ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Solutions in Educators&apos; Training: Concept for Implementing a Virtual Reality Simulator
Author: Kugurakova, Vlada V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Classroom Environment,Preservice Teachers,Preservice Teacher Education,Teacher Competencies,Skill Development,Conflict Resolution,Teacher Student Relationship,Vignettes,Technology Integration

Over the past decade virtual reality technologies have been actively introduced into all spheres of life, affecting, among other things, the education sector. The purpose of this study is to develop a concept introducing a virtual reality simulator into educators' training. The underlying principle of the study is to design a virtual reality environment that, firstly, facilitates the development of conflict resolution competence for the students of pedagogical faculties, and secondly, facilitates its performance evaluation. In this article, approaches to design such a virtual reality simulator are discussed. The purpose of the simulator is to develop conflict resolution competences that are indispensable to future teachers. Besides the current study presents a set of situational cases, that are possible to resolve in a virtual reality environment. The resolution of those cases will help future teachers to prevent conflicts as well as to determine their behaviour in pre-conflict and conflict situations. The components of conflict resolution competence that are possible to develop with the help of the designed virtual reality simulator have been defined. The conducted study has also identified approaches to evaluate the effectiveness of conflict resolution competence development.
Does Class Participation Predict Academic Achievement? A Mixed-Method Study
Author: Akpur, Ugur
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Participation,Prediction,Academic Achievement,Content Analysis,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Grades (Scholastic),Undergraduate Students,Language Tests,Language Proficiency,Learner Engagement,Foreign Countries,Self Esteem,Criticism,Classroom Communication,Feedback (Response),College Preparation

The present study's aim is to identify whether class participation is a significant predictor of English language achievement among university students and their views concerning class participation and academic achievement. A sequential mixed method design was applied and a total of 2013 university students (813 female 40.3%; 1200 male, 59.7%) participated in the quantitative portion of the study. Course Participation Grade (CPG) criteria and English Proficiency Exam (EPE) held at the end of the academic year by the institution were used as data collection tools. The qualitative data were analysed through content analysis of a focus group interview with a group of seven participants. The findings suggested that the relationship between academic achievement and CPG was positive and significant. Correspondingly, the qualitative data revealed similar results with the quantitative data by showing that the class participation has powerful impact on academic achievement.
Systematizing ICT Education Curriculum for Developing Computational Thinking: Case Studies of Curricula in the United States, Australia, and the United Kingdom
Author: Kusaka, Satoshi
Date: 2021-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Thinking Skills,Information Technology,Programming,Computer Science Education,Curriculum Development,Teaching Methods,Foreign Countries,Comparative Education,Problem Solving,Guidelines,Social Sciences,Abstract Reasoning,Generalization,Kindergarten,Elementary Secondary Education

Information and Communication Technology (ICT) education has been actively implemented around the world recently. ICT curriculum in schools is intended to improve students' programming-oriented thinking rather than to train them as programmers. The core of ICT education is 'computational thinking'. Computational thinking is taking an approach to solving problems, designing systems and understanding human behaviour that draws on concepts. Various countries try to develop ICT curriculum based on this concept. However, unlike traditional subjects, the ICT curriculum has yet to create a unified structure. This research sheds light on the characteristics of ICT education curricula by comparing and contrasting curricula in the United Kingdom (UK), the United States and Australia. Finally, a common framework is proposed on the basis of the discussion. Furthermore, while ICT education is often addressed solely from the standpoint of science and technology, a social science perspective is needed. Therefore, the importance of social science in ICT education will also be clarified.
English as a Foreign Language Instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021
Author: Barre-Parrales, Pamela
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Attitudes,Content and Language Integrated Learning,Teaching Methods,Educational Policy,Pandemics,COVID-19,Learning Processes,Educational Improvement,Program Implementation,Public Schools,Private Schools,Internet,Computer Networks,Access to Computers,Pedagogical Content Knowledge,Technological Literacy,Secondary School Teachers,Educational Change

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.
The Analysis of Metaphorical Perceptions of Teachers Related to Teachers in Terms of Teaching Approaches They Adopt
Author: Akkaya, Burcu
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Public Schools,Figurative Language,Teacher Role,Role Perception,Constructivism (Learning),Teaching Methods,Correlation,Adoption (Ideas),Foreign Countries

This research aimed to determine the metaphorical perceptions of class teachers and reveal whether these perceptions are affected by the teaching approaches they adopt. Because teachers' opinions were collected in written form, this study is a descriptive survey model study. The participants of the study consisted of 64 class teachers chosen through the maximum variety sampling method. A data collection tool consisting of two open-ended questions was developed to determine the metaphors and educational approaches teachers adopt. According to research results, teacher metaphors are highlighted in two categories as &quot;metaphors giving active roles to the teacher&quot; and &quot;metaphors giving passive roles to the teacher&quot;. Generally, teachers adopted one of the behaviouristic, cognitive, and constructivist approaches. This study revealed that participants who adopted behavioural and cognitive educational approaches produced metaphors giving active roles to the teacher. Participants who adopted the constructivist educational approach produced metaphors giving passive roles to the teacher. It was determined that there is a strong significant relationship between the metaphors that teachers produce and the educational approach they adopt.
Technology Acceptance and Usage Behaviour of Content and Language Integrated Learning Teachers in Turkey
Author: Koç, Özge
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Second Language Instruction,Language Teachers,Teaching Methods,Language of Instruction,Second Language Learning,English (Second Language),Technology Integration,Intention,Teacher Attitudes,Gender Differences,Teacher Behavior,Teaching Experience,Institutional Characteristics,Instructional Program Divisions,Teacher Education,Elementary Secondary Education,Public Schools,Private Schools,Barriers

Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to solve their problems. This study aims to investigate technology acceptance and use of English language teachers adopting the CLIL approach in Turkey, and to identify the difficulties they encounter while integrating technology into practice. The study is explanatory in research design and employs the Technology Acceptance Model (TAM) developed by Davis (1989) as a framework. A 27-item Likert-type questionnaire was used to gather data from 61 teachers practicing in private and public schools. The results showed a statistically significant difference in technology integration intention and use behaviors of teachers. The qualitative data suggested that among the difficulties faced by CLIL teachers were facilitating environments, managerial assistance, and teacher technology awareness.
The Relationship between Teacher Academic Optimism and Student Academic Achievement: A Meta-Analysis
Author: Ates, Aysel
Date: 2021-08-00
Type: Journal Articles
Subjects: Correlation,Positive Attitudes,Self Efficacy,Trust (Psychology),Teacher Characteristics,Academic Achievement,Intellectual Disciplines,Educational Research,Effect Size,Foreign Countries

This meta-analysis of 13 studies examines the relationship between teacher academic optimism and student academic achievement. The studies have been reached from Web of Science, ERIC, Proquest Digital Dissertations, Turkish Academic Network and Information TR Directory, Google Academic and Council of Higher Education Thesis Center databases. The correlation scores of the studies included in the meta-analysis were computed by the Fisher z method and Comprehensive Meta-Analysis V3 (CMA) Program was used. As a result, the relationship between teacher academic optimism and student academic achievement has a strong effect size with a value of 0.513 according to the random effects model. Additionally, the moderator analysis was performed for verbal and non-verbal courses. There was no statistically significant difference observed and no publication bias in the meta-analysis study. Education policy makers and school administrators can put on their agenda the strengthening of teacher academic optimism for student academic achievement.
The Use of the History of Mathematics in Teaching-Learning Process: The Perspectives of Faculty Members and Teachers
Author: Tan-Sisman, Gülçin
Date: 2021-08-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Curriculum,Mathematics Teachers,Middle School Teachers,Teacher Educators,Teacher Attitudes,History,Teaching Methods,Barriers,Knowledge Level,Educational Benefits,Foreign Countries

The aim of this study was to investigate the faculty members' and the middle school mathematics teachers' perspectives regarding the use of the history of mathematics in the learning-teaching process of mathematics. As a phenomenological study, the qualitative data were collected through semi-structured interviews from 27 middle school mathematics teachers and seven faculty members and then, subjected to the content analysis. The findings revealed that both teachers and faculty members believed that using the history of mathematics is a worthwhile effort, with the potential to not only provide meaningful learning opportunities for students but also enrich teachers' professional development. However, it was also found that lack of historical perspective in the curriculum, teachers' inadequate knowledge, time constraint, no room for the history of mathematics in the textbooks and exams, overloaded curriculum and students' inadequate desire to learn were some of the reasons for rarely-use of the history of mathematics. Based on the overall findings of the study, it is concluded that teacher education (both pre-service and in-service), the structure of mathematics curriculum, teachers' and students' characteristics were the most important dynamics to integrate the history of mathematics into teaching effectively.
Investigating Competency-Based Learning Implementation at the Northern Border University (NBU): A Descriptive Analytical Study
Author: Hassanein, Osama H. S.
Date: 2021-06-00
Type: Journal Articles
Subjects: Competency Based Education,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Curriculum Implementation,Teacher Attitudes,Knowledge Level,Course Descriptions,Alignment (Education),Foreign Countries,Universities

Competency-Based Learning implementation has become a necessity at the Northern Border University (NBU), the kingdom of Saudi Arabia (KSA). However, there are still a lot of implementation challenges that need to be faced. In an attempt to overcome some of these challenges, this study conducted to identify the awareness level of competency-based learning among EFL faculty and to assess the extent to which faculty teaching practices, as well as EFL course descriptions, are supportive to competency-based learning at the NBU? The descriptive-analytical method was used in this study. The study sample included all faculty members (both male &amp; female) teaching English as a Foreign Language (EFL) at the NBU during the academic year 2020-2021. To achieve the objectives of this study, a self-report questionnaire was used to elicit information about NBU faculty awareness level of competency-based learning. The questionnaire was also used to assess faculty views regarding their teaching practices and regarding EFL course descriptions used. Descriptive statistics were used in the present study. Results showed that overall awareness level of competency-based learning among NBU faculty is medium. Results also showed that the teaching practices of EFL faculty at the NBU, concerning all elements of competency-based learning are generally low and do not support competency-based learning. Moreover, results showed that course descriptions used at the NBU do not support competency-based learning. In light of these results, educational implications and some recommendations for raising faculty awareness of competency-based learning and for competency-based course design were discussed.
Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning
Author: Bailey, Francis
Date: 2021-06-00
Type: Journal Articles
Subjects: Linguistic Theory,Linguistic Input,Case Studies,Second Language Learning,Second Language Instruction,Role,Self Concept,Learning Motivation,English (Second Language),Role Models,Language Role,Reading Programs,Sustained Silent Reading,Multiple Literacies,Multimedia Materials,Personal Narratives,Learning Experience,Language Attitudes,Arabs,Foreign Countries,Teacher Attitudes,Educational Experience,College Faculty

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His &quot;Input Hypothesis&quot; was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen's model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students' studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen's idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners' social identities and motivations for sustained second language learning.
Language Difficulties Faced by Saudi Diploma Students at King Abdulaziz University: A Case Study
Author: Shousha, Amal Ibrahim
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Students,Barriers,Listening Skills,Speech Skills,Reading Skills,Morphemes,Grammar,Adult Students,Student Attitudes,Females,Language Skills,Writing Skills

This study aimed to explore the language difficulties faced by English diploma students and provide solutions to overcome them. The data collected in the form of a questionnaire administered to 39 female students were compared in percentages for closed-ended questions and thematically for open-ended ones. Results showed that diploma students struggled with listening, speaking and reading's higher cognitive skills such as guessing the meaning from context and reading between the lines. In addition, tenses, question formations, and reported speech were the most difficult grammatical points for them. These challenges were attributed to the institutional, dispositional, situational, academic, and pedagogical barriers faced by students as adult learners resulting mainly from the students' study gaps and their lack of contact with the English language. Solutions included the use of more varied activities and up-to-date interesting reading passages, more practice of listening and speaking inside and outside classrooms, and having a placement test before joining the diploma program.
The Interaction of Possible Worlds through the Prism of Cognitive Narratology
Author: Babelyuk, Oksana
Date: 2021-06-00
Type: Journal Articles
Subjects: Literature,Stereotypes,Literary Devices,Fiction,Imagination,Literary Criticism,Cognitive Processes,Cognitive Psychology,Semantics,History,Literary Genres,Classification,Fantasy

The article deals with the analysis of literary narrative where a possible unreal fictional world and a possible real fictional world usually coexist. When the norms of life plausibility are consciously violated, the real and the unreal possible worlds are emphatically opposed. Hence, their certain aspects are depicted in a fantastically exaggerated form. The interaction of possible worlds in a literary narrative destroys the stereotypes of the reader's perception. It can occur in different planes: structural (a shift of plot elements of the story, transformation, unusual, sharp turns of the borrowed plot, violations of a plotline); fictional (a combination of real and fantastic features in one image); temporal (violations of the chronological flow of time, a shift of time flow); spatial (expansion or contraction of space, magical spatial formations, displacements, deformations). By their nature, the interaction of different possible worlds can be continuous, partial, and fragmentary; resulting from their boundaries may overlap or be violated (entirely or partially). The continuous interaction of different possible worlds, destruction of their borders, although they do not disappear completely, make them largely blurred, interpenetrating each other. In the case of partial interaction of possible worlds, their boundaries intersect. In the case of fragmentary interaction of possible worlds, their common points are slightly visible, for example, only the borrowed title of a literary work or a character's name, or a fantastic concrete event or a place of the event.
Development of Speaking Skills Assessment Criteria for Engineering Students
Author: Kornieva, Zoia
Date: 2021-06-00
Type: Journal Articles
Subjects: Test Construction,Speech Skills,Student Evaluation,Evaluation Criteria,Engineering Education,English (Second Language),Second Language Learning,College Students,Foreign Countries

The purpose of the article is to put forward English monologue production assessment criteria to verify the efficiency of the devised methodology of teaching English for future mechanical engineers. In the course of the research, theoretical, empirical, and statistical methods have been used. Various approaches to identifying the assessment criteria have been thoroughly analyzed. Seven criteria to assess the monologue production skills, five primary and two secondary ones, have been suggested. The allocation of the points by every criterion according to the devised scales have been elucidated. The proposed assessment criteria were used in the methodological experiment that was held at Igor Sikorsky Kyiv National Technical University. The experiment in question aimed to verify the efficiency of the devised methodology of teaching English monologue production to students majoring in mechanical engineering. Three experimental groups, 34 students in total, studying in their final year of Bachelor studies within the Subject Areas of Applied Mechanics and Industrial Engineering, participated in the methodological experiment. The conducted experiment confirmed the efficiency of the methodology proposed.
English as Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language
Author: Hashim, Haida Umiera
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Autism,Pervasive Developmental Disorders,Students with Disabilities,Barriers,Language Teachers,Urban Areas,Children

To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism's English as a second language (ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.