ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Thinking Skills Used among University Students in Reading Comprehension
Author: Muslem, Asnawi
Date: 2017-10-00
Type: Journal Articles
Subjects: Critical Thinking,College Students,Reading Comprehension,Undergraduate Students,Islam,Universities,Metacognition,Inferences,Student Attitudes,Reading Processes,Foreign Countries

The objective of this study was to investigate the frequencies of using critical thinking in reading among university students namely; interpretation, analysis, evaluation, inference, explanation, and self-regulation. The quantitative method was used in this study. The respondents of this study were 100 second year undergraduate students of Ar-raniry State Islamic University, Banda Aceh. The data needed for the study were collected through a set of questionnaire. The data collected were analyzed quantitatively in the form of percentages. The results showed that inference was the critical thinking skill mostly about 54% of students used in reading comprehension. In addition, the next types of critical thinking skills used by students in order were analysis, explanation, evaluation, interpretation, and self-regulation. Self-regulation was the least skill about 5% of them practised by students in reading comprehension. It indicated that the frequency of using critical thinking skills among university students were more on inference level in reading comprehension.
The Analysis of Students&apos; Critical Thinking Skills on Biology Subject
Author: Mahanal, Susriyati
Date: 2017-10-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Gender Differences,High School Students,Biology,Foreign Countries,Academic Ability,Student Characteristics,Cognitive Ability

This study aimed to investigate the differences between: 1) low-ability students' critical thinking skills and high-ability students' critical thinking skills, 2) male students' critical thinking skills and female students' critical thinking skills. This research was a survey conducted in some public Senior High Schools (SMAs) in Batu, East Java, Indonesia. An essay test which examined students' critical thinking skills in biology was distributed to 245 participants. The results of the test were analyzed using a critical thinking skills rubric. Data analysis was performed using ANOVA technique. Research findings showed that 1) high-ability students' critical thinking skills were higher than low-ability students' critical thinking skills, and 2) female students' scores on the critical thinking test were higher than male students' scores. These results suggest that it is necessary to implement learning strategies which can promote students' critical thinking skills in the biology classroom.
The Effect of Group Investigation (GI) Learning Model on the Student Problem Solving Ability and Students Academic Achievement on the Digestive System Material for Biology Students
Author: Supiandi, Markus Iyus
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Junior High School Students,Grade 8,Group Activities,Cooperative Learning,Program Effectiveness,Inquiry,Biology,Science Instruction,Science Achievement

This research was carried out to analyze the effect of Group Investigation (GI) model on the student problem solving ability and students academic achievement on the digestive system material for students grade 8th junior high school 2 Belimbing Hulu. In this study we used quasi experimental design according to the quantitative research methods, pretest-posttest using rubric to test the effect of Group Investigation (GI) learning model on the student problem solving ability and students academic achievement. The result of this research showed that the Group Investigation (GI) learning model improved the student problem solving ability and students academic achievement.. The increase of problem solving ability of students treated with &quot;Group Investigation&quot; (GI) model was 68.65% and the students' cognitive learning result was 47.73% higher than the conventional learning model of 38.37% for problem solving skills and 23.60 % for cognitive learning outcomes. Based on the research results it can be concluded that Group Investigation (GI) learning model has the potential to improve the student problem solving ability and students academic achievement. It is recommended that teachers implement Group Investigation (GI) learning model in schools consistently because it improves effectively on the student problem solving ability and students academic achievement.
Macau or Macao? -- A Case Study in the Fluidity of How Languages Interact in Macau SAR
Author: Wheeler, John
Date: 2019-06-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Variation,Portuguese,Official Languages,Foreign Countries,Mandarin Chinese,Sino Tibetan Languages,Tagalog,Foreign Workers,Language Role,Multilingualism,Language Attitudes,Student Attitudes,Foreign Policy,Educational Policy,Language of Instruction,Native Language,Undergraduate Students,Majors (Students)

Macau is a small Special Autonomous Region (SAR) of China, located on the Pearl River Delta, adjacent to Hong Kong. Unlike Hong Kong, its colonial heritage is Portuguese, rather than British. Macau's official languages are Portuguese and Standard Chinese and the most widely spoken local language is Cantonese. With the influx of gaming finance into the city, English has also come to a role of increasing prominence. There are also substantial number of Filipinos working in the city who speak Tagalog as a first language in many cases. As a small state with a highly fluid linguistic situation, Macau can provide insights into how languages rise and fall in use and status. Macau can also be a useful tool for re-evaluating such concepts as linguistic imperialism and the concentric circles model of World Englishes. As well as evaluating the existing literature, this paper presents the results of a questionnaire survey into language attitudes amongst students at Macau Polytechnic Institute. The results reveal that students attach a higher status to English than Portuguese, despite the latter being the former colonial and current official language. Evidence, however, indicates that Portuguese is likely to continue to be important as a distinguishing feature of Macau SAR.
Exploring the Filipinization of the English Language in a Digital Age: An Identity Apart from Other World Englishes
Author: Esquivel, Orlyn Joyce D.
Date: 2019-06-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Social Media,North American English,Foreign Policy,Language Usage,Native Language,Sociolinguistics,Self Concept,Discourse Analysis,Computer Mediated Communication,Distinctive Features (Language),Foreign Countries,Grammar,Syntax,Semantics,Linguistic Theory,Vocabulary,Computational Linguistics,Contrastive Linguistics,Translation,Native Speakers

Since the colonization of the Americans, Filipinos have been using English as their second language and have been accustomed to using the language alongside local languages. The centuries of the extensive contact between American English and Filipino language raises questions pertaining language change and language identity. This paper reports the analysis of 60 selected tweets from Twitter individually, with the purpose of highlighting the distinctive features of Philippine English. The tweets were examined for lexical and grammatical features, alongside with the following linguistic features: graphology, syntax, and lexical semantics. The Language Drift Theory was used as a basis to explain the process of Filipinization. In giving light to the discussions, descriptive quantitative-qualitative research was employed. Results revealed the prominent lexical, grammatical, and linguistic features through tables and textual analyses, illustrated from the most to the least dominant linguistic elements. Specified comparative analyses were made to characterize the features of Philippine English as a dialect of International English with graphology, syntax, and lexical semantics as bases for the discussion. The researcher also had a native speaker as a key informant to support the details and provide nativized English translations.
Problematizing the Commodification of ESL Teaching in the Philippines: Mediating Expectations, Norms and Identity(ies)
Author: Yeh, Aiden
Date: 2019-06-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Second Language Learning,Second Language Instruction,Commercialization,Language Variation,News Reporting,Problems,Costs,Pronunciation,Nonstandard Dialects,Native Speakers,Teaching Methods,Sociolinguistics,Study Abroad,Language Teachers,Teacher Characteristics,Student Mobility,Decision Making

As the third largest nation of English speakers, the Philippines has become a popular destination for English language learning, especially for people in South East Asia. Yet, however you dress up popularity, we have to look beyond the headlines and see what kind of narrative is being constructed. A closer examination of detailed empirical evidence from published research studies highlights issues that are often glossed over in newspaper headlines. This paper discusses the problems concerning the commodification of English language teaching in the Philippines, that is, cost factors, learner expectations and satisfaction on the courses and quality of teaching, Filipino teachers' (FTs) pronunciation and the Philippine English (PhE) accent vis-a-vis the native speaker norms, and their ramifications on pedagogy and other users of wider sociolinguistic significance. Recommendations for stakeholders will be provided.
Language and Identity: How Do Different Aspects of an L2 Identity Correlate with Spoken English Ability in Japanese High School Students?
Author: Chevasco, David
Date: 2019-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,High School Students,Foreign Countries,Self Concept,Correlation,Sociolinguistics,Student Attitudes,Language Attitudes,Cultural Influences,Student Interests,Language Skills,Speech Communication,Language Proficiency

This paper attempts to establish that there is a correlation between the sociolinguistic identities of high school students and their productive English-speaking abilities. The paper initially explains the basic concept of sociolinguistic identity and refers to various aspects of research into Japanese national identity to analyse how these may influence the learning of English in Japan. Secondly, the participants' specific context is detailed and reasoning for the relevance of the two tasks that are put to them is provided. Following on from this, the methods of data collection and analysis are described. Results posit that learners with a greater interest in English-speaking cultures are more likely to interact competently, and in turn, having stronger productive skills correlates positively with the rejection of an anti-English sentiment. The paper ends with a brief discussion on how cultural constraints in Japan affect English expression and the importance of emerging trends such as &quot;international posture&quot; (Yashima, 2002).
L2 Writers Construct Identity through Academic Writing Discourse Socialization
Author: Cui, Wenqi
Date: 2019-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Variation,Language Attitudes,English (Second Language),Language Usage,Socialization,Academic Language,Sociolinguistics,Self Concept,Teacher Student Relationship,Power Structure,Peer Relationship,College Students,Writing Teachers,Teaching Assistants,Teaching Methods,Writing Instruction,Student Attitudes,Discourse Analysis,Multilingualism,Foreign Students,Puerto Ricans,Asians,Form Classes (Languages)

In the past decades, interests in L2 (English as a second language) students' language socialization in academic communities have increasingly grown since more and more L2 students have enrolled in universities in the Western world. Previous studies centered on L2 students' attempts to obtain academic discourses as well as linguistic and cultural repertoire to establish their membership in new academic communities. This study took the sociolinguistic lens to explore the impact of English ideologies and unequal power relations on L2 students' identity construction through examining their academic writing socialization with their writing instructor, teaching assistants, peers, and their professors of other disciplines. Critical Discourse Analysis (CDA) was employed to analyze the collected data to recognize the ideological nature of language practices and to uncover power relationships between mainstream academic communities and L2 students. The findings indicated that the English ideologies held by the L2 students and academic community members shaped their understandings of linguistic varieties and language practices as well as their attitudes to language users. Accordingly, these L2 participants' identities were constructed and co-constructed as insiders, outsiders, and commuters in relation to other members in this academic community. Finally, this article concluded with pedagogical suggestions regarding resisting inequality and bias against L2 writers in educational practices as well as how to help L2 students construct their identities and establish their membership in western academic communities. This study does not mean to generalize its findings to other contexts or language learners. Instead, it contributes to current conversations by reflecting L2 students' voices and perceptions of socializing with various academic community members under the influence of the macro-level English ideologies.
Continuous Professional Development of Teachers: A Case of Public Universities in Pakistan
Author: Dilshad, Muhammad
Date: 2019-12-00
Type: Journal Articles
Subjects: Professional Continuing Education,Faculty Development,College Faculty,Teacher Participation,Teacher Attitudes,Skill Development,Barriers,Gender Differences,Intellectual Disciplines,Teacher Researchers,Research Reports,Journal Articles,Instructional Materials,Communication Skills,Research Skills,Time,Financial Support,Leaves of Absence,Foreign Countries

This research aimed at investigating university teachers' engagement in CPD activities, perceived importance of different CPD activities, skills to be focused in future training and barriers in professional development of teachers. Comparison of teachers' opinions was also made by gender and discipline. A self-developed questionnaire was administered to 700 conveniently selected teachers that belonged to four faculties. The data were analyzed by applying descriptive statistics including frequency of responses, mean scores and standard deviation, and t-test of independent samples for comparing views of respondents from different groups. The results showed that teachers were moderately engaged in all the fifteen professional development activities included in the questionnaire. Producing research papers, reviewing articles for journals, and developing teaching and learning materials were activities rated highly important by teachers. There was no significant difference in male and female teachers' opinions about their involvement in CPD activities. However as compared to teachers of social sciences, teachers of science disciplines were more involved in CPD activities. The respondents considered communication skills, management skills and research skills important for inclusion in their future training. Time, funding and unavailability of study leaves were major barriers that affected continuous professional development of teachers. It was suggested that professional development of university teachers may be taken as ongoing process. For helping teachers improve their academic and research skills, workshops and seminars must be frequently planned and organized by the universities.
The Use of Animation Film in Forming Representations about the Planet Earth and the Solar System
Author: Vere?, Sanda
Date: 2020-02-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Animation,Films,Astronomy,Learning Activities,Elementary School Science,Elementary School Students,Grade 1,Instructional Effectiveness,Thinking Skills,Active Learning,Foreign Countries,Outcomes of Education,Experimental Groups,Control Groups

This research aims to analyse the process of grasping the Solar System by the students during their learning activities in which we used an animation film and other educational means (geographic globe, schematic drawings, 3D model, etc.), as well as the results obtained. In order to achieve this goal, we organized an action-research within Mathematics and Environmental Exploration subject, to the first-grade class, during the lesson &quot;The Solar System&quot;. We sought to identify the criteria based on which the teacher chooses an animated film for a lesson, the ways to effectively use it in learning activities to facilitate the learning process. An experimental group and a control group took part within this action. We conducted three tests, an initial test, a post-watching test, and a test after the formative intervention from the experimental class. During the training experiment, we observed the students' behaviour and analysed the process of teaching, learning, assessment, and the students' results. The volume of students' knowledge about the Solar System increased when the most suitable animation film was used for the given topic and the students were involved in an active learning activity in which they discussed with the teacher the plot of the film, using also other visual materials. We have come to the conclusion that a learning activity making use of animated films and being mediated by the teacher has a greater efficiency in forming representations about the structure of the Solar System and its functioning than an individual viewing of an animated film about the Solar System. The results showed that the students had accurate representations about the Solar System, improved their thinking skills, in terms of scientific understanding, knowledge-implementation, and reasoning ability. The fact that the students watched the animated film about the Solar System and were involved in an active learning activity under their teacher's guidance can explain the positive results obtained by the students of the experimental group.
Teaching the Reading Life: Making the Invisible Visible
Author: Havran, Marie Putnam
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Suburban Schools,Elementary School Teachers,Elementary School Students,Grade 1,Young Children,Reading Habits,Visual Aids,Instructional Effectiveness,Role Models,Reading Interests,Student Attitudes

Teachers can foster a love of reading in their students by regularly modeling their own reading lives. This sort of modeling involves both helping students to develop reading skills and sharing personal stories that illustrate the importance of reading in adulthood. The present study describes the impact of purposefully sharing my personal reading life with my first-grade students in a suburban elementary school. I first identified as a problem of practice in this classroom students' unawareness of my reading habits outside of school. Over a semester, I introduced my students to the books that I was currently reading and was planning to read next in a display case. The following discussion provides an overview of the creation of this reading display, its use in daily interactions with my students, and its impact on the students' attitudes toward and practice of reading.
Valuing Teachers&apos; Evaluative Thinking: The Role of Teacher Knowledge and Practice in Formative Assessment
Author: Tolley, Leigh M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Language Arts,Evaluative Thinking,Formative Evaluation,Pedagogical Content Knowledge,Student Evaluation,Teacher Attitudes,Instructional Effectiveness

On a daily basis, PreK-12 teachers make countless decisions about how to best meet their students' needs through assessment and instruction. However, their ability to justify these decisions is not frequently used as a resource for accountability measures or the evaluation of educational programs. The research presented here, which draws from a sequential explanatory mixed methods study of seven secondary English/language arts teachers' formative assessment practices, delves into how teachers' evaluative thinking occurs in the classroom. Data were collected using the experience sampling method with a series of weekly self-report checklists, as well as semi-structured interviews. Through examining emergent themes from this study and investigating the role of evaluation in education, implications are made for the importance of valuing this process and making this implicit teacher knowledge more explicit.
Understanding Self-Efficacy of Novice Teachers during Induction
Author: Gamborg, Leiflyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Beginning Teachers,Beginning Teacher Induction,College Graduates,Socialization,Teacher Persistence,Expectation,Beliefs

Even with the best preparation, it is undeniable that novice teachers must gain significant knowledge and skills on the job. Induction programs are shown to be beneficial in mitigating the transition between preparation and practice for novice teachers and help to further prepare teachers, during their first years in the classroom (Ingersoll &amp; Strong, 2011). Due to the overwhelming turnover rate among novice teachers, providing adequate preparation appears as an unattainable, yet necessary task. However, little is known about where these novice teachers begin the induction phase of their careers in terms of their expectations and beliefs about their ability to teach. In order to address this question, the self-efficacy beliefs of ten graduates of the secondary Master of Arts in Teaching (n=5) and undergraduate early childhood education (n=5) programs at a large, research-intensive university participating in a pilot induction program were measured. Findings suggest participants' self-efficacy beliefs regarding their teaching abilities were high, yet their reported outcomes expectancies were not as high. Implications for research and practice include communication between teacher educators and novice teachers of the importance of models and mentoring within the pre-service and induction years of teaching, advocacy for teacher mentorship, and participation in a reflective process.