ethanporcaro/eric-fulltext-meta huggingface dataset:
Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation through Variational Ideas and the Use of GeoGebra in Pre-University Students
Author: Morales Carballo, Armando
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Technology,Technology Uses in Education,Computer Software,Mathematical Concepts,Secondary School Mathematics,Foreign Countries,College Mathematics,Concept Formation

A theoretical-didactic proposal based on variational ideas and the use of GeoGebra is described as a response to a local problem on the understanding of the concept of function and quadratic equation in pre-university students. The theoretical elements of this work are based on the understanding of concepts and the theory of semiotic registers and representations, while the methodological references were based on hypothetical learning trajectories and the use of dynamic software, considered as a heuristic resource. The proposal was validated by means of expert criteria. This elaboration contributes with a proposal that breaks with the classical schemes of presentation and treatment of the content, which favors through the incorporation of variational ideas generated with the dynamic software GeoGebra the understanding of the articulated concepts of function and quadratic equation in pre-university students.
Investigating Students&apos; Proof Reasoning: Analyzing Students&apos; Oral Proof Explanations and Their Written Proofs in High School Geometry
Author: Winer, Michael L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Validity,Mathematical Logic,Oral Language,Written Language,High School Students,Secondary School Mathematics,Error Patterns,Grade 9,Grade 10

Constructing formal geometry proofs in is an important topic in the mathematics curriculum. But students' difficulties with proof are well documented. This article focuses on proofs that use triangle congruence postulates in US high school geometry. Examining students' proof reasoning in one-on-one task-based interviews, we analyzed students' oral planning/explanations and two-column written proofs. We found that much of the reasoning students conveyed in their oral planning/explanations was not incorporated into their written proofs, resulting in formalization and fatal logical reasoning gaps. We found that the majority of the students utilized sound reasoning in their oral explanations, but struggled to capture that reasoning in their written two-column proofs. We link our findings to learning progression research, further elaborating the van Hiele levels. Our research contributes to understanding the learning and teaching of proof and to the ongoing controversy over the use of two-column proofs in the high school geometry curriculum.
Artificial Intelligence in EFL Classrooms: Friend or Foe?
Author: Sumakul, Dian Toar Y. G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Teacher Attitudes,Language Teachers,Student Motivation,College Faculty,Educational Benefits,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries

The disruptive impacts of Artificial Intelligence (AI) are currently affecting various aspects of society, including education. Despite some doubts and fears, many studies suggest that AI could offer advantages to education, and AI-based applications have been developed for teaching and learning, and English as a Foreign Language (EFL) classrooms in particular. One way to understand whether AI could be harmful or beneficial to EFL teaching and learning is to see from the teachers' perceptions. Hence, this study investigated how teachers perceive the use of AI in their EFL classrooms. The data was collected through interviews with four EFL teachers in a university in Indonesia who have had the experience of integrating AI in their teaching practices. The results show that all teachers had positive perceptions towards the use of AI in their classrooms. The teachers agreed that AI could help teachers teach and students learn. Moreover, the interview data also indicates that students' motivational levels and teachers' technological and pedagogical competence should be put into consideration when integrating AI into EFL classrooms.
Collocation and Discursive Construction of COVID-19 in WHO Director General&apos;s Discourse: A Corpus-Based Study
Author: Kheovichai, Baramee
Date: 2022-00-00
Type: Journal Articles
Subjects: Phrase Structure,Discourse Analysis,COVID-19,Pandemics,Administrators,International Organizations,Health,Computational Linguistics,Language Usage,Semantics,Ethics,Information Sources

This research investigated the discursive construction of COVID-19 in WHO director general's discourse through the lens of corpus linguistics and critical discourse analysis. 255 speeches of the WHO director general were collected, forming a 234,149-words corpus. Collocations of 'COVID-19' were generated and analyzed in terms of the semantic categories and the representation of Covid-19. The results indicated that COVID-19 was discursively represented as posing severe multifaceted threats to the world. Furthermore, the discursive construction of COVID-19 was found to promote the image of WHO as an active and ethical organization. Thus, discourse was used not only for informational purposes, but it was also manipulated for self-promotion and legitimation.
Challenge Accepted: Women Claiming Leadership in Higher Education Learning and Teaching
Author: Harvey, Marina
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Females,Barriers,Gender Bias,Leadership Qualities,Women Faculty,College Faculty,Teacher Leadership,Equal Opportunities (Jobs),Foreign Countries,Faculty Promotion,Participative Decision Making,Power Structure

A recognised challenge for women in higher education learning and teaching is of rightfully claiming leadership. Higher education processes for recruitment, promotion, awards, grants and fellowship are founded on an ability to document and convincingly present one's leadership contribution. The focus is on evidencing from a traditional, formal positional role view of leadership. However, the leadership contribution of women to learning and teaching often accords with a more distributed leadership approach. This may lead to women, unguided in how to evidence their leadership contribution and impact, being unable to self-acknowledge and claim their leadership contribution. The challenge for women is in claiming their leadership contribution and impact so as not to be disadvantaged in academic career progression and recognition. Drawing on a database of 15 years of research into a distributed leadership in learning and teaching, a Linguistics Inquiry approach is employed to explore reflections of female academics to their leadership contributions in learning and teaching. This reveals evidence-based strategies that have successfully supported a positive transition, by women, to self-acknowledge their leadership contributions. Many of these are resource intensive and difficult to sustain in the current higher education sector context of diminishing and reduced resources. To present a low-resource alternative, the six tenets of a Distributed Leadership approach structure a low-resource framework alternative that provides key conceptual prompts for presenting a leadership case. Vignettes of applying the framework in practice are provided to illustrate its transferability across a range of scenarios for women to rightfully claim their leadership contribution. [Note: The page range (68-91) shown on the PDF is incorrect. The correct page range is 68-89.]
Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches
Author: Koskinen, Rauno
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Context Effect,Relevance (Education),Problem Solving,Problem Based Learning,Manipulative Materials,Educational Technology,Technology Uses in Education,Cooperative Learning,Discussion (Teaching Technique),Teacher Student Relationship,Elementary Secondary Education,Interaction,Concept Formation,Teacher Role

The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction during the teaching-learning process and learning outcomes. Methodologically, our dataset consists of qualitative, quantitative, and mixed-methods studies and meta-analyses. An EBSCO search produced 69 analysis-eligible publications from 2007-2019. According to our findings, the use of contextual, concrete and social approaches promotes meaningful learning in mathematics, although with certain refinements. The analyses revealed that high-quality learning in mathematics requires guidance during student activities and evaluation with immediate feedback during the teaching-learning process. It also requires the skill among teachers to choose suitable contexts and learning tools, and to focus the students' communication on what is relevant. Additional significant factors in a meaningful learning process include an affectively favourable classroom atmosphere and teachers who treat their students as individuals.
Control before Raising in Thai EFL Grammar
Author: Teeranate, Kittirit
Date: 2022-00-00
Type: Journal Articles
Subjects: Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Thai,Native Language,Language Universals,Decision Making,Learning Processes,Correlation,Foreign Countries,Intervention,Verbs,High School Students,Males,Single Sex Schools,Language Tests

This study investigated the acquisition of English &quot;control&quot; and &quot;raising&quot; (&quot;over Experiencer&quot;) constructions with three groups of Thai EFL learners (lower intermediate, intermediate, and advanced). Thai and English, with respect to &quot;control,&quot; commonly have PRO and infinitive markers, but Thai does not exhibit (subject-to-subject) &quot;raising,&quot; unlike English. Our hypotheses were based on L1/L2 similarities, access to UG, and previous studies. We hypothesized that Thai learners' performance on &quot;raising&quot; would be above chance, based on UG availability and potentials for the learning of English &quot;raising&quot; suggested in Witoon (2012). In addition, based on L1/L2 similarities and Yoshimura et al.'s (2016) findings, Thai learners' performance on &quot;control&quot; would be more accurate than &quot;raising.&quot; Grammaticality judgment/comprehension trials were employed; results were obtained by ANOVAs. The first hypothesis was confirmed by the intermediate and advanced groups. Tests on the second hypothesis revealed a confirmation; there were ceiling performances across groups on control and a development pattern on &quot;raising.&quot; The study's findings suggest facilitation of L1/L2 similarities and restrictions on UG access. Particularly, L2 learners can access linking between PRO and arguments more readily than raising of arguments, suggesting UG access is restricted by marked properties of L2 structures, such as English &quot;raising over Experiencer.&quot;
Leadership Challenges and Opportunities Experienced by International Women Academics: A Case Study in Australia
Author: Nachatar Singh, Jasvir Kaur
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,College Faculty,Females,Leadership,Women Faculty,Foreign Nationals,Higher Education,Gender Issues,College Administration,School Policy,Social Theories,Feminism,Teacher Attitudes,Administrator Attitudes,Mentors,Professional Development

Scholarly articles on international academics have been weighted towards understanding their broad personal and professional challenges related to teaching. Limited research is conducted with international women academics in Australia in, especially, exploring their leadership-related challenges and opportunities. Using an intersectionality lens, this paper addresses this gap by exploring key related challenges and opportunities for international women academics in gaining leadership positions at Australian universities. It draws on qualitative data from semi-structured interviews with seven international women academics. The findings contribute to the body of knowledge in exploring two major challenges faced by international women academics in Australia: (1) administrative-related interruption impacting their research performance; and (2) lack of understanding of university policies and processes. International women academics also cited the opportunities provided to them or gained by them for their overall professional growth at Australian universities. The practical implications of these findings for international women academics and higher education institutions are also considered. [Note: The page range (140-159) shown on the PDF is incorrect. The correct page range is 140-157.]
Effects of a Learning-Oriented Reading Assessment Model on Thai Undergraduate Students&apos; Reading Ability
Author: Viengsang, Raveewan
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Reading Tests,Reading Skills,Undergraduate Students,Foreign Countries,Learning Processes,Decision Making,Formative Evaluation,Summative Evaluation,Teaching Methods,Models,State Universities,Language Proficiency,Language Tests

In recent decades, there has been an attempt to introduce the concept of &quot;assessment for learning&quot; into English language classrooms based on a belief that assessment can be utilized to assist learners in the learning process, not just for teachers to make judgments and decisions. In so doing, the learning-oriented assessment frameworks proposed by a number of scholars have been introduced to integrate the use of both formative and summative assessments into language pedagogy to enhance language skills simultaneously with developing learners' assessment expertise, hence enabling them to better identify their own strengths and weaknesses, which, in turn, helps promote their learning outcomes. The primary aim of the present study was to investigate the effects of the implementation of a learning-oriented reading assessment model on Thai undergraduate students' reading ability. Students' involvement in several types of assessment embedded in reading instructional procedures was the highlight of the model implementation. The participants were 25 first-year undergraduate students enrolled in a foundation English course at a public university. A mixed-method research design was employed to gather both quantitative and qualitative data using the in-house English proficiency tests, the end-of-unit tests, and the learners' journal. The findings revealed that the learning-oriented reading assessment model could help develop undergraduate students' reading ability, thus leading to a conclusion that learning-oriented assessment can be utilized in language classes to help learners learn the target language with more desirable outcomes.
Specific Mathematics Learning Objectives Expressed by Teachers in Training
Author: Castro-Rodríguez, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Educational Objectives,Elementary School Teachers,Teacher Education Programs,Student Attitudes,Task Analysis,Teaching Methods,Textbooks,Content Analysis,Foreign Countries

The formulation of learning objectives is considered an important task for teaching at all educational levels. However, teachers tend to trivialize learning objectives and consider them as part of an administrative requirement. This study sought to characterize the specific learning objectives for two school mathematics tasks posed by primary teachers in training, and to study the differences in the objectives proposed for each task. By means of a semantic questionnaire, the proposals were collected, classified and analysed using categories based on a triad of components for a specific objective: capability, content, and context. The responses show both an instrumental approach--where knowledge consists in mastering techniques and algorithms useful to furthering certain behaviours and attaining specific objectives--and a structural approach--where knowledge consists in a structured system of formalized rules and concepts based on the deduction. Moreover, this expectation depends on the kind of school task.
Influences of Thematic Progression on Quality of EFL Argumentative Writing
Author: Pavavijarn, Sudthida
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Improvement,Writing Achievement,English (Second Language),Second Language Learning,Persuasive Discourse,Written Language,Text Structure,College Students,Content Analysis,Writing Evaluation,Foreign Countries

Textual coherence is an important part of writing. This study examines whether textual coherence affects the quality of argumentative essays by evaluating papers written by 22 EFL university students. Firstly, the argumentative essays were evaluated by two raters using an AP English Argumentative Writing rubric available on Turnitin, an online program for checking plagiarism. Then, by drawing on Danes?' (1974) Thematic Progression, the Theme and Rheme development in the essays were identified. Two essays -- one from a low-score group and one from a high-score group -- were selected as examples. The findings reveal that the low-score essays lacked a coherent thematic progression due to the frequent occurrences of brand-new Themes, and some constant Themes or Thematization of Rhemes. In contrast, the high-score essays included various patterns of thematic progression, including constant Themes, thematization of Rhemes, and several split Rhemes. The findings suggest that thematic progression, specifically with the choice and development of Themes, has influenced the coherence of whole essays, contributing to the essay scores. In addition, local cohesion strategies at a sentence level, particularly lexical cohesion, contributed to the connectivity of arguments and their supporting evidence that were expressed and realized in the forms of Themes and Rhemes. The concept of thematic progression can benefit the teaching and learning of argumentative writing in EFL contexts.
Interactional Sociolinguistics: The Theoretical Framework and Methodological Approach to ELF Interaction Research
Author: Toomaneejinda, Anuchit
Date: 2022-00-00
Type: Journal Articles
Subjects: Sociolinguistics,English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Intercultural Communication,Linguistic Theory,Language Research,Discourse Analysis,Language Role

The prevalent use of ELF in global communication necessitates a rethinking of what theoretical frameworks and methodological approaches are appropriate to explain the changing and complex nature of intercultural interactions, particularly, those whereby English is recognised as a passport. This review accounts for ELF interactions in terms of Interactional Sociolinguistics (IS). In doing so, it discusses the characteristics and functions of IS taking into consideration the complexity of ELF contexts, most notably intercultural encounters that are prone to misunderstandings and communication breakdowns. Further, based on an analysis of previous studies on ELF, the paper characterises ELF interaction and its key components, and ELF interactional ecology using Interactional Sociolinguistics as a theoretical framework.
Investigating Chinese EFL Learners&apos; Writing Strategies and Emotional Aspects
Author: Hu, Nan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Writing Strategies,Writing Apprehension,Psychological Patterns,Writing Attitudes,Emotional Experience

The purpose of this study was to explore the use of writing strategies, namely, planning, execution, monitoring and revising by Chinese EFL (English as a Foreign Language) learners in their English writing. It also investigated the emotions of Chinese EFL writers in terms of anxiety and enjoyment as well as how the employment of writing strategy was linked to the emotional aspects. A mixed method approach was employed to collect both the quantitative and qualitative data from the participants. A total of 54 Chinese undergraduates were given the Foreign Language Writing Strategy Survey Questionnaire (FLWSSQ) and the Foreign Language Writing Emotion Survey Questionnaire (FLWESQ). Semi-structured interviews were conducted with a selection of participants. Results show that EFL learners report a moderate level of frequency use of writing strategies and a moderate level of anxiety and enjoyment of EFL writing. Moreover, the use of writing strategies is positively correlated with participants' writing enjoyment. Since writing strategies and emotion are crucial factors influencing students' perception and behaviors regarding writing, the current study provides some insights into understanding students' use of writing strategies and emotional experiences in an EFL context. It also suggests some pedagogical implications for teaching L2 (Second Language) writing through strategy-based instruction and activating positive emotion in classrooms.
Language Learning Strategies and Learner Autonomy: The Case of Indonesian Tertiary EFL Students
Author: Daflizar
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Learning Strategies,Personal Autonomy,Metacognition,Foreign Countries,College Students,Measures (Individuals),Memory

This study aimed at investigating the language learning strategies and autonomy of 76 Indonesian EFL university students and examining the correlations between the two. The Oxford's (1990) Strategy Inventory for Language Learning (SILL) for ESL/EFL learners was used to collect the data on students' language learning strategy use and an adapted questionnaire developed by Chan et al. (2002) was used to assess students' autonomy. The results revealed that the Indonesian EFL students were medium users of memory, cognitive, compensation, affective, and social strategies but high users of metacognitive strategies. The participants also had positive perceptions of their autonomous learning abilities and did engage in several autonomous activities both inside and beyond the classroom. However, many of the most preferred out-of-class activities are more receptive rather than productive language use. Significant correlations were found between students' language learning strategy use and their perceptions of their abilities, and between their strategy use and the practices of autonomous English language learning outside the class. Practical implications for English language teaching in the Indonesian context are put forward.