ethanporcaro/eric-fulltext-meta huggingface dataset:
Background Knowledge as a Moderator of the Relationship between Vocabulary Knowledge and Foreign Language Listening Comprehension
Author: Khajavy, Gholam Hassan
Date: 2023-01-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,Listening Comprehension,Prior Learning,Correlation,Measures (Individuals),Predictor Variables,Listening Comprehension Tests,Language Tests,English (Second Language),Majors (Students),Undergraduate Students,Foreign Countries

Research has indicated the importance of vocabulary knowledge and background knowledge in second/foreign language (L2) listening comprehension. However, previous studies treated these two factors separately, and no study has examined the simultaneous contribution of these two factors to L2 listening comprehension. Therefore, the aim of this study is to examine whether background knowledge moderates the relationship between vocabulary knowledge and L2 listening comprehension. To this end, one-hundred and fifty-one L2 learners participated in this study and completed instruments measuring constructs of vocabulary knowledge (breadth and depth of vocabulary knowledge), background knowledge, and listening comprehension. Results of the study indicated that, first, measures of both breadth and depth of vocabulary knowledge contributed to the listening comprehension while vocabulary breadth was a stronger predictor. Second, findings of the moderation analysis revealed that background knowledge moderated the relationship between vocabulary knowledge and listening comprehension. These findings suggest that background knowledge can help language learners to have a better performance in listening comprehension tests only if they have high levels of vocabulary knowledge.
ICT Transformation in Education: Its Impact on Language Teachers&apos; Professional Identities
Author: Yazici, Elif Aydin
Date: 2023-01-00
Type: Journal Articles
Subjects: Language Teachers,Professional Identity,Second Language Learning,Second Language Instruction,Teaching Methods,Teacher Attitudes,COVID-19,Pandemics,Educational Change,Teacher Characteristics,Information Technology,English (Second Language),Foreign Countries,Technology Uses in Education,Technological Literacy,Pedagogical Content Knowledge

Rapid and continuous changes in digital technologies have changed both classroom practices and teacher profiles in education. It can be argued that a new context of teaching may lead some teachers to develop a different teacher identity in order to meet the needs of the era. Within this perspective, this case study attempts to explore the impacts of Information and Communication Technologies (ICT) revolution in education on teachers' professional identity through the lens of three English instructors from three different contexts in Turkey. The study particularly focuses on reflections of teachers during the pandemic. As a theoretical framework, the study adopts Wenger's (1997) social theory of learning and, within this framework, it discusses these teachers' professional identities in relation to their ICT usage. In particular, three modes of belonging, Engagement, Imagination and Alignment, are underlined. A qualitative approach is employed based on the written history documents of the participants and semi-structured interviews as data collection tools. The findings are gathered with a deductive thematic analysis, and they illustrate that teachers have some external and internal difficulties regarding their ICT usage, and they form a new shape of professional identity mainly through collaboration, community expertise and contributing new ideas in their school contexts. Although the use of new digital technologies mostly enables them to adopt a positive and modern teacher identity in their teaching contexts, it also leads some of them to sometimes question their teacher identity due to their limited ICT knowledge and competence. Thus, the study suggests some implications both for language teachers to invest in their digital identities, and for school administrations to create a friendly atmosphere where the community of expertise can be shared freely among teachers.
Access to Education in Rural and Urban Primary (K-6) Schools in Jamaica during COVID-19
Author: Burke, Olivene
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Education,Rural Urban Differences,Foreign Countries,COVID-19,Pandemics,Distance Education,Electronic Learning,Elementary School Teachers,Principals,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Technology Uses in Education

The COVID-19 pandemic imposed a paradigm shift on education delivery worldwide. In response to the pandemic, the government of Jamaica mobilised strategies to ensure that the nation was protected while continuing the education of the nation's children. One of the strategies was to implement remote teaching and learning. Online teaching and learning created challenges, especially for students from rural and marginalised communities. This research explored the experiences of accessing education in Jamaica's rural and urban primary (K-6) schools during the pandemic. Researchers aimed to answer the questions: To what extent has COVID-19 impacted access to continued education in your school? (b) How has the state's intervention facilitated continued education during COVID-19? (c) To what extent do the qualitative findings converge with the quantitative results? Mixed-method research was employed for data collection and analysis. Purposeful sampling was used to select principals, teachers, and parents for this study. The findings of the study provided insights into how COVID-19 affected students' access and, the effectiveness of the government's response to continuing education online. Participants' contributions informed recommendations to the government on students' access to education during the onset of the pandemic in 2020, for the periods March to July and September to December. [Note: The page range (143-155) shown on the PDF is incorrect. The correct page range is 142-155.]
An Evaluation of Current Leadership Practices in Secondary Schools in Madrid
Author: Osle, Ángel
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Styles,Instructional Leadership,Foreign Countries,Principals,School Administration,Professional Identity,Administrator Attitudes,Secondary Schools,Administrator Effectiveness,Leadership Role,Administrative Organization,Institutional Characteristics

This study aims to evaluate the leadership practices of a sample of secondary school principals in the Madrid region. An attempt will be made to provide some insights into their professional profile, their performance of leadership tasks, and the different elements that define their leadership model. An online questionnaire was used to collect their opinions on the day-to-day performance of their leadership role, as well as on the factors that influence their leadership style. From a methodological point of view, a quantitative approach is used within an interpretative framework, given that the emphasis is not on the generalisation of results but on understanding how school principals operate in their particular context. Results revealed that instructional leadership in Spain is still seen as a challenging goal for principals. This is closely in line with the bureaucratic nature of the headship role in Spanish schools.
Sharing the Responsibility for Children Experiencing Poverty: Wellbeing, Empowerment, Complexification, and Ecosystem Leadership
Author: McClellan, Rhonda L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Children,Poverty,Well Being,Responsibility,Student Centered Learning,Personal Autonomy,Quality of Life,Ecology,Leadership Role,Student Empowerment,Outcomes of Education

Poverty is a clustered and corrosive disadvantage that affects students throughout their lives. The education system has been positioned as an opportunity to break the cycle of poverty. Yet, the education system continues to fail to achieve its potential. We conceptually explore how educational leaders could perceive their responsibility in assisting children experiencing poverty and in leveraging the education ecosystem to fulfill the promise of full capability functioning through self-agency and empowerment. We call for an education leadership shift from an outcomes-based paradigm to a student-focused paradigm that embraces the complexity of poverty, develops students' opportunities for self-agency and empowerment, and ultimately leads to a higher quality of life. We propose an interdisciplinary model of leadership.
Japan University EFL Students&apos; Experience, Attitudes, and Perceived Effectiveness of Watching Gameplay for Language-Learning Purposes
Author: Andersson, Shawn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Second Language Learning,Student Experience,Student Attitudes,Instructional Effectiveness,Video Games,Game Based Learning,Computer Assisted Instruction,Video Technology

Digital game-based language learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning. Researchers have proposed evidence of various language-learning benefits, yet downsides persist, such as negative stigmas, a lack of participation of non-gamers, and potential adverse consequences from splitting one's attention between controlling the gameplay and learning language. Recently, watching gameplay popularity has seen exponential growth, yet the potential for language-learning applications has not been considered. Soliciting stakeholders' experience, attitudes, and perceived effectiveness is a critical determiner of user adoption for new technologies and predicting implementation success. This study first addresses the merit of watching gameplay as a pedagogical method through an overview of the available literature, concentrating on areas of insufficiency and opportunity. It then investigates students' experience and perceptions to consider feasibility from a practical standpoint through a survey of 139 university students in Japan. The main findings include a higher proportion of watchers than players, including a higher percentage of females, and positive responses regarding ease of use, learning opportunities, and preference, especially for learners who play or watch games. But learners also expressed a need for scaffolding support while voicing limitations in the perceived quality and practicality of the learned language.
Technology and the Private Sector: Language Teachers&apos; Perspectives toward Technology and the Role of CALL Training in Professional Development
Author: Nguyen, Bao
Date: 2022-00-00
Type: Journal Articles
Subjects: Private Sector,Language Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,Vietnamese People,Technology Uses in Education,Teaching Methods,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Barriers,Independent Study,Communities of Practice,Workplace Learning,Computer Assisted Instruction,English (Second Language),Lesson Plans,Classroom Observation Techniques

English teachers in Vietnam have integrated technology in education for the past several years, particularly those who are working in the private sector. Regardless of the high number of Vietnamese teachers working in this sector, how they perceive technology integration and how important it is to their professional development have not yet been thoroughly studied. Therefore, this study sought to provide evidence to understand Vietnamese teachers' perspectives toward technology in more detail and shed light on how to support them with technology training so that the training not only improves their teaching skills but also helps facilitate their professional development. The study employed a mixed-methods approach with classroom observations, semi-structured interviews, and a questionnaire survey. Data collected were analyzed by using thematic analysis and triangulated to ascertain the final findings. The results have shown that the language teachers in this study expressed enthusiasm toward technology regardless of the insufficient training and the challenges of technology self-education. Interview data also revealed the importance of a community of practice to the participants as it encouraged them to learn and overcome technology-related difficulties. The community in this study has also played a key role in the relationship between technology education and teachers' professional development in their workplace. Finally, based on Cairns and Malloch's (2011) concept of workplace learning and the results of data analysis, the study advocates for a comprehensive three-level CALL training scheme which are individual, peer, and institutional that can promote technologies and facilitate support teachers' professional development.
Feedback Precision and Learners&apos; Responses: A Study into ETS &quot;Criterion&quot; Automated Corrective Feedback in EFL Writing Classrooms
Author: Hoang, Giang Thi Linh
Date: 2022-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Reaction,Writing Evaluation,Second Language Learning,English (Second Language),Foreign Countries,Majors (Students),Accuracy,Learner Engagement,Revision (Written Composition),Undergraduate Students,Computer Assisted Instruction,Protocol Analysis

This study examines the implementation of &quot;Criterion,&quot; an automated writing evaluation system developed by ETS, as a source of diagnostic feedback on learners' linguistic performance in a Vietnamese EFL writing classroom. Thirty-eight second-year English majors had access to &quot;Criterion&quot; for a five-month period. Data include &quot;Criterion&quot; error tags on students' essays from multiple practice sessions, recorded think-aloud protocols as students engaged with the feedback for revisions, and first and revised drafts students submitted to &quot;Criterion.&quot; The main findings indicate &quot;Criterion's&quot; satisfactory precision and capacity to trigger various engagement strategies among learners, but reservations remain due to students' modest response accuracy and lack of substantive revisions to their texts. Important implications for formative feedback practices in EFL writing classrooms and the adaptation of &quot;Criterion's&quot; technical capacities are accordingly presented.
The Role of Perceived Servant Leadership in Schools in Predicting Loyalty to Supervisor
Author: Demir, Selçuk
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Teacher Administrator Relationship,Leadership Styles,Secondary School Teachers,Predictor Variables,Foreign Countries,Participative Decision Making,Empathy,Ethics,Trust (Psychology),Administrator Characteristics,Attachment Behavior

Focusing on servant leadership and its outcomes are considered fairly essential in terms of its contribution to the literature. This study seeks to determine the relationships between the servant leadership of school principals and the loyalty of teachers to their principals and the constructs of loyalty to supervisors. Secondary school teachers working in Diyarbakir constitute the population of the study. 26 secondary schools were randomly selected from Diyarbakir province and the scales were applied to the teachers working in these schools. The sample consists of 202 teachers. The data were obtained with servant leadership and loyalty to supervisor scales. Validity and reliability analyzes were performed on the scales to determine whether the scales were valid and reliable or not. While analysing the data, descriptive statistics, correlation, and regression analyzes were used, respectively. It was found that the variables examined in the study had a positive and significant relationship. Regression analysis findings revealed that servant leadership predicted loyalty to supervisors and the constructs of loyalty to supervisors (dedication, extra effort, attachment, identification, and internalization) in a statistically significant way. School principals wishing to establish a sense of loyalty in schools are recommended to be aware of the positive role of servant leadership on psychological mechanisms and to have speeches and actions compatible with this type of leadership.
The Rosenberg Self-Esteem Scale: A Confirmatory Factor Analysis Study
Author: Bouih, Abdelouahed
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept Measures,Self Esteem,Factor Analysis,English (Second Language),College Students,Foreign Countries,Test Reliability,Test Validity

The aim of the present study is to conduct a confirmatory factor analysis (CFA) of the Rosenberg Self-esteem Scale (RSES) as part of the study of affective variables using a sample of English as a foreign language (EFL) university students in Morocco. Two hundred and six (N = 206) participants of undergraduate, graduate, and post-graduate levels completed the self-esteem (SE) questionnaire. Using classical methods of factor extraction before employing more robust techniques comprising minimum average partial (MAP) and parallel analysis (PA) to perform preliminary factor analysis (FA) using principal axis factoring (PAF), results conclusively and parsimoniously yielded a one-factor solution with acceptable construct reliability (Composite Reliability). CFA results, including goodness-of-fit indexes, confirmed that the one-factor model was better fitting compared to its competing independent two-factor counterpart, but marginally less so compared to the correlated version of the latter. Two out of the three constructed models showed good fit indexes, thus demonstrating the conformity of two measurement models with their respective hypothesized structural models. Furthermore, using the heterotrait-monotrait (HTMT) ratio, both two-factor models showed acceptable discriminant validity. The obtained results further corroborate both the one-factor and two-factor solutions reported in previous works for which we present new evidence from a Moroccan EFL context.
Well-Being and the Experience of Cyber Intimidation, Cyber Victimization and Pathological Internet Use
Author: Mayungbo, Olusegun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Bullying,Computer Mediated Communication,Victims,Antisocial Behavior,Internet,Computer Use,Well Being,Addictive Behavior,Fear,Pathology,Student Behavior

Challenges relating to misuse and abuse of the internet and other mobile devices have become sources of concern among the youth population the world-over. However, research on cyber related issues has been focused mainly on adolescents in Nigeria. This study investigates the influence of cyber bullying, cyber victimization and pathological internet use on psychological well-being among adults. Using a cross sectional research design and a multi-stage sampling technique, 280 university students were selected. A questionnaire on socio-demographic profile cyber intimidation and internet addiction was administered to the participants. Data were analyzed using descriptive statistics and t-test analysis at 0.05 level of significance. Three hypotheses were tested. The results revealed that participants who engage less in cyber bullying were not significantly different in their levels of psychological wellbeing when compared to their counterparts who engage more in cyber-bullying. Pathological Internet use did not significantly influence the levels of psychological well-being of cyber space addicts. The association between cyber related variables and psychological well-being is crucial for better understanding of their actual effects on human behaviour and for the purpose of designing intervention programmes.
Components of Geographical Practice Power Competency (GPPC) for Primary and Secondary School Students: Conceptualization, Contexts, and Content
Author: Xu, Yanhua
Date: 2022-00-00
Type: Journal Articles
Subjects: Geography,Geographic Concepts,Elementary School Students,Secondary School Students,Foreign Countries,Competence,Cognitive Processes,Student Attitudes,Science Process Skills,Persuasive Discourse,Spatial Ability

Geographical practice power is a key competency essential for students' overall development. It is, therefore, important to understand its concepts, contexts, and content. Practical activities following scientific and operable principles in real geographical situations would enable students to unleash their potential across the curriculum. The primary aim of this study was to design and validate a conceptual, contextual, and content framework for geographical practice power competency (GPPC) of primary and secondary school students in China. The study used a three-step mixedmethod research design with expert opinions collected through interviews and questionnaires. The dimensions of GPPC in this study included the mental processes of cognition, awareness, attitude, and behavior. A compilation of the attributes of GPPC for primary and secondary school students was proposed. There was a general consensus among the evaluators regarding the conceptual, contextual, and content framework of GPPC. When the weight values of the four dimensions and sub-dimensions of GPPC were calculated, it was found that they played different roles in the framework. Contrary to the expectation that scientific argumentation would be the most important dimension of GPPC, this study found that information acquisition was rated the most important. In each GPPC sub-dimension, consciousness received the highest weighting.
Developing a Sustainable Development-Oriented Picture Book Selection System through Employing the Modified Delphi Method
Author: Yeh, Shin-Cheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Picture Books,Reading Material Selection,Delphi Technique,Sustainable Development,Early Childhood Education,Environmental Education,Pedagogical Content Knowledge,Teaching Methods,Childrens Literature,Specialists

The concept of &quot;sustainable development&quot; was proposed to re-examine the human development model. Initiated by the United Nations, education for sustainable development (ESD) has become an important tool for educators to achieve sustainable development. Although &quot;Early Childhood Education&quot; (ECE) is often taken as a starting point of ESD, the concept of sustainable development is difficult to integrate into ECE because of its unfamiliarity among teachers. Therefore, picture books can be used to bolster ESD in ECE. This research aims to construct an appropriate book selection guide system that can assist them in selecting picture books independently, objectively, and efficiently through a focus group and modified Delphi method. The guide system is based on three major aspects, covering 8 main guidelines and 21 sub-guidelines. A sustainable development-oriented picture book is defined as &quot;a book that includes the core, values, and concept of sustainable development which can make readers aware of the balance between the environment, society and economy and that attempts to systematically explore problems, generate actions, and solve problems in relation to these three dimensions from a critical and global viewpoint.&quot; in this study.