ethanporcaro/eric-fulltext-meta huggingface dataset:
Interpersonal Meta Function Analysis of Editorial Discourse in Business-Related Issues Using English Systemic Linguistics
Author: Vinchristo, Aldi Alexander
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Phrase Structure,Discourse Analysis,Editing,News Reporting,Newspapers,Decision Making,Probability,Business English,Linguistic Theory,Foreign Countries,Language Usage,Grammar,Vocabulary,Contrastive Linguistics,Web Sites

This study examines Mood, Modality, and Attitude as a part of Appraisal theory in the Editorial News of the &quot;Sydney Morning Herald&quot; Interpersonal Meta function Analysis. Three methods were used, including (1) Indicative (Declarative and Interrogative) mood, (2) Modalization (Indicative Type), Probability (may be) and Usuality (&quot;sometimes&quot;), and (3) Attitude subsystem as part of Appraisal theory resources with three clauses, including Affect, Judgment, and Appreciation. The study aims to investigate the highest Interpersonal Meta function in terms of Mood, Modality, and Attitude in Editorial Discourse in Business-Related Issues. A sample of ten editorial discourses in business-related issues from The &quot;Sydney Morning Herald&quot; was used to examine Mood, Modality, and Attitude as part of Appraisal theory. The adopted framework in this research is interpersonal Meta function consisting of Mood, Modality, and Attitude as part of Appraisal theory. The results showed that more interrogative clauses were used, specifically 108 of 183 (59.02%) than declarative 75 of 183 (40.98%). Additionally, there were more probability positive clauses 61 of 73 (83.56%) than negative 7 of 73 (9.59%) and usuality 5 of 73 (6.85%). Similarly, appreciation clauses were used more frequently, specifically 19 of 46 (41.30%) than Judgment 14 of 46 (30.43%) and Affect 13 of 46 (28.26%). The limitation for this research is that it examined only 10 business-related editorials, which means it may not be too comprehensive. However, the information in this research can be used for educational development in Interpersonal Meta function Analysis of Editorial Discourse in Business-Related Issues Using English Systemic Linguistics. The author recommends that the future research should add more business-related editorial cases to incorporate Interpersonal Meta function, which consists of Mood, Modality, and Appraisal system as a whole by adding graduation, engagement in order to be more complete, not only Attitude as a part of Appraisal theory.
The Uses and Functions of Barack Obama&apos;s Hedging Language in Selected Speeches
Author: Almutairi, Mashael
Date: 2022-00-00
Type: Journal Articles
Subjects: Presidents,Language Usage,Speeches,Taxonomy,Pragmatics,Verbs,Computational Linguistics,Classification,Legislators,Political Attitudes,Metacognition,Metalinguistics,Persuasive Discourse,Elections,Discourse Analysis,Word Frequency,Phrase Structure,Form Classes (Languages)

President Barack Obama's use of the hedging language is an evidence of his unique mastery of rhetorical strategies, power of persuasion and an influential speaker. The purpose of this study was to identify and retrieve the hedging devices contained in President Obama's speeches. For this purpose, his most important and decisive speeches were selected including two inaugural addresses, an annual message to Congress on the state of the Union and Presidential Nomination Acceptance Speech. These speeches were processed through Salager-Mayer's taxonomy of hedges, which facilitated the classification of their respective categories, frequencies and pragmatic functions of hedging language. The data analysis process involved a mixed method of research design, first to count the number of the hedge words, calculate their occurrence rates; and then discuss them qualitatively to identify the reasons why specific hedges, and not others, were used. The processing of the data showed that the modal auxiliary verb 'can', a catchword in Obama's campaign slogan &quot;Yes, we can&quot;, was the most often used hedging device. This finding points to a lack of variety and complexity in political language as far as hedging devices are concerned. However, the overall number of hedging devices found in Obama's speeches is a high figure. This elicits the importance of hedging in political discourse, and proves that Obama was very mindful of his language each time he addressed the nation. His rhetorical skills found in hedging outlets of expression to fulfill some purposes but at varying degrees: possibility and persuasion, on the one hand, and fuzziness and vagueness. However, given the limited number of the speeches processed in this research, the result needs to be confirmed by the analysis of the wider corpus of Obama's pre- and post-election speeches.
Profiles, Differences, and Roles of Learners&apos; Agency in English Learning in Thailand
Author: Maretha, Annisa Laura
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Personal Autonomy,Undergraduate Students,Language Proficiency,Second Language Learning,Intention,Self Control,Self Efficacy,Psychological Patterns

Human agency theory has been known for more than two decades, but the applications in EFL learning are still insufficiently researched and the roles in enhancing English proficiency are still little explored. This study, thus, examined learners' agency in English learning and investigated the role in English proficiency. Using a quantitative research design, it collected data from 13 non-English disciplines of schools at a university in the south of Thailand. The total number of participants was 389 undergraduate students (22.4% male; 76.9% female; .8% prefer not to say) involving 43.4% 2nd and 56.6% 1st-year students with levels of proficiency ranging from A1 to B1 in the Common European Framework of Reference for Languages (CEFR). The data were analysed by using descriptive statistics, independent t-test, one-way ANOVA, bivariate correlation, multiple linear regression, and mediation analysis. The results indicated a higher level of learners' agency for learning with some variations by year of study and proficiency level. Thai EFL learners' agency for learning had predictive roles on their proficiency, yet no potential mediators were observed.
An Exploration on Concept Teaching Knowledge of Biology Teachers in Lower-Secondary Schools
Author: Li, Mingyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Pedagogical Content Knowledge,Foreign Countries,Scientific Concepts,Science Instruction,Concept Formation,Scientific Principles,Biology,Middle School Teachers,Science Teachers,Teacher Attitudes

The topic 'photosynthesis' contains many intangible and abstract scientific concepts, regarding which students hold many preconceptions. Conceptual learning is a process of co-creation and flow that requires the teachers' higher educational level on conceptual teaching. The present research considers photosynthesis as an example. Results of Ball's 2008 research on teachers' content knowledge for teaching served as the theoretical framework. In total, 30 biology teachers from 11 lower-middle schools in a medium-sized city in China were selected as the research objects. The conceptual learning achievements of 1442 students taught by those teachers were used as a yardstick, and two sets of self-designed questionnaires were used to demonstrate, describe, and discuss these elements and their current state in the teachers' mind and determine influencing factors. According to the results, except for the knowledge of concept and student element, all the other three elements attained the passing level. Specifically, the level of common concept knowledge was relatively high, but this element had not attained the perfect level. A scope for improvement was observed for the other three conceptual knowledge elements. No significant difference in the knowledge elements level was observed among the teachers from different schools.
Writing Goals in the Instructional Designs of the Greek Preschool Education
Author: Tentolouris, Filippos
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Kindergarten,Young Children,Writing Skills,Objectives,Writing (Composition),Educational Policy,Communication (Thought Transfer),Emergent Literacy,Writing Processes,Communicative Competence (Languages),Grammar

The official policy documents of the Greek preschool education adopt a functional perspective of writing (i.e., writing for real communicative purposes) which signals an attempt to align the national language policy with the communicative language policy of the European Union. In this article, the consistency of this alignment is examined by focusing on the compatibility between this functional perspective and the writing goals of the official instructional designs of the Greek preschool education. Using a document-based investigation, 76 instructional designs were collected and analysed through a deductive and a descriptive statistical process of content analysis by calculating frequencies between the writing goals of each design with goals which reflect either the functional-pragmatic view of writing (writing as purposeful communication) or the opposite structural one (emphasis on the autonomous layers of language; phonology, morphology, syntax, semantics). It was found that the structural writing goals, appearing in most instructional designs, diverge from the official functional view of writing focusing on the structural phonological goal of how children can learn to correspond sounds with letters (a main feature of the traditional language instruction). This divergence signals a divergence from the European language policy which simultaneously gives emphasis on key communicative competences and the functional communicative language instruction. Therefore, a prerequisite of the instructional designs for fulfilling the European communicative goals is an epistemological shift from language structure to language function.
Preferred Leadership Styles of Physical Education Teachers and Relationship with Athletes&apos; Satisfaction
Author: Allami, Fathil Bakir Mutsher
Date: 2022-04-00
Type: Journal Articles
Subjects: Leadership Styles,Physical Education Teachers,Physical Education,Athletes,Preferences,Satisfaction,Foreign Countries,Training,Predictor Variables,Teacher Behavior,Feedback (Response)

Although the leadership styles of physical education teachers are important for increasing athlete satisfaction, choosing the most appropriate leadership styles is difficult for physical education teachers owing to the numerous leadership styles suggested by scholars and researchers. Therefore, this study attempts to answer the following questions: 1) What are the leadership styles of physical education teachers preferred by athletes? 2) Can the leadership styles of physical education teachers predict athlete satisfaction? A total of 136 athletes from 12 schools in Iraq are selected randomly, and the Revised Leadership Scale for Sport and Athlete Satisfaction Questionnaire are used to measure the leadership styles of physical education teachers and athlete satisfaction, respectively. The data are analysed using SmatPLS 3.0, and results show that the democratic behaviour and training and instruction behaviour leadership styles positively affect athlete satisfaction, whereas the autocratic behaviour leadership style negatively affects athlete satisfaction. This study contributes to the expansion of theories on the leadership styles of physical education teachers in the context of the education sector in Iraq. To increase athlete satisfaction, this study recommends physical education teachers to employ the training and instruction behaviour and democratic behaviour leadership styles and refrain from using the autocratic behaviour leadership style.
Impact of LoiLooNote Digital Mapping on University Students&apos; Oral Presentation Skills and Critical Thinking Dispositions
Author: Robillos, Roderick Julian
Date: 2022-04-00
Type: Journal Articles
Subjects: Public Speaking,Critical Thinking,Student Attitudes,Computer Software,Oral Language,Communication Skills,Measures (Individuals),Foreign Countries,English (Second Language),Concept Mapping,College Students,Preservice Teachers,Second Language Learning,Visual Aids,Technology Uses in Education

The 21st century technological advancement has revolutionized instructional classroom practices. Lecturers deal with tech-savvy learners, and thus, need to be taught by utilizing updated and technological-based platforms for a more meaningful learning engagement. The study was aimed at investigating the impact of LoiLooNote digital graphic organizer (digital GO) -- a software mapping tool, on students' oral presentation skills across four components: clarity, content, fluency and coherence, and content and on their dispositions towards critical thinking (CT). Utilizing an exploratory case study using mixed-method type of research, the current study involved 30 intact group of students in a public university in Thailand. The data were obtained from students' oral presentation performance, interviews and California Critical Thinking Dispositions Inventory (CCTDI) results. The result indicated that using the digital GO might improve the students' oral presentation performance in terms of the aforesaid components. Interestingly, all the seven CCTDI sub-scales reveal a significant relationship with their oral presentation task performance indicating that they have become more disposed to open-mindedness, truth-seeking, CT self-confidence, analyticity, systematicity, inquisitiveness and maturity. Qualitative findings disclose that the participants have positively welcomed the use of LoiLooNote digital graphic organizer on their oral presentation tasks processes and made them become more inclined to critical thinking. Findings of the study suggest that the use of LoilooNote digital GO increases EFL learners' oral presentation performance, enhances critical thinking dispositions and provides a foundation for designing curriculum in oral presentation.
Language Preparation of International Nursing Students: A Study of Learning Motivations and Decisions
Author: Dos Santos, Luis M.
Date: 2022-04-00
Type: Journal Articles
Subjects: Nursing Education,Learning Motivation,Career Development,Study Abroad,Foreign Students,Prerequisites,Foreign Countries,Second Language Learning,Second Language Instruction,Social Cognition,Student Attitudes,Student Recruitment,Strategic Planning,Program Descriptions,Student Mobility,English (Second Language),Language of Instruction,Online Courses,COVID-19,Pandemics,Educational Experience

Study abroad is not an easy decision for international students who cannot manage the local language and academic courses, particularly nursing students who need to communicate with their patients in clinical environments. This study aims to explore international nursing students' experiences of pre-sessional language prerequisite courses in South Korea. Three directions were categorised, including what are the motivations and reasons to come to South Korea, how do the international nursing students describe their Korean language courses as the prerequisite for their nursing programme at one of the South Korean universities, and why did the participants select South Korea as their destination for the nursing programme. Based on the Social Cognitive Career and Motivation Theory and a qualitative design, the researcher invited 12 participants who are taking the pre-sessional language courses before the nursing programme commencement. The results indicated that personal considerations, interest in career development, and financial considerations are three of the key elements. The outcomes of this study allowed the nursing school leaders and government agencies to polish their current curriculum plans, international students' recruitment strategies, and post-study career developments for international nursing students in the East Asian region.
Exploring Exceptional Education Preservice Teachers&apos; Mathematics Anxiety
Author: Gresham, Gina
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Preservice Teachers,Student Attitudes,Methods Courses,Program Effectiveness,Mathematical Concepts,Concept Formation,Teaching Methods,Manipulative Materials,Special Education Teachers,Students with Disabilities,Academically Gifted

This study investigated preservice teachers' levels of mathematics anxiety before and after a mathematics methods course. Changes were measured using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Both quantitative and qualitative measures were utilized. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted. Data revealed a statistically significant reduction in mathematics anxiety (p &lt; 0.001). Results have implications for teacher education programs concerning the measurement of mathematics anxiety levels among exceptional education preservice teachers and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.
Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership
Author: Cook-Sather, Alison
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Learner Engagement,Student Empowerment,Equal Education,Partnerships in Education,Teacher Student Relationship,Undergraduate Students

An established body of research details the faculty role in promoting student engagement. Newer scholarship on agentic engagement foregrounds student-initiated engagement in classroom learning. Our SoTL project explored how participating in student-faculty pedagogical partnerships supported two undergraduate students in expanding agentic engagement to encompass student empowerment and equity both within and beyond the classroom. We draw on the students' autoethnographic accounts of three interrelated experiences: (1) joining a pedagogical partnership program as pedagogical consultants and developing confidence in, capacity for, and commitment to supporting student and faculty learning; (2) carrying that confidence, capacity, and commitment into the courses in which those students were enrolled to enact agentic engagement in their own and in support of others' learning; and (3) expanding the agentic engagement they developed in the first two instances beyond classroom learning. This study has implications for classroom instruction, faculty professional development, and student advising and retention.
Less Is More: Course Redesign and the Development of an Atmospheric Science Process Skills Assessment
Author: Kopacz, Dawn M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Curriculum,Curriculum Design,Science Process Skills,Scientific Literacy,Introductory Courses,Weather,Climate,General Education,Scoring Rubrics,Undergraduate Students,Science Activities,Multiple Choice Tests,Content Validity,Test Reliability

General education science courses strive to promote scientific literacy and the development of scientific process skills. However, research shows that many general education courses are still designed to stress content mastery. In this study, the number of topics in five semester-long introductory atmospheric science courses was reduced to increase time for the development of scientific process skills, a critical component of scientific literacy. The Atmospheric and Climate Science Literacy Frameworks and a general science education skills rubric were used to guide the course redesign and development of course activities. Details of the course structure and sample course activities are described. A pre-post-test was developed to evaluate attainment of five scientific process skills and the efficacy of the course redesign. Preliminary validity and reliability studies suggest that the majority of the assessment questions are reliable, though further validation of the assessment is required.
Entrepreneurship Education Increases Entrepreneurial Intention among Undergraduate Students
Author: Astiana, Melia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Predictor Variables,Intention,Value Judgment,Student Motivation,Self Esteem,College Students,Business Administration Education,Student Characteristics,Ownership,Barriers,Gender Differences

Entrepreneurs play an important role in improving a country's economy, shown by the increase in young people involved in startup businesses, including students. The young generation needs motivation through a good education to support their intention. Therefore, this study aimed to examine the role of entrepreneurship education in increasing entrepreneurial intention among business students. The data were obtained from 240 business students in Indonesia using a questionnaire. The study was conducted using descriptive methods and Structural Equation Modelling (SEM). Hypothesis testing showed that perceived desirability is the strongest variable on the entrepreneurial intention of business students. Furthermore, the R-Square test results showed that entrepreneurial intentions are positively and significantly influenced by perceived desirability and feasibility, the propensity to act, and entrepreneurship education by 61.12%. The remaining 38.88% is influenced by other variables outside this study. The key impact of this research is revealed perceived desirability and feasibility, the propensity to act and entrepreneurship education give positive entrepreneurial intention among undergraduate students. Higher education has responsibility to nurture young generation to learn more about entrepreneurship. The increasing number of entrepreneurs can support government to improve the nation's economy and society.
Exploring Potential of Sketchnoting as a Tool for Constructing Learner&apos;s Knowledge in Geography
Author: Csachová, Stela
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Middle School Teachers,High School Teachers,Geography Instruction,Teacher Attitudes,Educational Benefits,Notetaking,Visual Aids,Freehand Drawing,Cognitive Processes

In the paper, we explore the potential of sketchnoting as a tool for constructing learner´s knowledge. Sketchnoting is nonlinear note-taking method that combines text and visual elements to express knowledge in a complex form, and is represented by text, symbols, arrows, frames, and other visual elements. Drawing on theory of dual coding and theory of multimedia learning, it is argued that a learner retains information more permanently if they process it verbally and visually at the same time. Sketchnoting can be effectively implemented in a learning process. We illustrate sketchnoting as a supportive learning tool by empirical study with learners at geography lessons in a secondary grammar school. We assessed twenty students´ first sketchnotes and found out most of them focused on facts rather than relations. It is therefore suggested that teachers draw more attention to organisation, structure and interrelations of the elements of knowledge in sketchnote when introducing it first to learners.