ethanporcaro/eric-fulltext-meta huggingface dataset:
Writing-Reading Relationships: Effectiveness of Writing Activities as Pre-Reading Tasks to Enhance L2 Inferential Reading Comprehension
Author: Wickramaarachchi, Thilina Indrajie
Date: 2014-10-00
Type: Journal Articles
Subjects: Writing Exercises,Writing Processes,Reading Comprehension,Experimental Groups,Control Groups,Intervention,Performance Based Assessment,Instructional Effectiveness,Reading Improvement,Task Analysis,College Freshmen,College Second Language Programs,English (Second Language),Reading Assignments,Foreign Countries,Statistical Analysis

The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as &quot;prw tasks&quot;) in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were initially selected with one group (experimental group) engaging in &quot;prw tasks&quot; while the other group (control group) performing the tasks without a pre-reading component. The intervention was for 6 sessions (one hour in each session). At the end of each session, the performance of the two groups was measured and the test scores were analyzed using the data analysis package SPSS to determine the effectiveness of the intervention. The results indicated that the experimental group had significantly performed better than the control group which suggested the effectiveness of the prw tasks in improving reading comprehension.
Uncovering Undergraduate English-as-a-Foreign-Language Learners' Perceptions of Reticence
Author: Zare-ee, Abbas
Date: 2014-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Knowledge Level,English (Second Language),College Second Language Programs,Observation,Likert Scales,Questionnaires,Student Behavior,Inhibition,Classroom Environment,Student Participation,Teacher Characteristics,Foreign Countries,Semi Structured Interviews

The study of factors influencing undergraduate learners' participation and/or reticence in second/foreign language classrooms, a relatively recent line of research, can contribute to the betterment of language teaching and learning practices. In this work, we attempt to investigate the causes of a population of undergraduate English as a foreign language (EFL) learners' reticence by focusing on their own perceptions and by seeing the problem from their perspective. 201 male and female undergraduate Iranian EFL learners selected randomly based on Krejcie and Morgan's formula for determining sample size served as the participants of the study. The data were collected through interviews, observations and a five-point Likert-scale researcher-made questionnaire. The results of the analyses of the data through qualitative content-based coding of the transcripts, frequency counts, and factorial analysis of the questionnaire responses revealed the following: a) based on systematic class observations, most students appeared to understand teachers' instruction, took notes, and spoke when addressed; however, they rarely asked questions or volunteered responses; b) unfriendly and competitive class atmosphere, boring and useless topics and materials, and having unmotivated and serious teachers were among the most frequent learner-perceived factors causing reticence; c) based on the results of exploratory factorial analysis, 12 factors including learner anxiety, poor class management, peer/ teacher correction, background knowledge, grouping learners, and self-image were reported as the main causes of reticence. Based on these findings, we make suggestions for EFL teachers about how to consider students' concerns and to promote class participation.
Torn between Two Worlds: Hybridity and In-Between Identity Recognition in Goli Taraqqi's &quot;Two Worlds&quot;
Author: Shabankare, Nasser Najafi
Date: 2014-10-00
Type: Journal Articles
Subjects: Self Concept,Females,Authors,Fiction,Immigrants,Psychiatric Hospitals,Novels,Cultural Differences,Foreign Countries,Culture Conflict

As one of the contemporary Iranian women writers living in the U.S, Goli Taraqqi's fiction is mostly concerned with pains and difficulties of migrant Iranian women in other countries. Bearing a biographical resemblance, her sequence collection to &quot;Scattered Memories,&quot; entitled &quot;Two Worlds&quot; retells interrelated short stories of a woman writer narrator, entangled in an asylum in Paris, who digs into her past, writes stories about it, and is able to regain her sanity in the end, as she gets ready to enter the brave new world. The process of identity recognition is to be approached with an eye on Homi K, Bhabha's assertions about &quot;hybridity&quot; and &quot;in-between&quot; as explained in his 1994 &quot;Location and Culture,&quot; to see to what degree the newly gained identity, which is resembled to a resurrection, is in fact a hybrid one.
Individual Self-Monitoring &amp; Peer-Monitoring in One Classroom in Writing Activities: Who Is at Disadvantage?
Author: Toofan, Zohreh Zare
Date: 2014-02-00
Type: Journal Articles
Subjects: Writing Assignments,Self Management,Peer Influence,Writing Instruction,Metacognition,Adolescents,Young Adults,Foreign Countries,English (Second Language),Second Language Instruction,Feedback (Response),Language Tests,Scores,Writing Skills,Statistical Analysis

Writing is an important experience through which we are able to share ideas, arouse feelings, persuade and convince other people (white &amp; Arndt, 1991). It is important to view writing not solely as the product of an individual, but as a cognitive, social and cultural act. Writing is an act that takes place within a context, that accomplishes a particular purpose and that is appropriately shaped for its intended audience (Hamplyones &amp; Condon, 1989). Here, the present research considers the significance effects of two important independent variables self-monitoring and peer-monitoring in writing activities on Iranian EFL learners. In this research it was supposed to study new effects of two Meta cognitive strategies self-monitoring and peer-monitoring on 173 male and female learners' writing activities whose age ranged between the age 16-27, and they had a composing description writing paragraph as pre &amp; post test in the same conditions. Although many studies have been conducted on the effects of self-monitoring with a variety of students across a variety of settings (Amato-Zech, Hoff, &amp; Doepke, 2006 Cooper et al., 2007, Dunlap, Dunlap, Koegel, &amp; Koegel 1991). But goal of this study was to increase the participant's on-task behavior in self &amp; peer-monitoring (E. Johnson, 2007, Self &amp;Peer-monitoring added). Although both of them were useful for providing challengeable students, and became useful for prosocial life, but self-monitoring helped them to become awareness of their weaknesses and strengths to increase positive way of the quality and quantity of their learning in written task, and peer-monitoring occurred when the students achieved recognition level to evaluate the other peers' behavior, and it was obviously understood that it needed more training time to arrive at the level of recognition of each other's behavior.
The Timelessness of Art as Epitomized in Shelley's &quot;Ozymandias&quot;
Author: Daiya, Krishna
Date: 2014-02-00
Type: Journal Articles
Subjects: Poetry,Art,English Literature,Nineteenth Century Literature,Social Change,Imagery,Figurative Language,Narration

Percy Bysshe Shelley was a poet whose name itself is a Metaphor for exquisite, rhythmic poetry laden with images of Nature as well as Man. He possesses the magical power of transporting the reader into an alternative world with the unique use of metaphors and imagery. His personal sadness was translated into sweet songs that are echoed in the entire world defying all boundaries and straddles. One of the most renowned works of Shelley, &quot;Ozymandias&quot; is a sonnet that challenges the claims of the emperors and their empires that they are going to inspire generations to come. It glorifies the timelessness of art. The all-powerful Time ruins everything with its impersonal, indiscriminate and destructive power. Civilisations and empires are wiped out from the surface of the earth and forgotten but there is something that outlasts these things and that is art. Eternity can be achieved by the poet's words, not by the ruler's will to dominate.
The Use of Retelling Stories Technique in Developing English Speaking Ability of Grade 9 Students
Author: Praneetponkrang, Sasitorn
Date: 2014-10-00
Type: Journal Articles
Subjects: Grade 9,Story Telling,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Speech Skills,Pretests Posttests,Class Activities,Cooperative Learning,Illustrations,Role Playing,Lesson Plans,Instructional Innovation,Foreign Countries,Questionnaires

This article aims to advocate retelling stories technique for developing speaking ability of grade 9 students in Thailand. Morrow's theory (1981) and other scholars in retelling stories technique are presented. This technique is integrated in the lesson plans following Morrow's framework. Narrative text of short stories which refer to daily life and social including pictures have been used for each lesson plan. Students are trained to work as a group using story's mind map, illustrations, and role-playing activities in class. There are three main steps of teaching retelling stories: before retelling (alternative techniques), while retelling (students' practice by using activities of brainstorming, role play, and discussion) and retelling story. The lesson plans will be piloted with 15 9th graders. This preliminary study is expected to provide an example of useful techniques in improving speaking ability, thus, it is expected to be used in other foundation English courses for Thai students.
&quot;Suicide Heights&quot;: Council Estates as Sites of Entrapment and Resistance in &quot;Hello Mum&quot;
Author: Toplu, Sebnem
Date: 2014-02-00
Type: Journal Articles
Subjects: Metropolitan Areas,Working Class,Blacks,Females,Authors,Fiction,Adolescents,Suicide,Novels,Victims,Disadvantaged,Foreign Countries

Council estates have been contestable social spaces of contemporary urban life in metropolitan cities like London and the marginalizing spatial experience they provide for the &quot;working class&quot; has been a problematic topic for many disciplines like architecture, sociology, psychology and literature. Considering the significance of space for the body in literary works, this essay analyses the black British woman writer Bernardine Evaristo's fifth work, &quot;Hello Mum&quot;, a short-fiction, which revolves primarily around a fourteen-year-old black teenager Jerome's tragic experience in a council estate in London. In this essay, scrutinizing Bernardine Evaristo's novella &quot;Hello Mum&quot; and inhabiting a council estate as a challenging spatial experience, I suggest the teenager victim Jerome's narrative reveals a kind of physical and psychological entrapment and resistance to the dominant ideology of the council estates, offers an alternative perception for the black people who are obliged to live in such marginalized places.
&quot;Vulnerable Families&quot;: Reflections on a Difficult Category
Author: Bauer, Petra
Date: 2016-00-00
Type: Journal Articles
Subjects: At Risk Persons,Family (Sociological Unit),Case Studies,Social Work,Well Being,Child Welfare,Family Needs,Intervention,Foreign Countries,Family Role

The term &quot;vulnerable families&quot; refers to familial living situations that are considered problematic, with a particular need for socially responsible, professionally provided support. This means of categorising families is extremely ambivalent, indicating not only a need for society to support forms of family life and family achievements, but also a particular need to protect children growing up within the family. It also has implications for an understanding of interventions geared to the riskiness of family living situations and their standardisation, an understanding that risks losing sight of families' variety and individual peculiarities. Families in need of support have a fundamental right for their individuality and parenthood to be recognised. A detailed case analysis of a social worker who is working with a family in which a child's wellbeing is at risk shows how transferring standardising ideas about the family can damage that basic right. The article thus calls for the category of vulnerability to be applied to families with reflection on the specific case and on implicit normative leanings.
Social Intelligence and Communication Competence: Predictors of Students' Intercultural Sensitivity
Author: Bosuwon, Takwa
Date: 2017-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Foreign Students,Undergraduate Students,Public Colleges,Private Colleges,Foreign Countries,Questionnaires,Student Surveys,Statistical Analysis,Experience,Predictor Variables,Communication Skills,Interpersonal Competence,Interaction,Self Esteem

This study investigated the level of intercultural sensitivity of foreign international undergraduates and its possible predictors. Sample participants included 269 foreign international undergraduates of both government and private universities in Thailand. The research instrument was the three-page survey constructed questionnaire based on the combination of three self-evaluation scales: Chen and Starosta's (2000) Intercultural Sensitivity Scale (ISS), McCroskey and McCroskey's (1988) Self-Perceived Communication Competence Scale (SPCC), and Silvera et al's (2001) Tromso Social Intelligence Scale (TSIS). From the pilot test, the instrument's internal consistency was 0.789. Data collected were analyzed by using Descriptive Statistics (SPSS for Windows), Pearson product-moment Correlations, Independent-sample t-test, F-test (ANOVA), and Multiple Regression Analysis. The findings showed that the average level of intercultural sensitivity of the participants was at a high level (X = 4.3) with nationality and intercultural experience as significant factors. It was also found that both self-perceived communication competence and social intelligence were statistically significant predictors of intercultural sensitivity.
Challenges and Responses to the Vulnerability of Families in a Preschool Context
Author: Turnšek, Nada
Date: 2016-00-00
Type: Journal Articles
Subjects: Family (Sociological Unit),Qualitative Research,At Risk Persons,Preschool Children,Parents,Preschool Education,Semi Structured Interviews,School Personnel,Focus Groups,Adjustment (to Environment),Family School Relationship,Power Structure,Access to Information,Teacher Role,Preschool Teachers,Foreign Countries,Parent Attitudes

Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents' vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun &amp; Clarke, 2006), we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings &quot;from door to door&quot; and &quot;adaptation/flexibility&quot;, and amongst experts, under the headings &quot;powerlessness/incompetence/ lack of information&quot; and &quot;power/innovation/ sensitivity&quot;. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.
Partial Immersion Program for Saudi Bilinguals
Author: Alsulami, Sumayyah Qaed
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Bilingualism,Language Skills,Immersion Programs,Semitic Languages,Teaching Methods,Bilingual Education

English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.
Edmodo Use to Develop Saudi EFL Students' Self-Directed Learning
Author: Khodary, Manal Mohamed
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Independent Study,Quasiexperimental Design,College Students,Pretests Posttests,Social Networks,Technology Uses in Education,Educational Technology,Teaching Methods,Social Media,Telecommunications,Handheld Devices,Females,Likert Scales,Student Projects

This study aimed at exploring the effect of Edmodo use on developing Saudi English as a Foreign Language (EFL) students' Self-Directed Learning (SDL). It employed a quasi-experimental design that included a one group design. The participants (n = 45) were all fifth level students at Languages and Translation Department, Arar Faculty of Education and Arts, Northern Border University, Kingdom of Saudi Arabia. They were pre-tested before the treatment by using the pre Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS). They were post-tested after the treatment by using the post PRO-SDLS. The researcher taught the participants during the treatment which based on allowing them to use Edmodo in carrying out a project. The results revealed that a statistically significant difference in the participants' SDL between the pre PRO-SDLS and the post PRO-SDLS in favor of the post PRO-SDLS. Hence, it can be concluded that Edmodo helped the participants develop their SDL on the post PRO-SDLS. Some recommendations and suggestions for further research were included.
Co-Creating Desired Outcomes and Strengthening the Resilience of Multi-Challenged Families
Author: Mešl, Nina
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Environment,Poverty,Resilience (Psychology),Family Needs,Case Studies,Academic Achievement,Intervention,Home Programs,Social Work,Caseworkers,Foreign Countries,At Risk Persons,Family Programs,Qualitative Research,Student Records,Interviews,Program Effectiveness

Families facing poverty suffer from many other stresses, with children's school performance being one of the common topics. A life of poverty and the related unfavourable circumstances should not define children's life stories. Ensuring this is not the case is partly the responsibility of professionals working with families. It is important to overcome the problem of the frequently dispersed help given to multi-challenged families. We proceed from the premise that the vicious circle of failures can be broken by providing support and help to the family and by establishing a co-creative working relationship involving all of the participants in a joint working project. The results of the plural case study confirmed the importance of working with multi-challenged families, which includes dealing with the children's poor school performance, in their homes. They also showed the inadequacy of the often dominant discourse claiming that families do not want to receive help. The results prioritise the role of social workers and the relationship established at the beginning of the collaboration with the family. The presence of a social worker who persists with a joint project even in the case of failure represents an important new experience for families. Although multi-challenged families are resilient, they sometimes need an interlocutor to help them recognise and strengthen that resilience.
Rethinking the Role of Pedagogical Assistants: Establishing Cooperation between Roma Families and Schools in Serbia
Author: Starcevic, Jelena
Date: 2016-00-00
Type: Journal Articles
Subjects: Minority Group Students,Minority Groups,Teacher Aides,Barriers,Racial Bias,Social Bias,Ethnic Stereotypes,Educational Discrimination,Educational Policy,Foreign Countries,School Segregation,At Risk Students,Teacher Role,Cultural Pluralism,Competence,Cultural Differences,Intervention,Consciousness Raising,Equal Education,Behavior

The aim of the present paper is to examine the risks and challenges related to the cooperation of pedagogical assistants (PAs) with Roma parents/families and their work with Roma pupils, as well as to offer further insight into ways to overcome these risks and challenges. Roma pupils and parents/families face numerous difficulties in education, which are reflected in prejudice, stereotypes and discrimination. The education policy measure of introducing PAs, formerly known as Roma teaching assistants, to the Serbian education system aimed to contribute to the learning and social participation of Roma pupils and to establish cooperation between school staff and Roma parents. The further segregation of Roma pupils and the reduced engagement of teachers in supporting Roma pupils and fostering communication with Roma parents are seen as possible risks related to the engagement of PAs. In order to minimise the risks, we propose a framework for defining and understanding the roles of teachers and PAs from an intercultural perspective. Relying on two concepts--intercultural sensitivity (IS) and intercultural competence (IC)--we elaborate the necessity of perceiving cultural differences in accordance with an ethnorelative worldview, on the part of both teachers and PAs. In addition, we outline the cognitive, affective and behavioural aspects of IC that we believe teachers and PAs should possess. Further recommendations regarding the engagement of PAs and the minimisation of risks and challenges are proposed.
The Family as a Place of Education. between a School-Centred Focus on Education and Family Needs
Author: Loch, Ulrike
Date: 2016-00-00
Type: Journal Articles
Subjects: Family School Relationship,Family Relationship,Family Needs,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Mental Disorders,Parents,Children,Parent Child Relationship,Family Programs,Coping,Welfare Services,Ethnography,Child Safety,Family Life Education,Well Being

The results of PISA studies over recent years have revealed the social selectivity of the scholastic education system. Based on my empirical research on families with mentally ill parents, I show how, for the children involved, social exclusion begins before they even start school. I also show how parents' mental illness is seen to affect children, and what support such families require. The findings demonstrate how important it is to take family coping situations into account in education discourse concerning child and youth welfare services and formal education systems.