ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Focused Freewriting to Stimulate Ideas and Foster Critical Thinking during Prewriting
Author: Asraf, Ratnawati Mohd
Date: 2018-00-00
Type: Journal Articles
Subjects: Prewriting,Critical Thinking,Writing Strategies,Writing (Composition),English (Second Language),Persuasive Discourse,Instructional Effectiveness,Foreign Countries,Academic Language,Group Discussion,Questioning Techniques,Visual Aids,Cues

Research suggests that writing is a useful strategy for fostering critical thinking skills among students as it requires that they think about what to write and how to organise their thoughts. Yet, students of writing often face difficulty when it comes to providing the evidence to substantiate their arguments or assertions. This paper describes how focused freewriting can be used to help ESOL students to think critically about a topic and to generate the ideas to support their arguments. In this study, nine students of a Malaysian ESOL writing course were given thought-provoking images or videos during the prewriting stages of their class and then asked to write non-stop for ten minutes about whatever that came to their minds after being shown the stimulus. This was then followed by a discussion led by the teacher on the themes that emerged from their brief write-up. The study found that focused freewriting helped the students to generate ideas more quickly and to write more fluently and independently during the prewriting stage. We posit that through focused freewriting sessions and follow-up discussions, instructors can help their students to generate ideas and to think critically about issues, hence facilitating their efforts at organising their arguments before writing academic essays.
Language Learning Strategies Used by Adult Learners of Teaching English as a Second Language (TESL)
Author: Hashim, Haida Umiera
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Learning Strategies,Language Skills,Grammar,Vocabulary Skills,Student Attitudes,Metacognition,College Students,English (Second Language),Teacher Education Programs,Language Teachers,Foreign Countries,Measures (Individuals)

Although, a lot has been said about the good language learners, not much is known about the adult learners and the strategies they use in order to further improve and acquire their second language learning skills. Thus, this study aims to identify language learning strategies employed by successful language learner among adult learners of Teaching English as a Second Language (TESL) students for improving their five main skills which include writing, reading, listening, speaking, vocabulary and grammar. This study employed a mixed-method research design where survey and semistructured interview were conducted in collecting the data. Ten students were selected using purposive sampling technique. The questionnaire for the survey was adopted from Andrew D. Cohen and Julie C. Chi's Language Strategy Use Inventory Semi structured interview was also done for triangulation. Based on the findings, it has been identified that learners use language learning strategies in order to become good language learners. The respondents have pretty much the same preferences in using the language learning strategies. However, although different learners preferred different language learning strategies, there are some strategies that are leading among good language learners. All of the respondents tend to make use of all three categories of language learning strategies which are cognitive, meta-cognitive and socio affective. They tend to use different categories of language learning strategies for different skills that they would to acquire and enhance on.
The Impact of Comprehension Instruction on Students&apos; Reading Comprehension with Different Ability Grouping and Self-Efficacy
Author: Sembiring, Lina Tri Astuty Beru
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Instruction,Ability Grouping,Self Efficacy,Reading Achievement,Self Esteem,Homogeneous Grouping,Heterogeneous Grouping,College Freshmen,Foreign Countries,English (Second Language),Second Language Learning

Among comprehension instructions that encourage collaborative learning, Collaborative Strategic Reading (CSR) and Questioning the Author (QtA) were known for their effectiveness. Both help students on improved comprehension of text and building a positive relationship among themselves. Similarly, Ability Grouping and Self-efficacy were factors that gave a significant impact on students' reading comprehension. Ability grouping affected students' reading by helping them achieve psychological intimacy and integrated involvement. On the other hand, self-efficacy determined students' achievement based on their self-confidence. Many researchers have conducted studies on CSR, QtA, Ability grouping and self-efficacy. However, there was no study that examined the effects of CSR and QtA on students' reading comprehension viewed from students' ability grouping and self-efficacy. For that reason, this study is aimed to explain the impact of two comprehension strategy instructions (CSR and QtA), two kinds of Ability Grouping (Homogeneous and Heterogeneous), and two level of students' self-efficacy beliefs (High and Low) on students' Reading Comprehension by conducting an experimental study which adopted 2x2x2 factorial design. Moreover, the study also described the interaction between those variables. It took one hundred and twenty-one of first semester students in Universitas Dehasen Bengkulu as the participant. The study administered a Reading comprehension of TOEFL test to decide students' ability grouping. A Reading Self-Efficacy Questionnaire developed by Piercey was used to measure students' self-efficacy on reading. Moreover, a reading test was developed for measuring students' Reading comprehension which was analyzed by using t-test, and three-way Anova. The result showed that 1. Comprehension instructions, ability grouping, and self-efficacy gave a positive effect on students' Reading comprehension, 2. There was an interaction between Comprehension Strategy instruction and Ability Grouping, 3. There was an interaction between Comprehension Strategy instruction and self-efficacy, 4. There was not any interaction between ability grouping and self-efficacy, 5. There was an interaction between Comprehension Strategy instructions, ability grouping, and self-efficacy.
Preservice Teachers&apos; Perceived Self-Efficacy in Selection of Teaching Methods and Techniques
Author: Hamurcu, Hülya
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Teaching Methods,Preservice Teacher Education,Foreign Countries,Student Attitudes,Selection,Gender Differences,Departments,Academic Achievement,Educational Strategies

The aim of this research is to identify perceived efficacy of a group of preservice teachers regarding selection of teaching methods and techniques. It seems important for preservice teachers to benefit from teaching methods and techniques in terms of learning processes in different subjects as they practice their profession. As this is a descriptive study, the survey model was used. Data were collected with Preservice Teachers' Perceived Self-Efficacy in Selection of Teaching Methods and Techniques Scale, developed by Durdukoca et al. (2017). The study sample comprised of 321 fourth-year students in departments of Primary Teacher Education, Turkish Teacher Education, Social Sciences Teacher Education and Preschool Teacher Education in Buca Faculty of Education at Dokuz Eylül University during Spring Semester of the academic year of 2017-2018. Obtained data were analyzed with SPSS 22, ANOVA and t-test. Data analysis showed that the preservice teachers had high perceived self-efficacy in selection of teaching methods and techniques and that there was a significant difference between the participants from different departments.
The Use of WeChat Application on CFL Learners&apos; Vocabulary Acquisition
Author: Pamintuan, Cavin F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,Comparative Analysis,Social Networks,Pretests Posttests,Scores,Teaching Methods,Computer Mediated Communication,Foreign Countries,Behavior Change,Instructional Effectiveness,Mandarin Chinese,Telecommunications,Handheld Devices

This quasi-experimental research explored Chinese as a Foreign Language (CFL) learners' use of a popular social networking application in China, WeChat, in acquiring vocabulary. The research questions answered in this study are: (1) How may the CFL learners' vocabulary performance be described in terms of: (a) pretest scores and (b) posttest scores; (2) Is there a significant difference between the performance in pretest and posttest of the control group and experimental group?; (3) What are the implications of the results of this study in teaching? Participants joined the ten-day treatment wherein they used the three features of WeChat: WeChat Messaging, Official Accounts, and Mini Programs. The participants' performance before and after the treatment were identified using pretest and posttest. In addition, observation checklists were utilized to determine the change in behavior in acquiring vocabulary of the CFL learners. Results suggested that WeChat could improve students' vocabulary acquisition in foreign language. Suggestions for improvements in future WeChat treatment were also discussed.
The Application of Meta-Analytic SEM on Exploring Factors That Influence Teachers&apos; Usage of Interactive Whiteboard
Author: Lai, Yi-Horng
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Uses in Education,Visual Aids,Educational Research,Usability,Teacher Attitudes,Intention,Teacher Behavior,Meta Analysis,Structural Equation Models,Technology Integration

Background: Interactive whiteboard (IWB) is an important tool in computer-assisted instruction (CAI). Interactive whiteboard is an electronic instructional and interactive technology designed by use for teachers. Some studies declare that teachers' behaviors in using interactive whiteboard only be infected by perceived usefulness, for teachers are a relatively profession. Material and methods: This paper integrated the 27 studies that used technology acceptance model (TAM) with meta-analytic structural equation modelling (Meta-Analytic SEM). Results: The estimate of perceived usefulness (PU) to Perceived ease of use (PEOU) is 0.585 (p-value&lt;0.001). The estimate of PU to attitude (ATT) is 0.693 (p-value&lt;0.001). The estimate of PU to behavioral intentions (BI) is 0.573 (p-value&lt;0.001). The estimate of PEOU to ATT is 0.663 (p-value&lt;0.001). The estimate of PEOU to BI is 0.549 (p-value&lt;0.001). The estimate of ATT to BI is 0.663 (p-value&lt;0.001). Conclusions: PEOU has a positive effect on PU and ATT toward using interactive whiteboard. PU has a positive effect on attitude toward using interactive whiteboard and BI to use interactive whiteboard. Attitude toward using interactive whiteboard has a positive effect on and BI to use interactive whiteboard.
Code-Switching in Television Advertisements
Author: Banatao, Mary Ann B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Television,Advertising,Code Switching (Language),Syntax,Language Patterns,Discourse Analysis,Pragmatics,Foreign Countries,Tagalog,Language Usage,English (Second Language),Self Concept,Language Styles,Audiences,Males,Interpersonal Attraction,Life Style,Personality Traits

Students' preferences are being shaped by what they view in advertisements. Hence, this study examined the occurrence of code-switching in Philippine TV advertisements. Particularly, it analyzed syntactic patterns of code-switching, pragmatic/discourse functions and motivations present in the code-switched ads aired from the country's giant TV networks: GMA and ABS-CBN. The lexical and syntactical patterns of code-switching were analyzed following Poplack's three types of code-switching. The discourse functions of the ads were identified following Dayag's (1999) modified version of Searle's (1979). The same data were matched to the six motivations for code-switching identified by Lin (2000). Results show that intrasentential switches are more extensively used at the syntactic level, with a typical combination of Filipino-with-English. Functionally, code-switched ads are used for advising/prescribing, describing, explaining, and illustrating. Motivations in code-switching are generally anchored on language facility, language economy, euphemism, stylistic purposes in communication and expression of multiple identities. Relative to constructing identities, audience and consumers are persuaded, convinced and influenced to attain the image the products convey with emphasis on the longing of the consumers to achieve their image of being hygienic, presentable and attractive young men, knowledgeable, equipped and mature individuals, healthy, active, educated and lifestyle-conscious persons and gentle, chivalrous, and respectful young men.
Cultural Traits in Language Teaching: A Review of English Language Teachers and Entrepreneurs
Author: Aniroh, Kun
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Traits,Language Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Entrepreneurship,Foreign Countries,Student Projects,Active Learning,Teaching Methods,Teacher Attitudes,High School Teachers,Barriers,Cooperation,Specialists,Small Businesses,Corporations,Social Responsibility,Role Models,Teacher Collaboration,Academic Achievement

This study attempts to search the cultural trait of entrepreneurship in theme-based and project-based teaching for English Teachers and the history, personal characteristics, business strategy, Corporate Social Responsibility(CSR), and or Corporate Philanthropy (CP)of successful Indonesian entrepreneurs. This study is qualitative by using the method of life story documents of Indonesian entrepreneurs taken from electronic notes and questionnaires for the Junior English Teachers(JT), Senior High School English Teachers (ST), and College English Teachers (CT). The result of this study showed that JT, ST and CT implemented theme-based and project-based teaching. The obstacles were the lack of cooperation with subject specialists, unavailability of entrepreneurship projects and absence of school's cooperation partner. Of the ten Indonesian entrepreneurs, they all started from a small business. They had personal, powerful, and tough characteristics with innovative business strategies. All of them contributed in the CSR and/or CP. English teachers could benefit from the role model values of entrepreneurs in teaching by practicing collaboration between and among courses in and out of the classroom. The researcher recommends to have more research on the collaboration of teachers from different courses with the successful entrepreneurs that become the role model of the students in relation with the impacts on students' achievement.
Supervised but Not Mentored: A Survey of Experiences of ESL Beginning Teachers in Secondary Schools in Central Mindanao
Author: Ponce, Ariel Robert C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Secondary School Teachers,English (Second Language),Second Language Instruction,Language Teachers,Faculty Development,Mentors,Junior High School Teachers,High School Teachers,Teacher Supervision

During the first year of teaching, beginning teachers need assistance in the form of support as they traverse the different stages of professional development (Farell, 2002). With this, guidance and tutelage from colleagues and administrators are found to be helpful to alleviate stress in teaching and strengthen retention among teachers (Ingersoll &amp; Kralik, 2004; Johnson et al., 2005; Smith &amp; Ingersoll, 2004 in Hobson, Ashby, Malderez &amp;Tomlinson, 2009). In addition, it was found that mentoring beginning teachers can increase their students' motivation and critical thinking skills (Summers, 1987). Thus, this paper investigates the experiences of ESL beginning teachers in mentoring and supervision in public and private junior and senior high schools in Maguindanao. Using a 17-item survey questionnaire (Liu &amp; Johnson, 2006) and semi-structured interview guide, results revealed that beginning teachers in both school types experienced supervision from administrators in the form of classroom observation. However, these beginning teachers did not experience any formal mentoring from colleagues. Findings suggest that mentoring should precede supervision and that a well-structured formal mentoring programs be organized and implemented in basic education institutions.
Content Analysis of Sexist Language Occurrence on Written Discourse of Junior Pre-Service Teachers
Author: Talosa, Arlene D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Gender Bias,Language Usage,English (Second Language),Second Language Instruction,Language Teachers,Form Classes (Languages),Occupations,Sex Role,Essays,Written Language,Foreign Countries

Thoughts, perceptions and attitudes are dramatically influenced by language thus, the need for linguistic sensitivity. Language may create either opportunities or boundaries. Thus, this study endeavored to determine the occurrence of sexism on the written discourse of pre-service teachers through content analysis. Specifically, the study evaluated the specific forms of sexist language that are evident in the written discourse of the junior pre-service English teachers along the categories of generic pronouns, generic term man and occupational roles. Thirteen descriptive essays served as corpus of the analysis. Results of the study showed that the most occurred sexist language on the written discourses of the pre-service teachers are generic pronoun he and she, generic word man used as a noun and verb and occupational titles.
Verbal Comprehension and Verbal Reasoning of Graduated Senior High School Students: Critical Success Factors in College
Author: Montejo, Helmer B.
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Graduates,College Students,Academic Achievement,Verbal Communication,Comprehension,Verbal Ability,Language Skills,Success,Foreign Countries,Language Proficiency,English

Paying attention while listening, following instructions, and verbal reasoning are some of the most important skills we will need to get through life. These are some of the most important skills a college student needs to possess in order for him to survive. The fast pace of technological advancement and social change over the years has created a great deal of emphasis on performance in order to achieve one's goals be it economic or personal. This emphasis is particularly true for college students who are primarily concerned with performing well on measures of academic achievement like overall GWA, an aggregate index of academic performance. But why do some students excel academically while others do not? This question seems to hang around for quite some time. In order to survive and thrive in a global standard in education, higher education institutions must overcome language barriers and English will almost always be the common ground. This is why verbal comprehension and verbal reasoning are always part of an attempt to facilitate communication and performance across diverse functions in college. A duo of dynamic examiners of Talisay City College's Guidance Center, Ms. Deborah A. Bacasmas and Ms. Ailaire C. Cabatingan, gathered the results of OLSAT (Otis-Lennon School Ability Test) Eighth Edition of 825 students who enrolled in the College. The researchers made themselves available for clarifications asked by the examiners. After making sure of the completeness of the data gathered, the researchers collated, tabulated, analyzed, and statistically interpreted the available data through the assistance of Ms. Marelen H.Amanuence, a statistician and math instructor. It was found out that more than 50% from each cluster of students from the top 5 feeder schools are below average in both verbal comprehension and verbal reasoning. As we globalize instructions in higher education institutions, there is a rising need for students to be skilled in verbal comprehension like following directions, sentence completion and arrangement etc. There is also a need for students to be proficient in verbal reasoning like logical selection, verbal analogies, making inference and the list goes on. The student's ability to understand and use these skills is not only a life skill. It is a skill that sets students apart from the rest.
School Characteristics and Enrollment Trend in Upper Basic Schools in Akwa Ibom State, Nigeria from 2008-2016
Author: Ekaette, Samuel Okpon
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Characteristics,Enrollment Trends,Junior High Schools,Boarding Schools,Single Sex Schools,Coeducation

The study investigated school characteristics and enrolment trend in upper basic schools in Akwa Ibom State Nigeria from 2008-2016. Two research questions were answered while two null hypotheses were also tested. The study adopted a descriptive survey research design. Census technique was adopted in selecting all the 227 public upper basic schools in the area of study. An instrument tagged &quot;School Characteristics and Enrolment in Upper Basic Schools Checklist (SCEUBSC)&quot; was used for data collection. Descriptive statistics (percentages) was used to summarize data relating to the research questions, bar chart was used for illustrations of the enrolment pattern while independent t-test was used to test the two null hypotheses at .05 alpha level. Findings revealed that enrolment in upper basic schools in Akwa Ibom State was high in single-sex schools and boarding schools, while it was low in mixed-sex schools and day schools. Based on the findings, it was concluded that there was an upward trend in enrolment in all the schools from 2008- 2013 and a downward trend from 2015-2016. It was recommended among others that research allocation in terms of personnel and infrastructures should be evenly distributed across the state as these will reduce rural-urban migration.
A Study of Finding the Reasons of Not Choosing Mathematics at Senior Secondary Level by Girls in Nawada District of Bihar
Author: Gulnaz, Marufa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Females,Course Selection (Students),Secondary School Mathematics,Student Interests,Student Attitudes,Influences

Mathematics has an essential part of our life. In any environment, we are using it without any consideration. Mathematics teaches the equity and equality principle of democracy, in which all human being are equal for perceiving mathematics. The participation of female students in mathematics related field is least, as we say that female are backward in mathematics. So the researcher planned to finding out the reason behind the less interested and less participation of girls in math and its related field. She used self questionnaire for conducting the research among 80 girls of private and government students of Nawada district of Bihar state, India. And finds out that Most of the students started disliking mathematics when they were in their junior secondary classes and making responsible herself and teaching and learning method.hey also wants to learn mathematics again under the condition of good teaching and starts from basic. Students also suggest that subjects are dividing between the sexes no particular field is separated for particular sex. Girls who have interest in any field can choose and go and make their career.