ethanporcaro/eric-fulltext-meta huggingface dataset:
Learner Migration at Secondary Schools in South Africa: Benefits and Challenges
Author: Neluvhola, T. G.
Date: 2022-12-00
Type: Journal Articles
Subjects: School Choice,Student Mobility,Secondary School Students,Foreign Countries,Equal Education,Principals,Student Attitudes,Administrator Attitudes,Student Experience,Parent Attitudes,Barriers,Affordances

Learner migration, which occurs worldwide, is the voluntary and intentional movement of learners from 1 school to another school of their choice in order to secure better learning opportunities. The study reported on here contributes to the literature on learner migration by focusing on the inequalities caused by racism, benefits and challenges that result from learner migration at selected secondary schools across the 9 provinces of South Africa. Bronfenbrenner's bio-ecological theory was used as the theoretical framework to inform a qualitative research inquiry. A purposeful sample of 9 secondary school principals, 27 secondary school learners who migrated and 27 parents of learners who migrated were drawn from across the 9 provinces. Data were collected through semi-structured individual interviews with principals and focus-group interviews with parents and learners. The findings indicate that learner migration provides benefits to learners and their parents through effective principal leadership; sound discipline; quality school facilities and resources; and improved educational opportunities at the receiving schools. However, learner migration is accompanied by several challenges: principals at receiving schools face added administrative and managerial pressure; parents of learners who migrate encounter added financial burdens; and learners who migrate often face arduous travel to and from the receiving school and, in some cases, an intolerant atmosphere at the receiving schools. It is concluded that learner migration is a complex phenomenon requiring effective holistic management.
Exploring the Association between Teacher-Related Factors and Grade 9 Mathematics Achievement
Author: Bansilal, Sarah
Date: 2022-12-00
Type: Journal Articles
Subjects: Teacher Characteristics,Grade 9,Foreign Countries,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Tests,Mathematics Achievement,Well Being,Stress Variables,Teacher Qualifications,Class Size,School Location,Poverty,Disadvantaged Schools,Institutional Characteristics,Work Environment,Teaching Conditions,Educational Improvement,Mathematics Instruction

Teacher well-being is an important issue that needs to be considered within a teaching environment. However, little research exists about the relationship between teacher well-being and learner performance. In this study we used data from the 2015 Trends in International Mathematics and Science Study (TIMSS) to look at the interplay between teacher-related factors (including stress), and the mathematics achievement of Grade 9 learners from South Africa in the 2015 TIMSS. The results show that levels of teacher stress, teacher qualification, class size, as well as the type of area in which the school is situated are all significantly associated with learner achievement. The findings of this study reveal that learners who are taught by teachers who feel more stressed, have large classes to contend with, are in schools located in poorer areas, and who are less qualified, are significantly more disadvantaged with regard to their mathematics education than their counterparts who are taught by teachers who do not share these problems. These findings suggest that it is important to consider the role of positive working environments for teachers in trying to find ways to improve the mathematics learning outcomes.
Communication Apprehension and Intercultural Communication Apprehension among MA Students at a Public University in Bangkok
Author: Rimkeeratikul, Sucharat
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Public Colleges,Anxiety,Communication (Thought Transfer),Intercultural Communication,English Language Learners,Majors (Students),English,Incidence

One important skill for 21st century people is communication. However, trait-like communication apprehension (CA) can hinder effective communication. More than that, when communicating with foreigners who come from another culture, some non-native speakers of English might also be hindered by intercultural communication apprehension (ICA). Hence, the current study investigates CA in L2 (English) and ICA among students pursuing an MA in English at a public university in Bangkok, Thailand. The research results revealed that students with higher ICA have higher CA (trait-like CA). Moreover, to be more specific, MA students in the study who have higher ICA were found to have higher CA in the dimensions of group discussions and meetings. The results provide insight into how students in the study who have different levels of ICA feel in terms of their anxiety when they communicate using English in different contexts.
Corpus Linguistics and Cinematic Discourse: Lexical Bundles in Mainstream Film Scripts
Author: Xu, Runze
Date: 2023-00-00
Type: Journal Articles
Subjects: Films,Applied Linguistics,Scripts,Phrase Structure,Computational Linguistics,Language Usage,North Americans,Language Variation,Speech Communication,Discourse Analysis,Audiences,Computer Software,Metadata

Hollywood blockbuster films have long attracted not only mass audiences but also scholarly attention. In line with contemporary applied linguistics interests in telecinematic discourse, the present study draws upon concepts and techniques in corpus linguistics to describe the language of American mainstream film scripts. The concept of lexical bundles was employed to identify linguistic patterns characteristic of scripts of American mainstream films produced by entertainment conglomerates, which are popular in the U.S. Results show that American mainstream film scripts are characterized mainly by spoken formulaic expressions. However, descriptive expressions, such as place-referential and action-related lexical bundles, also predominantly make up the given register. Further qualitative analysis reveals that these common multi-word expressions have functional contributions to film scripts in terms of creation of conflicts in plots, characterization, and building engagement with audiences.
The Efficacy of Written Corrective Feedback in ESL/EFL Context: A Synthesis of Present and Past Studies
Author: Mujtaba, Syed Muhammad
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),English Language Learners,Second Language Instruction,Feedback (Response),Written Language,Error Correction,Instructional Effectiveness,Educational Research,Educational Change

The current study provides literature review on research conducted over the past four decades focused on written corrective feedback (WCF). This metanalysis reveals that, although the field of WCF has matured, there is still considerable debate among research scholars over its efficacy. This article provides a synthesis of the literature on WCR in five areas the efficacy: (1) of WCF, in general; (2) of different forms of WCF; (3) of focused versus unfocused WCF; (4) of WCF on revised and new pieces of writing; and (5) of the results of WCF studies and the instructional context. Research has thus shown the general usefulness of WCF and examined a host of variables that influence it, such as the focus of the WCF, the nature of the target grammatical structure, forms of WCF, and instructional teaching context.
The Evaluation of Cultural Intelligence Enhancement through Documentary Videos for L2 Acquisition
Author: Al-Obaydi, Liqaa Habeb
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Documentaries,Intercultural Communication,Video Technology,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Grade 5,Elementary School Students,Student Attitudes,Positive Attitudes,Comparative Analysis,Measures (Individuals),Foreign Countries,Validity

Intercultural communication plays a crucial role in second language (L2) acquisition as it always happens in the context of another, usually very different culture. The present study sheds light on the benefits of using documentary videos in teaching intercultural communication to young students and how they can affect students' development of their cultural competence. The study research sample consisted of two groups of fifth-grade primary school students, with thirty participants each. Their prescribed book of English consisted of various parts related to different countries and their local culture. Therefore, documentary videos could be considered as adequate supplementary material. Data collection method was based on ideas adapted from The Cultural Intelligence Scale (CIS) (2005). In addition, in-depth interviews were conducted to reveal students' details and subjective feelings in addition to their attitudes and opinions. The t-test was used to reveal statistically significant the differences between the two groups. Results suggested that using documentary videos in teaching culture enhances students' cultural intelligence. Moreover, they show that the students had a positive attitude towards using documentary videos in teaching culture, which can significantly stimulate their motivation. This paper can be a pilot study that will stimulate further research into the needed topic.
&quot;Sorry, I Can&apos;t Speak&quot;: English Teachers&apos; Challenges of Teaching EFL Speaking in an Indonesian Vocational High School Sector
Author: Purwati, Diana
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Barriers,Vocational Education,High School Teachers,Language Skills,Vocabulary,Pronunciation,Self Esteem,Student Motivation,Classroom Environment,Educational Needs

Teaching speaking in English as a Foreign Language (EFL) classes at Indonesian vocational high schools has not been extensively studied from teachers' perspectives. This paper reports on findings from interview data from four EFL teachers in an Indonesian vocational high school regarding the challenges they encounter on teaching EFL speaking and how they deal with these in the classroom. A case study design which enables researchers to explore a particular issue within a specific context deeply was used. The participating teachers in this study were voluntarily recruited for in-depth interviews. The data were analyzed with thematic analysis to capture emerging themes from the participants' own words. The results of this study suggested that the participants experienced a number of challenging issues in teaching speaking to their students. They perceived that students' lack of vocabulary and poor pronunciation were the major problems they encountered while teaching speaking in class. Furthermore, psychological factors such as a lack of confidence and low motivation were also factors hindering communicative speaking activities during class. Based on the findings, policymakers should reframe the current curriculum for speaking classes in the Indonesian vocational high schools.
Integrating Critical Thinking into Digital Connectivism Theory: Omani Pre-Service Teacher Development
Author: Al-Maawali, Wafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,English (Second Language),Second Language Learning,Second Language Instruction,Check Lists,Guidelines,Foreign Countries,Language Teachers,Teacher Education Programs,Taxonomy,Teaching Methods,Transfer of Training,Teacher Collaboration,School Districts,Preservice Teacher Education,Reflection,Group Discussion,Cognitive Processes

The current study implements digital connectivism theory within an English language teaching (ELT) program-- specifically for pre-service teachers--in order to evaluate teachers' ability to generate teaching activities with Bloom's taxonomy. Connectivism theory emphasizes the principle of connecting students in a network of cognitive processes which in turn can allow the transfer of information; yet it is unclear what students do if they were asked to evaluate, synthesize and analyse (the three higher order skills of Bloom's taxonomy) in connectivism learning approach. The methodology of the study is a case study conducted by means of clustered sampling on 54 teachers, who collaborated in 18 groups and were distributed between ten schools in one district of Oman. The participants were involved in critical thinking training, generating reflections, group discussions, and filling in a checklist. The results indicate a strong need for conceptualizing the principles of connectivism theory to provide a guideline for teachers and students. It is then concluded that the concept of mental &quot;knowledge&quot; is expanded when integrating connectivism and Bloom's taxonomy in the ELT field. The study proposes pedagogical implications for ELT programs.
The Role of Digital Storytelling in EFL Students&apos; Writing Skill and Motivation
Author: Alemi, Minoo
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Student Motivation,Writing (Composition),Writing Skills,Educational Technology,Writing Instruction,Vocabulary,Textbooks,Student Attitudes,Language Tests,Writing Tests,Scoring Rubrics,Spelling,Punctuation,Connected Discourse,Aesthetics,Cartoons,Persuasive Discourse,Computer Software,Private Education,Children,Adolescents,Foreign Countries

Digital storytelling (DST) is one of the areas which has entered the field of foreign language education and has proved to be beneficial in learning different language skills. However, it remains underexplored whether and how DST can affect learners' writing skill and motivation to write. The present study sought to investigate the impact of DST on young EFL learners' writing skill and motivation to write through mixing quantitative and qualitative research methods. The data were collected through pre- and post-tests of writing and interviews from 22 EFL learners. The learners were asked to create digital stories based on the pre-taught topics, vocabulary, and structures in their course book within a 10-week implementation process. In addition, structured interviews were carried out to investigate the impact of DST on the learners' motivation. The result was a proof to the efficiency of DST in improving the learners' writing skill. Also, the thematic analysis of the interview data indicated that employing DST had a positive impact on young EFL learners' attitude toward writing and increased their motivation. The primary takeaway from this study is that DST can provide a more favourable and enjoyable teaching context to instruct writing to EFL learners.
Influence of National Senior Certificate Examinations on Classroom Practice: Experienced Teachers&apos; Pedagogical Choices in Teaching Chemical Equilibrium
Author: Kolobe, Lebala
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Certification,Exit Examinations,Science Tests,Physical Sciences,Chemistry,Scientific Concepts,Knowledge Level,High Stakes Tests,Science Instruction,Teaching Methods,Instructional Effectiveness

Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners' success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed.
Implementation of Verbal and Written Feedback Classroom Practices by Teachers
Author: Shatri, Zamira Gashi
Date: 2022-12-00
Type: Journal Articles
Subjects: Curriculum Implementation,Verbal Communication,Written Language,Feedback (Response),Teaching Methods,History,Geography,Civics,Secondary School Teachers,Teacher Attitudes,Formative Evaluation,Foreign Countries,Rural Urban Differences

Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we aimed to contribute to reflection about different concrete feedback models that are helpful to teachers and students. Seventy-four teachers of the curriculum area, society and environment (civic education, geography and history), in urban schools (n = 39) and rural schools (n = 35) from 10 lower secondary schools answered the questionnaire. The results show that teachers provide students with written and oral feedback and that there is no significant difference in the application by teachers in urban and rural schools, nor among teachers who teach subjects in the curriculum area, society and environment. We recommend that teachers receive continuous training on how to use formative assessment techniques.
The Consistency of the Teele Multiple Intelligence Inventory (TIMI) Scale with Children&apos;s Preferences in Investigating the Intelligence Areas of Preschool Children
Author: Danaci, Miray Özözen
Date: 2022-12-00
Type: Journal Articles
Subjects: Preschool Children,Intelligence,Multiple Intelligences,Preferences,Childrens Attitudes,Reliability,Measures (Individuals),Teacher Attitudes,Predictor Variables,Outcomes of Education,Evaluation,Foreign Countries

The study reported on here was conducted to examine the consistency of the views of children and teachers in predicting the multiple intelligence areas of children at the end of the education programme provided in an enriched class based on multiple intelligence practices in a pre-school education institution. Using the pre-test-education-post-test experimental method, we applied the relational pattern to investigate the relationship between the 2 variables. The sample group of this study consisted of 34 children aged 5 to 6 years, 17 in the experimental and 17 in the control group. As data collection tools, the TIMI Inventory developed by Teele (1992) and an application (colour-bead system) containing assessments of the children's preferences were applied. The findings obtained in this study show that in 7 of the 17 children, the intelligence/skills area revealed by the evaluations of their preferences was similar to the results of the TIMI Inventory.
Relationship between Situational Determinants of Teachers&apos; Perceptions of Organisational Politics and Job Satisfaction
Author: Mokgolo, Manasseh Morongoa
Date: 2022-12-00
Type: Journal Articles
Subjects: Correlation,Job Satisfaction,School Administration,Faculty Development,Teacher Persistence,Teacher Effectiveness,Teacher Attitudes,Organizational Culture,Public Schools,High School Teachers,Foreign Countries,Measures (Individuals),Professional Autonomy,Reliability

With the study reported on here we aimed to explore the relationship between situational determinants of teachers' perceptions of organisational politics in some public high schools in the KwaZulu-Natal province. We adopted a crossregional survey design and convenience sampling to study teachers (n = 301) at public high schools in all 10 districts in KwaZulu-Natal, South Africa. We found that perceived organisational politics had a positive relationship to job satisfaction. Analyses of correlational and stepwise regression showed numerous significant relations between the perceptions of organisational politics and job satisfaction variables. The results of the study can be used by the Department of Basic Education to improve South African provincial school management practices for the development and retention of experienced and valuable educators.
Analysis of Online Discussion Forum in Constructing English Language Skills through Collaborative Learning of Preservice Teachers in Indonesia
Author: Floriasti, Tri Wahyuni
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Cooperative Learning,Preservice Teachers,Teacher Education Programs,Computer Mediated Communication,Foreign Countries,Teaching Methods,Learning Activities,Interaction Process Analysis,Sharing Behavior,Learning Management Systems,Group Discussion

Considering the benefit of applying e-learning for teaching and learning, such as sharing ideas, seeking input, and giving feedback and clarification, one approach is an online discussion forum that provides learners with a wide opportunity to exchange and work collaboratively. In fact, some researchers have also advocated using collaborative learning activities. Considering the benefits of using online discussion forums and collaborative learning, especially the online discussion forum, this study focuses on preservice teachers using online discussion forums in General English. The aims were to analyze the knowledge construction that can occur while having a discussion and it was done by examining transcripts with the Interactive Analysis Model. In addition, this study also analyzed learners' collaborative behavior working in groups. The results revealed that most of the exchanges occurred in Phase 1: &quot;Sharing and comparing information,&quot; i.e., 39% for Topic 1: &quot;Favorite places,&quot; and 64% for Topic 2: &quot;Traveling plan,&quot; and the fewest exchanges were in Phase 5 (&quot;Application of newly constructed knowledge&quot;) that had 6% for both Topic 1 and Topic 2. To conclude, this study describes various knowledge construction and collaborative behavior phases. Further research in the online learning environment is needed to identify preservice teachers' learning needs and obstacles in cognitive and social-economic issues.
Co-Creating Film Education: Moments of Divergence and Convergence on Queen Margaret University&apos;s Introduction to Film Education Course
Author: Munro, Robert
Date: 2023-00-00
Type: Journal Articles
Subjects: Case Studies,Film Study,Universities,Course Descriptions,Curriculum Development,Faculty Development,Teacher Collaboration,Foreign Countries,National Organizations,College Faculty,Films,Teacher Attitudes

This case study reflects on the first iteration of a new course in film education, titled Introduction to Film Education, which ran for the first time at Queen Margaret University in Scotland in 2021. It considers the upskilling of both teachers and film education practitioners in film education, while reflecting upon the co-creation of a film education curriculum through the course's collaborative, peer-driven nature. Finally, it wonders whether any settled film education curriculum is possible, or even desirable.