFL Speakers
Author: Buitrago, Angela Gamba
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Strategies,English (Second Language),Second Language Learning,Language Fluency,Grounded Theory,Mixed Methods Research,Independent Study,Foreign Countries,Oral Language,Observation,Language Teachers,Second Language Instruction,Cooperative Learning,Intervention,Student Attitudes,Word Frequency,Teacher Attitudes

Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students' reflections, compiled through a survey, and the teacher's classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners' confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.
Investigating the Practices of Assessment Methods in Amharic Language Writing Skill Context: The Case of Selected Higher Education in Ethiopia
Author: Tesfay, Hailay
Date: 2017-04-23
Type: Journal Articles
Subjects: Foreign Countries,Evaluation Methods,Semitic Languages,Writing Skills,College Faculty,Teacher Attitudes,Content Analysis,Writing Teachers,Alternative Assessment,Qualitative Research,Semi Structured Interviews,Check Lists

This study aims to investigate Ethiopian higher education Amharic language writing skills instructors' practices of Assessment Methods in writing skill context. It was also intended to look for their viewpoints about the practicality of implementing Assessment Methods in Amharic writing courses. In order to achieve the goals of this study, document analysis such as course outlines and assessment papers, 10 Ethiopian Amharic language writing skill instructors, and teaching at higher education were cross-examined. Since the study employs a mixed-method design, the researcher profited from both document analysis and interviews. The document analysis and interview data were analyzed thematically, discussed thoroughly and then interpreted. The results indicated that the majority of Ethiopian Higher Education Amharic Language writing skill courses instructors is implemented as 95% traditional assessment and 5% alternative assessment methods. Application of the assessment methods and activities was encouraged based on the curriculum. They rarely apply Alternative assessments in their writing courses. Further investigations revealed that the instructors were not fascinated by the implementations of alternative assessment in their writing courses.
The Construction of EAP Textbooks in Chinese Context from the Perspective of Eco-Education Theory
Author: Dali, Ning
Date: 2017-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Language Proficiency,Foreign Countries,Textbooks,Cultural Context,Educational Theories,Textbook Preparation,Correlation,Editing,Sustainable Development,Researchers,Language Teachers,College Students,Computer Simulation,Teaching Methods,College Faculty

The increase of international exchange in education triggers strong demand for learning English language skills in various academic disciplines among Chinese students, which brings up a wide implementation of EAP (English for academic purposes) learning in universities in China. However, the teaching and learning result do not seem to be as satisfactory. A key factor to the disappointing situation is the lack of suitable textbooks. Currently, most of the few domestically designed EAP textbooks only focus on the reading and writing and cannot meet the learners' needs of overall (listening, speaking, reading and writing) development. The adoption of textbooks designed abroad was found unable to cater to the needs and language proficiency of the learners in China. There is an urgent need of constructing localized textbook for EAP learning in Chinese context. Previous frameworks on textbook design are mainly based on linguistic theories, which though offer theoretical support of language study from the perspective of learning subjects did not pay attention to the interconnection of factors within the learning environment. This paper proposes the application of eco-education theory to the design of a localized EAP textbook. It stresses the importance of the interrelations between textbook, editor, researcher, teacher and student during the process of designing a localized textbook so as to promote a healthy and sustainable development of EAP learning in Chinese context.
Challenges Facing Chinese International Students Studying in the United States
Author: Ching, Yuerong
Date: 2017-04-23
Type: Journal Articles
Subjects: Foreign Students,College Students,Barriers,Foreign Countries,Student Adjustment,Cultural Differences,Acculturation,Social Support Groups,Stress Variables,Anxiety,Language Skills,English (Second Language),School Counseling,Advocacy,Immigrants

Chinese international students often find it challenging to adjust to attending college in the United States (US). There is limited research addressing Chinese international college students' adjustment in the US. Drawing on what literature exists combined with research addressing Chinese immigrants' transition and international students' transition, this article examines strategies to help Chinese international students successfully make this adjustment. Educating the Chinese international students, educators and counselors about the challenges as well as offering strategies to overcome these challenges may help students succeed in a new educational system and a new culture.