ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Experience in E-Assessment: Case Study of EFL Teachers in Algerian Universities
Author: Hichour, Hadjira
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,College Students,College Faculty,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Student Evaluation,Computer Assisted Testing,Online Courses,Evaluation Methods,Barriers

In the wake of the Corona Virus pandemic, many universities have rapidly shifted to remote education. In this regard, students are enrolled in online learning instead of, or sometimes along with, physical classroom presence. As a result, the online assessment also appeared as an alternative method to assess students. The current research paper aims to provide an in-depth look at the online reviews in EFL teaching and learning in the Algerian context during the COVID-19 pandemic. The main questions that set the study are: How do Algerian English language teachers perceive e-assessment via Moodle? What impact did the online reviews have on assessment practices?; How did an online assessment affect students 'achievements? To answer these questions, the researcher conducted a study with Algerian EFL teachers and students from three Universities. The researcher collected data through a questionnaire addressed to EFL teachers and a comparative analysis of Project-Based Language essays done by the students in face-to-face assessment and online assessment. The findings revealed that although the challenges facing teachers in online review, positive attitudes appeared towards this method. The analysis also demonstrated that the assessment practice used mainly by participated teachers is a summative assessment. The results also showed a big difference in students' achievements between face-to-face assignments and online evaluation, in favor of e-assessment.
Exploring the Role of the Student Affairs Office in Enhancing the Cultural and Social Experiences of International Students in China
Author: Kaniki, Robert Lucas
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Adjustment,Cultural Differences,Student Personnel Workers,Cultural Awareness,Social Influences,Language Skills,Interaction,Peer Relationship,School Orientation,Counseling Services,Program Effectiveness,Social Support Groups

Many universities are hosting and enrolling international students as an important aspect of their internationalisation mission of higher education. However, many international students experienced significant problems adjusting into a host culture and social milieu. Informing this qualitative study were 45 international students in a top-tier comprehensive research university in Southeast China.The study focuses on the experience of international students towards the role played by international Fu DaYuans (Counsellors) in enhancing the students' cultural and social experiences at the university. The results indicate that the four most significant adjustment issues for international students are the language challenges, social interaction with Chinese students, cultural orientation programmes, and counselling services for international students. Building on the U-Curve adjustment theory (Oberg, 1960), the study revealed the importance of international Fu DaYuans to provide cultural and social support to international students for easy adjustment into a new culture and social setting.The study bears practical implications to providing international Fu Da Yuans with important insights that can help to create an environment conducive to enhancing the cultural and social experiences of international students.
Making Known the Real: An Exploration of Academic Advising Practices in a South African Higher Education Context
Author: de Klerk, Danie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Advising,Higher Education,Faculty Advisers,Teacher Role,Meetings,Student Needs,Mental Health,Referral,Skill Development,Evidence Based Practice

This is the first in a series of papers that emanate from the author's doctoral research. This research explores academic advising as a profession and academic advisors as practitioners in the South African Higher Education sector; it focuses on advising within the Faculty of Commerce, Law and Management (FCLM) at a research-intensive public university in South Africa. During the period of investigation, academic advising engagements between students and the author were logged, thus forming a baseline dataset for the doctoral study. In phase one of the data analysis, baseline data were coded and clustered into overarching and subsidiary categories. The baseline dataset consists of 34 subsidiary categories, which form part of 7 overarching categories; it contains 2240 entries based on 1023 consultations with 614 individual students during the three-year period under investigation. Using Archer's (1995, 2000, 2005) notions about Social Realism as a theoretical framework, the author critically scrutinises the complex nature of the work that academic advisors do in a layered analysis of the baseline data. The author posits that it is through these layers of interpretation that one moves from the layer of the Empirical (experiences), through the layer of the Actual (events), to what Archer calls &quot;the Real&quot;, that is, the layer of mechanisms or underlying driving forces that brings about what happens in the layers of the Empirical and the Actual. This paper focuses specifically on the role of the academic advisor; it postulates inferential observations about academic advising by using the baseline dataset as a way in while keeping the academic advisor central to the discussion.
Merging Academic and Career Advising to Offer Holistic Student Support: A University Perspective
Author: Schoeman, Monique
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Advising,Career Counseling,Higher Education,College Students,Faculty Advisers,Interdisciplinary Approach,Decision Making,Career Choice,Counseling Techniques

Higher education in South Africa has focused extensively on widening access to further inclusivity and to economic development. However, as students need to persist and succeed in their studies, access alone is not enough. Furthermore, the responsibility of higher education to help students succeed does not end with graduation; institutions need to produce graduates who are ready to enter the labour market. Therefore, it is important to integrate career information and concepts into these practices when conceptualising holistic academic advising. Since academic advising is still developing as a professional practice in the South African context, no clear, practical framework has been used uniformly at universities. Career advice is also not necessarily integrated into academic advising in a conscious manner. This may result in students who are struggling to integrate all the academic and career information provided to make informed decisions regarding their studies and career paths. This paper argues that the 3-I Process is an appropriate framework for the integration of career and academic advising in the South African context. In this case study, we draw from the experiences of nine advisors from the central advising office, faculties, and the career office at the University of the Free State to understand the extent to which they have been incorporating the elements of the 3-I Process into their existing academic advising practices and how they view the possibilities of following a more integrated approach. We also map how the framework can be adapted to the broader South African context to inform and develop more holistic and professionalised advising practices, as well as to contribute towards students' success beyond university.
A Critical Review of the Adopted Academic Advising Approaches at the Durban University of Technology: Unpacking Its Strengths and Challenges
Author: Obaje, Timothy Aduojo
Date: 2021-00-00
Type: Journal Articles
Subjects: Criticism,Academic Advising,Program Implementation,Foreign Countries,Higher Education,Barriers,Faculty Advisers,College Freshmen

This paper offers a critical review of the adopted academic advising strategies at the Durban University of Technology. It is worth acknowledging that academic advising as a scholarly practice is in its developmental stage at South African tertiary institutions. The paper draws on the experiences of the authors as academic advisors to reflect on the strengths and challenges of the practices of academic advising. It interrogates and analyses the authors' experiences vis-a-vis the extant literature on academic advising practices. In this way, the paper engages and advances best practices while simultaneously contributing to the body of literature on academic advising in South Africa.
Does Housework Help Improve Academic Performance? An Empirical Analysis on the Influence of Participation in Housework on Academic Performance of Primary and Middle School Students
Author: Wang, Xuechun
Date: 2022-00-00
Type: Journal Articles
Subjects: Housework,Academic Achievement,Elementary School Students,Foreign Countries,Predictor Variables,Middle School Students,Regression (Statistics)

At present, even if the education on hard-working spirit has been emphasized increasingly as an important part of practical education in China's education policy, the reality is still far from satisfactory, because many parents do not provide their children with sufficient opportunities to do housework. Previous studies have indicated that the empirical analysis remains to be improved in terms of the relationship between housework and the development of primary and junior high school students. Based on data from the 2020 Monitoring of Students' Academic Quality in Basic Education in Jiangsu Province Study, this study investigates the influence of primary and secondary school students' participation in housework on academic performance by using OLS regression and Coarsened Exact Matching (CEM). The results show that the current proportion of primary and junior high school students involved in housework is not high; however, participating in housework frequently will positively affect the academic performance of primary and junior high school students. Participation in housework in primary school has a greater positive impact on academic performance than that in junior high school. In addition, since excessive academic burden is the main factor hindering primary and junior high school students from being involved in housework, it is necessary to strengthen the publicity of education on hard-working spirit to help people know its importance. Also, we suggest the burden on schoolwork should be reduced to in order to promote more diversified housework related educational opportunities for students.
Pathways of Electoral Clientelism in University Student Elections in Ghana: An Exploratory Study
Author: Busia, Kwaku Abref
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Voting,Elections,College Students,Student Leadership,College Faculty,Ethics,Politics,Political Influences,Financial Support,Political Campaigns,Student Government,Food,Instructional Materials,Contracts

Recent studies on student politics and governance have shown that electoral clientelism (EC) in university student elections is often facilitated by clientelist relations between student leaders and political parties. However, there is a dearth of empirical research investigating the various forms of electoral clientelism, as manifested through vote-buying practices in campus electoral politics in African universities. This article, therefore, investigates the multifaceted and changing dynamics of vote-buying in student electoral processes in Ghanaian universities. The study adopted a qualitative approach based on semi-structured interviews with 15 student leaders, 4 university staff working with student leadership, and 4 focus group interviews involving students at the University of Ghana and Kwame Nkrumah University of Science and Technology. From our finding, we argue that electoral clientelism takes place in five crucial ways in university student elections in Ghana. These include the provision of direct cash payments, exchanging electoral support for student government positions and appointments, provision of food and beverage consumables, award of student-related business contracts, and provision of educational materials and souvenirs.
Proactive Student Psychosocial Support Intervention through Life Coaching: A Case Study of a First-Year Chemical Engineering Extended Curriculum Programme
Author: Mogashana, Disaapele
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Coaching (Performance),Student Development,College Freshmen,Chemical Engineering,Foreign Countries,Social Support Groups,Academic Achievement,Student Adjustment,Student Attitudes

Higher Education Institutions in South Africa continue to experience considerable dropout rates of students during the first year, especially those from previously marginalised population groups. The aim of this research was to evaluate how the use of life coaching interventions providing first year students with psychosocial support, influenced their first-year experience. Both quantitative and qualitative data was collected through a questionnaire at the end of the academic year, approximately four months after the intervention, to evaluate students' experiences of the intervention. Results indicate that students felt that the intervention helped them avoid dropping out of university prematurely, respond better to failure during the year, and improve their self-awareness and academic performance. In conclusion, the results suggest that the use of life coaching intervention as a proactive means of harnessing student agency, may be beneficial to their academic performance, and in improving their lives in general. The study recommends that further research be conducted to explore the use of small group life coaching for providing students with psychosocial support, and also explore this intervention's cost-effectiveness in different contexts.
Experiences of Students with Visual Impairments at an Open Distance and e-Learning University in South Africa: Counselling Perspective
Author: Pitsoane, Enid Manyaku
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,Students with Disabilities,Visual Impairments,Distance Education,Electronic Learning,Foreign Countries,Counseling,Counseling Techniques,Student Attitudes

The purpose of the qualitative study on which this article is based was to explore the experiences of students with visual impairments registered at an Open Distance and e-Learning University in South Africa, through a phenomenological research design. Literature was reviewed on student support in distance education and concepts from the critical disability theory, biopsychosocial model of disability, connectivism and affect theories formed the conceptual framework for the study. Telephonic semi-structured interviews were used as a technique to collect data from seven participants. Data were transcribed and then coded employing ATLAS.ti. The emerged themes centred on students' counselling experiences, the synergy between the departments, and accessibility of services. It was also determined that students lose academic time due to the lack of resources and study materials in alternative and accessible formats. While policies and implementation plans were claimed to be in place, they do not address the reality on the ground due to a lack of coordination of disability issues, and late referral of students to counselling services. The study recommends the prioritisation of disability issues, and it needs to be incorporated in the wider university's strategic plan to accelerate its implementation. This will translate to (i) training ICT staff on various computer software programs needed to support students with visual impairments, (ii) developing alternative formative and summative assessments, (iii) developing a graduateness and job readiness intervention programme to empower the students financially and add value to the university's employment equity agenda, and lastly (iv) putting the disability unit at the centre of all disability matters for coordinating purposes.
[Critical] Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Literacy Educators
Author: Smith, Patriann
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Literacy Education,Teacher Educators,Cultural Differences,English Language Learners,Expertise,Personal Narratives,Writing Instruction,Teaching Experience,Teaching Methods,Teacher Education,Metalinguistics,Teacher Attitudes,College School Cooperation,Faculty Development,Elementary Secondary Education,Kindergarten,Diversity,Culturally Relevant Education

This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual awareness ([C]MLA) identified in the pedagogical responsiveness of five literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators' pedagogical responsiveness in literacy. Findings based on data from LTEs' Scholarly Personal Narratives (SPNs) and comprehensive bi-weekly reports showed that educators reflected certain elements of [C]MA and [C]MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs). Factors influencing awareness were assumptions based on otherness and teaching experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators' pedagogical responsiveness as they developed the ability to capitalize on linguistic and cultural difference. Implications for teacher educators' awareness and responsiveness are highlighted.
Contextual Support in the Home for Children&apos;s Early Literacy Development
Author: Li, Ling
Date: 2022-00-00
Type: Journal Articles
Subjects: Family Environment,Family Literacy,Privacy,Validity,Intervention,Fidelity,Language Acquisition,Emergent Literacy,Socioeconomic Status,Parent Child Relationship,Speech Communication,Parents as Teachers,Parent Aspiration,Learning Motivation

The &quot;home literacy environment&quot; (HLE) refers to the physical, interpersonal, and emotional/motivational factors in the home that have been found to be important for children's literacy development. In this paper, the emergence of HLE research, its conceptualizations, and the effects of HLE factors are reviewed with an emphasis on the relations between HLE and children's early literacy skills. Challenges faced by HLE researchers are also discussed with particular reference to three issues: privacy sensitivity, measure validity, and intervention fidelity. This paper also identifies directions for future research.
EFL Corner in Algeria: Single-Sex vs Co-Educational Schools
Author: Bouabdallah, Faiza Haddam
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Single Sex Schools,Coeducation,Social Status

Nowadays, English is significantly popular among Algerian generation but not to such an extent to be used in social context. Its use is, however, limited to classroom environment except for those students who are fond of this foreign language and master it with a high level of fluency. The purpose of this paper is to highlight the status of English as second foreign language in Algeria, and how it has been injected within the educational system by taking into consideration social and cultural aspects. Education is a process and like other processes, it is exposed to several factors, some of which are aid and some others are obstructive. The type of school can be one of these factors that may affect teachers and students: Single-sex or coeducational schools. Algeria is a country that still offers different types of schools that have great impact on pedagogy and on learners' performance in the EFL context due to social and cultural impacts.
Validity and Reliability of the Postgraduate Self-Determined Learning Questionnaire (PSLQ)
Author: Abdullah, Melissa Ng Lee Yen
Date: 2022-01-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Self Determination,Learning Strategies,Questionnaires,Factor Analysis,Foreign Countries,Graduate Students

Postgraduate students have to play active roles in self-determined learning, as major agent in their own learning and research activities. There is a lack of validated research instruments to measure self-determined learning among postgraduate students. The Postgraduate Self-Determined Learning Questionnaire (PSLQ) was specifically developed to fill in the gaps. This study aims to examine the validity and reliability of the PSLQ through exploratory factor analysis (EFA). The original version of PSLQ has 59 items and it was administered to a sample of 201 postgraduate students from a research-intensive university in Malaysia. The results of EFA revealed that PSLQ measures four distinct factors; learner-centered learning, interactive non-linear learning, double-loop reflection, and capacity development, which accounted for 54.22% of the variance in self-determined learning. The total number of items in PSLQ has been reduced to 42, after 17 items were removed. The instrument demonstrated excellent internal consistency, with a Cronbach's alpha value of [alpha]=0.959. The findings-suggest that PSLQ is a valid and reliable instrument that can be used to measure self-determined learning among postgraduate students. Implications of the research findings are discussed in this paper.
The Relationship between School Heads&apos; Transformational and Structural Leadership Styles towards Teachers&apos; Teaching Motivation
Author: Siraj, Mohd Asraf M. Mohd
Date: 2022-01-00
Type: Journal Articles
Subjects: Leadership Styles,Teacher Motivation,Teacher Administrator Relationship,Questionnaires,Transformational Leadership,Elementary School Teachers,Individual Differences,Correlation,Foreign Countries

Leadership is crucial in an organisation's long-term viability and incredibly motivating teachers. Theoretical and conceptual searches for leadership styles that work in any situation, such as teachers' teaching motivation and with any set of followers, have never been more abundant in the field of leadership research. However, some findings reported that there had been some uncertainty about the relationship of leadership styles towards teacher teaching motivation in some schools. Hence, this study is designed to get the response of primary school teachers in Sabah on the school heads' transformational and structural leadership styles, the level of teachers' teaching motivation, and the relationship between the school heads' transformational and structural leadership styles towards teachers' teaching motivation. This study is a descriptive quantitative study conducted through a survey using a questionnaire from the instruments of L. Bolman Personnel correspondents for structural leadership style, MLQ (Multi-Factor Leadership Questionnaire) for transformational leadership style, and A Questionnaire Measure of Individual Differences in Achieving Tendency (QMAT) for teaching motivation. The study involved 350 respondents from primary schools in Sabah. The analysis of the findings uses frequency, percentage, mean, standard deviation, and Pearson correlation analysis with determination = 0.05. The results showed that teachers' response in primary school in Sabah to the leadership style of the school heads is at a satisfactory level. The study also found a significant relationship between the school heads' leadership styles towards teachers' teaching motivation. This study supports the findings of other studies, whereby the headmaster leadership styles influence teachers' level of teaching motivation in schools.