ethanporcaro/eric-fulltext-meta huggingface dataset:
Migration and Transformation: A Sociomaterial Analysis of Practitioners&apos; Experiences with Online Exams
Author: Allan, Stuart
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Computer Assisted Testing,Educational Benefits,Educational Change,Evaluation Methods,Adoption (Ideas),Higher Education,College Faculty,Teacher Attitudes

Many institutions are making the move from pen and paper to online examinations, but the literature offers relatively few critical reflections on the ramifications of such a shift. This research presents evidence of the ways in which the social and human practices of online exams are deeply entangled with the material and technological, and cautions against the reinscribing of essentialist or instrumentalist assumptions about technology in assessment practices. Through semi-structured interviews with eight practitioners in Norway, the Netherlands, the UK and Ireland, it analyses the impact, dimensions and limitations of two main discourses: &quot;migration,&quot; whereby exam technologies are assumed to be neutral instruments used independently by humans to realise their preordained intentions; and &quot;transformation,&quot; whereby the essential and inalienable qualities of technologies can be released to 'transform' or 'enhance' assessment. Its findings indicate that: (1) exam technologies are neither inherently neutral nor essentially transformational; (2) implementation projects underpinned by the migration discourse can be much more complex and resource-intensive than anticipated; and (3) 'transformative' change may be value-laden and driven by assumptions. Given the complex and entangled nature of online exams, practitioners are encouraged to think creatively about how assessment strategies align with educational goals, to consider the limitations of current discourses and to analyse critically the relational and performative roles of digital technologies.
Negotiating Conflicts of Needs in Designing Teaching English for Midwifery Students
Author: Sujana, I Made
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Obstetrics,Foreign Countries,Health Personnel,Language Role,Educational Change,English for Special Purposes,Universities,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Professional Development,Instructional Design,Work Environment,Communication Skills,Teaching Methods

As an international lingua franca, English plays an important role for students of health for both academic and career success; however, it is often neglected in its planning and implementation. The present study aims at redesigning the teaching of English for midwifery students using an ESP approach by analyzing present situations (PSA), target situations (TSA), and learning situations (LSA) as the basis for designing English programs. The research was conducted at Midwifery Department, Polytechnic of Health (Politeknik Kesehatan henceforth POLTEKES) Mataram, Indonesia involving students, English lecturers, subject specialists, and management. Data were collected using triangulation techniques -- ECSCS Test, questionnaires, interviews, Focus Group Discussion (FGD), and documentation -- and were analyzed qualitatively and quantitatively based on the characteristics of data. The research found that (i) the students' level of English was still low (84.6% in Basic); (ii) the target needs (necessities) are to be able to communicate both spoken and written in carrying out the duties in workplaces and professional development; (iii) from those results mentioned above, there were conflicts among aspects of needs in designing courses, that is, the high target does not correspond to entry behavior, the number of credits allocated, and facilities. Considering the results of NA, it is suggested that the English programs can be designed using Necessities (TSA)-based Approach, PSA-based Approach, or Mixed Approach with its own advantages and disadvantages.
Maria Montessori&apos;s Cosmic Stories and Contemporary Science
Author: Leonard, Gerard
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Montessori Method,Scientific Principles,Ecology,Natural Resources,Aesthetics,Altruism,Peace,Ethics,Social Justice,Teaching Methods,Sustainability,Elementary School Science

Gerard Leonard uncovers the living organic vision of Montessori scientific thought principles to ponder for our generation of Montessori: &quot;To be ecoliterate is to understand the basic principles of ecology and to endeavor to live by them. Having a systems view of life, or what we would call in Montessori education, 'an understanding of the interdependencies in the natural and manmade worlds and between these worlds,' provides the framework within which the human values of justice, compassion, love, beauty, and peacemaking can be examined.&quot; [Paper presented at the NAMTA Conference (Cleveland, OH, Apr 20-22 2018)]
The Impact of Vocabulary Depth and Breadth to the TOEFL Reading Subtest in Iain Kediri
Author: Anam, Moh. Khoirul
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Test Preparation,Language Proficiency,Vocabulary Development,Language Tests,Reading Tests,Undergraduate Students,Foreign Countries

TOEFL has been provided as a standardized test to measure the English proficiency of non-native speakers. However, one thing should be considered that TOEFL is still a big challenge for non-native English learners, especially for EFL learners. This is one of the factors, related to how proficient the vocabulary knowledge which students have. Therefore, this study aimed to investigate to what extent the relation between vocabulary knowledge, breadth and depth, and TOEFL test, especially reading subtest session. Participants of this study were undergraduate English students who never took a TOEFL preparation course. To help analyze data, IBM SPSS 24 version with Spearman rank correlation analysis was used to make it more precise. The result of Spearman rank correlation analysis revealed that there was a significant correlation among the variables. This result supports some previous studies focusing on the same topic.
Preparation Specifics of Students-Philologists: Modern Technologies of Literary and Linguistic Text Analysis
Author: Shaklein, Victor Mikhailovich
Date: 2019-10-00
Type: Journal Articles
Subjects: Linguistics,Teaching Methods,Educational Change,Educational Trends,Information Technology,Literary Criticism,Comparative Analysis,Learning Motivation,Independent Study,Computational Linguistics,Intelligent Tutoring Systems,Semantics

The article is devoted to the trends and transformations of philological education in the context of modern technologies development. The purpose of the research is to study the preparation specifics of philology students and to develop a new approach to their training, based on an effective educational methodology of literary and linguistic analysis of the text. To achieve this goal, exercises and methods are defined. Such methods were used as: comparison, contextual-interpretative, comparative-historical method and other general scientific methods. The study found that in a globalized world it is necessary to form new core competencies in students-philologists, namely the capacity for independent learning throughout life and motivation. It is possible to achieve this through rethinking pedagogical methods. The authors proved that the text is an important means of modern communication which is dynamically transformed which determines the need for its deep philological research. For this, the authors improved the method of preparing students of philology which is based on the introduction of modern information technologies into the system of literary and linguistic analysis of the text. Software products such as Compleat Lexical Tutor and ABBYY Compreno, in particular Compleat Lexical Tutor, make the process of text analysis easy.
Learner Autonomy in EFL/ESL Classrooms in Bangladesh: Teachers&apos; Perceptions and Practices
Author: Begum, Jahanara
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Autonomy,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Teacher Attitudes,Language Teachers,Student Attitudes,Language Proficiency,Learning Strategies,Teacher Role,Goal Orientation,Language Usage,Learning Processes,Independent Study,Internet,Puzzles,Cooperative Learning,Journal Writing,Debate,Learning Activities,Student Projects,Newspapers

In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher's preparation, students' reluctant attitude, suitability for different disciplined students and class timing.
Remedial and Corrective Feedback Strategies for Improving Students&apos; English Language Proficiency
Author: Maawa, Paul Kharlo L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Remedial Instruction,Language Teachers,Error Correction,Secondary School Students,Teacher Attitudes,Student Attitudes,Paralinguistics,Teaching Methods,Foreign Countries

The study used descriptive research design to evaluate the use of remedial and corrective feedback strategies in improving students' English language proficiency. Purposive sampling of English teachers and secondary students were surveyed and interviewed to address the research objectives. Descriptive statistics were used to analyse the data gathered using researcher-made instrument. Findings show that peer support program and handling students' behaviour problems were the most commonly used remedial strategies by the English teachers whereas, explicit correction, clarification request, recast, elicitation and paralinguistic signal were the commonly used corrective feedback strategies in teaching English. Cross-examination in the students' grades indicates positive effect of remedial and corrective feedback strategies in improving the English language proficiency of the students. The teachers know well how to use corrective feedback strategies although some might not be aware that they are using it. Corrective feedback should also come first since it can be incorporated in the remedial teaching strategy while the teacher is conducting remedial classes. This will further enhance their teaching while providing concrete ways to help improve the students' English language proficiency.
Undergraduate Students&apos; Perceptions Toward Blended Learning through Instagram in English for Business Class
Author: Sari, Fatimah Mulya
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Blended Learning,Social Media,English for Special Purposes,Business Communication,Technology Integration,Foreign Countries,Photography,Video Technology,Second Language Learning,Student Participation,Instructional Effectiveness,Positive Attitudes

Addressing the needs of the millennial students brings the implementation of blended learning using social network site in the teaching and learning process. Instagram becomes one of the most popular social network sites in Indonesia. It has been a potential teaching platform to help English teachers to facilitate language learning, especially for learners at the tertiary level. This paper is intended to explore the students' perceptions toward English language learning and the implementation of Instagram in their English for Business class. Students' attitudes toward English course should be investigated to form a basis for this further study. The subjects were 116 undergraduate students who took general English for Business course at the Faculty of Engineering and Computer Science, University of Teknokrat Indonesia. They were classified into three groups. The data gained were from observation, questionnaire, and interview. The data, then, were analyzed quantitatively and qualitatively. The results indicated that most students showed high positive perceptions in using Instagram in their learning since social network Instagram influenced their motivation, engagement, and attitudes. In addition, internet connection and its speed, misunderstanding, and miscommunication toward the materials and task instructions were considered as the problems that hamper their learning. Instagram might help the students to learn English Language. Thus, it is suggested to improve the teaching of technology skills by preparing suitable digital literacy in academic content.
Of Natural Science, Women&apos;s History, and Montessori&apos;s Theory of Knowledge
Author: Allen, Kathleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Environment,Scientists,History,Science Interests,Feminism,Evolution,Montessori Method,Scientific Attitudes,Biographies,Art,Personal Narratives

Kathleen Allen's reverence for the stories of women naturalists spanning from the seventeenth through the twentieth centuries, and their parallel scientific interest in the documentation of life cycles through art and narratives, gives support to the child in history and nature that is so central to Montessori formal research and discipline. The parade of nearly a dozen short bios, from Beatrix Potter to Rachel Carson, frames not only a fresh outlook on science but also brings a soft feminist philosophical outlook while highlighting Montessori's connections to the natural world.This chapter is based on a talk presented at the NAMTA conference titled &quot;Montessori History: Searching for Evolutionary Scientific Truth&quot; in Cleveland, Ohio, April 20--22, 2018.
Developing an Intensive Course Model in Improving English Language Skills of Students of Early Childhood Islamic Education Department (PIAUD)
Author: Jumrah
Date: 2019-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,English (Second Language),Second Language Learning,Second Language Instruction,Intensive Language Courses,Early Childhood Education,Pretests Posttests,Program Descriptions,Language Skills,Instructional Materials,Language Tests,Skill Development,Outcomes of Education,Teaching Methods,Foreign Countries

Mastery of foreign languages is one of the important demands at all levels of education today. This has been demonstrated by government regulations that make English subjects a compulsory subject for students to learn from elementary school to higher education, especially after the application of the KKNI curriculum, English courses have become national subjects for all study programs despite scientific disciplines taken is not related to English. The Early Childhood Islamic Education (PIAUD) study program at State Islamic University of Mataram also makes English Language Courses a compulsory subject that must be taken by students in the first semester. Based on the results of observations and pre-test results conducted by researchers, the English language skills of PIAUD study program students are very low. Almost all PIAUD students are still at the beginner level. Therefore, this study aims to: first, to produce an intensive course model that can improve English language skills of PIAUD Study Program students, second, to produce teaching materials used in intensive courses that can improve the English language skills of PIAUD Study Program Students. This study uses a descriptive approach with the aim of describing the object of research or the results of research. The data is collected through tests, questionnaires, and interviews. The results of the study were then analyzed by normalized gain measurements and getting the Pretest value for this trial was 66.3 while the post test results were 84.6 so that the gain obtained was 0.28. This value has met the requirements and it can be concluded that the instructional materials made have a positive impact on improving students' English skills.
Inside-Outside Circle as the Way in Building Students&apos; Motivation and Interaction in Speaking Classroom Activities
Author: Tiwery, Dian Sartin
Date: 2019-00-00
Type: Journal Articles
Subjects: Class Activities,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Grade 1,Elementary School Students,Speech Communication,Student Motivation,Multimedia Instruction,Cooperative Learning,Meetings,Classroom Communication,Foreign Countries

As the important factors in EFL speaking classroom activities, building students' motivation and interaction in EFL speaking classroom should be designed in meaningful ways. Many studies reported various ways in minimizing the problems as well as proposed innovative ways in teaching speaking skill. One of the ways recommended by the researches is the inside-outside circle strategy. It is a way that students can work cooperatively and raise their motivation to talk and interact with others. The classroom-based research was conducted with only one cycle implementing the strategy. 30 students at the first grade of Multimedia Program at SMK Negeri 6 Ambon were participated in this study. The results showed that during the implementation of inside-outside circle strategy in the classroom activities, the students could involve actively in expressing their ideas based on the given topics, build good interaction in the inside and outside a group, and show high motivation in speaking classroom activities.
Challenges of Using EMI in Teaching and Learning of University Scientific Disciplines: Student Voice
Author: Al Zumor, Abdulwahid Qasem
Date: 2019-00-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Psychological Patterns,Language Usage,Barriers,Student Attitudes,Computer Science Education,Engineering Education,Content Analysis,Medical Education,Foreign Countries,Teaching Methods,Learning Processes,Student Evaluation,Anxiety,Bilingual Education,Educational Quality,Course Content,Listening Comprehension,Educational Policy

This study examines the challenges of using English medium instruction (EMI) in teaching and learning scientific disciplines. The main objective of the study is to identify students' perceptions regarding lecture comprehension, communication, pedagogy, assessment, and affect in an EMI setting. The participants in this study are 264 Saudi students who study Computer Science, Engineering, and Medicine. A questionnaire with a four-point Likert scale was used to survey the participants' views on the challenges they encounter as a result of the use of EMI for teaching and learning scientific disciplines. The collected data were analysed quantitatively with SPSS and qualitatively by using the content analysis method. The major findings of the study are: a) using English language to teach scientific disciplines has a seriously negative impact on the scientific content comprehension and assessment of a majority of the students in the present study, b) using English language as the medium of instruction and assessment causes anxiety, frustration, tension, fear, embarrassment and, ultimately, poor educational outcomes, c) EMI deprives the students of their basic rights to effective understanding, communication, interaction, discussion and inquiry. The study recommends ensuring quality English education in the foundation year and examining the option of &quot;additive bilingual education.&quot;
Place-Based Education and Citizen Science: Resources for Learning beyond the Classroom
Author: Chawla, Louise
Date: 2018-00-00
Type: Journal Articles
Subjects: Place Based Education,Citizen Participation,Scientific Research,Montessori Method,Publications,Web Sites

This fully documented article about place-based education and citizen science offers annotated sources that can be used for Montessori programs at all levels and in all settings for site selection and curriculum connections. This compilation of resources can serve as a practical tool kit for organizing place-based learning in schools. The reader can enjoy this chapter by reading through from beginning to end or can simply go directly to the resources that are organized by type and topic.
The Anthropocene: Threshold 8
Author: Christian, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Climate,Change,Geology,Interdisciplinary Approach,Language Research,Science Education,Social Change,Environmental Education,War,Fuels,Technological Advancement,Governance,Weapons,Plants (Botany),Animals,Measurement,Energy,Land Use,Environment,Public Policy

&quot;In the twentieth century, we humans began to transform our surroundings, our societies, and even ourselves. Without really intending to, we have introduced changes so rapid and so massive that our species has become the equivalent of a new geological force. That is why many scholars have begun to argue that planet Earth has entered a new geological age, the Anthropocene epoch, or the 'era of humans.'&quot; David Christian presents a highly modern, scientific version of Cosmic Education using university interdisciplinary language. Like Montessori education, the Anthropocene chapter is an exercise in complexity theory.