ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Student Involvement in Decision-Making and University Leadership: A Comparative Analysis of 12 Universities in South-West Nigeria
Author: Oni, Adesoji A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Participation,Participative Decision Making,College Administration,Comparative Analysis,Universities,Leadership Effectiveness,Decision Making,Correlation,Governance,Leadership Styles,Instructional Effectiveness,Student School Relationship,Questionnaires,Private Colleges,Public Colleges,Student Attitudes,Student Empowerment,Foreign Countries

This study examines student involvement in university leadership and decision-making and its impacts on leadership effectiveness in universities in Nigeria. The study uses a descriptive survey conducted among students and staff in all 12 of the public and private universities in South-West Nigeria. The research findings indicate that there is a significant relationship between student involvement in decision-making and leadership effectiveness. It also reveals that there are significant differences between decision-making with student involvement and decision-making without student involvement. Conversely, no significant difference was found in leadership effectiveness between decision-making in public and private universities. The study finally reveals that there is a significant relationship between the management-student relationship and teaching effectiveness. The results therefore show that, for leadership and teaching effectiveness to be improved in Nigerian universities, provision should be made for the adequate involvement of students in decision-making on important matters relating to university administration.
A Qualitative Study of Politeness Strategies Used by Iranian EFL Learners in a Class Blog
Author: Adel, Seyyed Mohammad Reza
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Social Influences,Language Usage,Interpersonal Relationship,Electronic Publishing,Web Sites,Interpersonal Communication,Discourse Analysis,Educational Technology,Technology Uses in Education,College Students

In regard to the significant role of information and communication technology (ICT) in educational systems, it becomes increasingly important to gain a better understanding of the features of the language used by learners in the new contexts created by this medium. This paper aims at analyzing politeness strategies including negative politeness, positive politeness, bald on-record, and bald-off record strategies in posts written by Iranian EFL learners in a class blog as an opportunity for asynchronous interaction in response to their teachers and peers. The participants of the study were 14 Iranian EFL learners selected based on their level of language proficiency. There were 1520 politeness utterances across all posts including 800 politeness utterances used when learners were interacting with their instructor and 720 politeness utterances used when learners were interacting with their peers. The collected data were analyzed using content analysis as well as Computer-Mediated Discourse Analysis (CMDA). The results revealed that learners frequently used positive strategies as signs of psychologically close relationship, reciprocity and friendship in a group.
The Effect of Task Complexity on the Quality of EFL Learners' Argumentative Writing
Author: Sadeghi, Karim
Date: 2013-07-00
Type: Journal Articles
Subjects: Persuasive Discourse,Writing (Composition),College Students,Comparative Analysis,Grammar,Writing Skills,Syntax,Statistical Analysis,Language Usage,English (Second Language),Second Language Learning,Foreign Countries,Essays,Coding,Classification,Difficulty Level,Language Tests

Based on Robinson's (2005) Cognition Hypothesis and Skehan and Foster's (2001) Limited Attentional Capacity Model, the current study attempted to investigate the effect of manipulating task complexity on argumentative writing quality in terms of lexical complexity, fluency, grammatical accuracy, and syntactic complexity. Task complexity was manipulated through applying resource-dispersing dimensions. All 60 participants who were university students were randomly assigned into one of the three groups: (a) topic; (b) topic + idea; and (c) topic + idea + discourse marker group. A series of one-way ANOVAs was utilized to detect significant differences among the groups. Results showed that increasing task complexity: (1) did not lead to differences in lexical complexity (measured by the ratio of lexical words to function words and lexical density), but it did lead to significant differences when mean segmental type-token ratio was used to measure lexical complexity; (2) produced significantly less fluent language; (3) resulted in more grammatically accurate language in the least complex task; and (4) did demonstrate significant difference in syntactic complexity (when it was measured by the ratio of dependent clauses to total clauses). Further findings and implications are discussed in the paper.
On the Implications of Vygotskian Concepts for Second Language Teaching
Author: Azabdaftari, Behrooz
Date: 2013-07-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Sociocultural Patterns,Learning Theories,Teaching Methods,Social Systems,Cultural Influences,Classroom Communication,Communicative Competence (Languages),Educational History,Educational Change,Whole Language Approach

This paper represents an attempt to search for the implications of Vygotsky's approach to &quot;the genesis of mind&quot; for second language acquisition (SLA). In so doing, the present author has adopted first a retrospective view--what has already gone in the field of foreign language instruction, and a prospective view--what is contingent on the current speculations on SLA while drawing on Vygostky's sociocultural theory (SCT) bearing on the methodology of L2 instruction. Hence, the paper consists of two major parts: the first part casts a rapid glance at the theories and practices of L2 teaching which were in vogue in the past. The second part focuses on the implications that Vygotsky's SCT holds for SLA and, as a sequel, to the training and education of L2 teachers. Vygotsky's approach to the genesis of mind, indeed, entrusts the educationists with a grave task regarding the amelioration of social systems of the community in general, and improving second language methodology, in particular. After all, the shaping of man's mind is an indication of the ways the society has historically and culturally developed.
The Teacher Is a Facilitator: Reflecting on ESL Teacher Beliefs through Metaphor Analysis
Author: Farrell, Thomas S. C.
Date: 2016-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Figurative Language,Language Usage,Teaching Methods,Reflection,Beliefs,Foreign Countries,Social Influences,Student Development,Meetings,Interviews,Group Discussion,Coding

Metaphors offer a lens through which language teachers express their understanding of their work. Metaphor analysis can be a powerful reflective tool for expressing meanings that underpin ways of thinking about teaching and learning English as a second/foreign language. Through reflecting on their personal teaching metaphors, teachers become more aware of the beliefs that underpin their work. This paper reports the reflections on the prior beliefs of three experienced ESL teachers in Canada through the use of metaphor analysis. The paper attempts to explore the prior beliefs of the three experienced ESL teachers in Canada through metaphor analysis by using the Oxford et al. (1998) framework as a theoretical lens in which to gain understanding of the use and meaning of these metaphors. Results indicated that all three teachers used a total of 94 metaphors throughout the period of the group discussions and interviews, and that the metaphors used most were those related to &quot;learner-centered growth&quot;, followed by &quot;social order&quot;, then &quot;social reform&quot;.
Internationalisation and the Role for Student Affairs Professionals: Lessons Learned from the International Student Engagement Meeting Initiative
Author: McFarlane, Allen M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learner Engagement,Higher Education,Student Personnel Services,Student Personnel Workers,Foreign Students,Enrollment,International Education,College Students,Interpersonal Competence,Intercultural Communication,Cultural Awareness

This reflection piece presents some of the lessons learned from an initiative at New York University (NYU) that could be used by other student affairs professionals in other parts of the world, including Africa. The vision and motivation to embark on such a path have been inspired, in part, by three major developments in higher education. The first, has been the growth of the university by expanding its reach outside its own confines, extending its borders, as has been done at New York University with the establishment of two branch campuses in Shanghai, China, and in Abu Dhabi, United Arab Emirates. The second, is the push for international student enrolment at home institutions, through numerous agreements such as the establishment of the Pan African University as well as the Southern African Development Community (SADC) Protocol on Education and Training, and the third, that international student enrolment is indeed a source of revenue that remains hotly debated as a rationale for recruitment. The results of increasing revenue by way of an enrolment strategy devoid of strategic and shared outcomes for student affairs, campus stakeholders and, ultimately, the international student would be an opportunity lost by the institution. The &quot;International Student Engagement Meeting Initiative&quot; programme offered lessons described from 15 key areas. These areas provide a type of roadmap for the future of international student outreach and transition to college. The lessons reveal what mattered in the heart and mind of the international student, identified how Student Affairs should direct resources, enhance programme development, review policy, manage expectations, establish collaboration and improve the intercultural competence of staff, students, faculty and administrators.
Pragmatic Assessment of Request Speech Act of Iranian EFL Learners by Non-Native English Speaking Teachers
Author: Alemi, Minoo
Date: 2016-07-00
Type: Journal Articles
Subjects: Pragmatics,English (Second Language),Second Language Learning,Video Technology,Interlanguage,Speech Acts,Foreign Countries,Evaluators,Statistical Analysis,Scores,Content Analysis,Language Styles,Gender Differences,Teaching Experience,Second Language Instruction,Language Tests,Discourse Analysis,Evaluation Criteria,Language Teachers,Student Evaluation

The analysis of raters' comments on pragmatic assessment of L2 learners is among new and understudied concepts in second language studies. To shed light on this issue, the present investigation targeted important variables such as raters' criteria and rating patterns by analyzing the interlanguage pragmatic assessment process of the Iranian non-native English speaking raters (NNESRs) regarding the request speech act, while considering important factors such as raters' gender and background teaching experiences. For this purpose, 62 raters' rating scores and comments on Iranian EFL learners' requests based on six situations of specified video prompts were analyzed. The results of the content analysis of raters' comments revealed nine criteria, including pragmalinguistic and socio-pragmatic components of language, which have been noted by raters differently through six request situations. Among the considered criteria, politeness, conversers' relationship, style and register, and explanation were of great importance to NNESRs. Furthermore, t-test and chi-square analysis of raters' assigned rating scores and mentioned criteria across different situations verified the insignificance of factors such as raters' gender and teaching experiences on the process of EFL learners' pragmatic assessment. In addition, the results of the study suggest the necessity of teaching L2 pragmatics in language classes and in teacher training courses.
Faculty Intervention as Support for First-Year Students
Author: Naidoo, Ana'dhavelli
Date: 2015-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Surveys,At Risk Students,College Preparation,Foreign Countries,Academic Advising,Workshops,Intervention,Program Effectiveness,Academic Achievement,College Readiness,Statistical Analysis,Benchmarking,Success,Academic Support Services,College Faculty,Teacher Role

The impetus for this study is grounded in a strategic decision by management to measure readiness for university education as part of an early alert and referral system. The motivation for this project is also rooted in literature that points out that the South African higher education system faces challenges with students entering the system underprepared. Data at entry to the university, specifically related to the individual student, is used initially to profile the students. This profile is used to identify students who could be at risk of failing. These students are referred to a Faculty Student Advisor (FSA) for support to address their needs. Using a survey, 966 students were identified as being at risk at the beginning of the 2013 academic year. After additional criteria were applied to our prediction model, 200 students were selected for academic development workshops or individual sessions provided as intervention in the first semester. An outcomes assessment method was used to determine whether the number of sessions that at-risk students attend has had an influence on their academic achievement in the first semester. The assumption is that students who made more use of the intervention services (attended more sessions) were more likely to be successful than students who defaulted on the intervention or attended fewer sessions with the FSAs. A cross-tabulation showed a significant association on the Pearson's Chi-square statistic (13.60, df(4), p = 0.009), which implies that students who attend more sessions with the FSA are more likely to be academically successful in their first semester.
Grammatical Metaphor: Exploring the Semogenic Power of the Language
Author: Azabdaftari, Behrooz
Date: 2015-07-00
Type: Journal Articles
Subjects: Grammar,Figurative Language,Language Usage,English (Second Language),Second Language Instruction,Majors (Students),Foreign Countries,College Students,Writing Assignments

This paper seeks to elaborate on the notion of &quot;grammatical metaphor&quot; intended by M. A. K. Halliday (1983) in his Functional Systemic Linguistics (FSL). &quot;Metaphor&quot; in linguistic parlance is &quot;a process of mapping between two different conceptual domains--the source domain and the target domain&quot;. Halliday draws on this definition of lexical metaphor and applies the concept to syntactical structures, a gimmick whereby a particular grammatical structure is converted into another structure while the original meaning is preserved. A good many examples are supplied to illustrate the points in case. Also, this paper deals with different kinds of metaphors. The key argument in this paper centers on the methodology of teaching writing to English majors in the author's English composition classes which we applied some years ago in the English program in the University of Tabriz. The claim we make is that the methodology of teaching writing which we used in our composition classes was indeed the practical realization of the tenets of grammatical metaphor intended by Halliday in his FSL.
Perceptions of Engineering Students, Lecturers and Academic Development Practitioners about Academic Development Classes at a University of Technology
Author: Shange, Thembeka G. C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Lecture Method,Academic Achievement,Student Attitudes,Engineering Education,Higher Education,Qualitative Research,Interviews,Foreign Countries,College Faculty,College Students,Scaffolding (Teaching Technique)

With the increase in student enrolments in higher education, which has resulted in changes to student profiles, academic development has become important in terms of students' success. This article is a report on a qualitative study that used in-depth interviews to investigate the perceptions of Engineering students and staff to academic development classes at a university of technology (UoT) in South Africa. The students' feelings concerning the need for academic development to continue beyond their first year of study was of particular interest. Participants included five lecturers from the Engineering faculty and four academic development practitioners, who were all purposefully selected. The sample consisted of men and women who were interviewed individually. Interviews were also conducted with ten first-year Engineering students and ten second-year students, who were randomly selected on the grounds of having been involved in the academic development programme during their first year. The responses of the lecturers were compared with those of the academic development practitioners and the first- and second-year students' responses were compared. It emerged that academic development was considered questionable as it did not seem to be structured and that the academic development curriculum, itself, was problematic.
On the Relationship between EFL Teachers' Classroom Management Approaches and the Dominant Teaching Style: A Mixed Method Study
Author: Kazemi, Ali
Date: 2016-07-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Classroom Techniques,Teaching Methods,Mixed Methods Research,Student Behavior,Behavior Modification,Teaching Styles,Teacher Surveys,Private Schools,Semi Structured Interviews,Foreign Countries,Correlation,Questionnaires,Multiple Regression Analysis

As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and the dominant teaching style. To this end, the researchers administered the Behavior and Instructional Management Scale (BIMS) by Martin and Sass (2010) and the Teaching Style Inventory (TSI) by Grasha (1996) to 103 randomly selected EFL teachers working at private language learning centers. Following the quantitative phase of the study, semi-structured interview sessions were held to gain more in-depth understanding of the research problems. Descriptive statistics, Pearson moment correlational analyses, regression analyses and theme analyses were implemented to analyze the data. The results of the study showed that Iranian EFL teachers followed interventionist or controlling classroom management approaches (at both dimensions of behavior and instructional management) and predominantly use the formal authority teaching style. Moreover, their teaching style(s) significantly correlated with both behavior management and instructional management. The findings of this study have important implications for practicing teachers, teachers in training and teacher trainers. Practicing teachers need to examine their own classroom management approaches and teaching styles to see whether these practices are conducive to successful language learning.
Gender Differential Item Functioning on a National Field-Specific Test: The Case of PhD Entrance Exam of TEFL in Iran
Author: Ahmadi, Alireza
Date: 2016-01-00
Type: Journal Articles
Subjects: Test Bias,Gender Bias,College Entrance Examinations,English (Second Language),Regression (Statistics),Item Response Theory,Doctoral Programs,College Applicants,Foreign Countries

Differential Item Functioning (DIF) exists when examinees of equal ability from different groups have different probabilities of successful performance in a certain item. This study examined gender differential item functioning across the PhD Entrance Exam of TEFL (PEET) in Iran, using both logistic regression (LR) and one-parameter item response theory (1-p IRT) models. The PEET is a national test consisting of a centralized written examination designed to provide information on the eligibility of PhD applicants of TEFL to enter PhD programs. The 2013 administration of this test provided score data for a sample of 999 Iranian PhD applicants consisting of 397 males and 602 females. First, the data were subjected to DIF analysis through logistic regression (LR) model. Then, to triangulate the findings, a 1-p IRT procedure was applied. The results indicated (1) more items flagged for DIF by LR than by 1-p IRT (2) DIF cancellation (the number of DIF items were equal for both males and females), as revealed through LR, (3) equal number of uniform and non-uniform DIF, as tracked via LR, and (4) female superiority in the test performance, as revealed via IRT analysis. Overall, the findings of the study indicated that PEET suffers from DIF. As such, test developers and policymakers (like NOET &amp; MSRT) are recommended to take these findings into serious consideration and exercise care in fair test practice by dedicating effort to more unbiased test development and decision making.
Investigating the Impact of Job Satisfaction/Dissatisfaction on Iranian English Teachers' Job Performance
Author: Afshar, Hassan Soodmand
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,English Teachers,English (Second Language),Job Performance,Secondary School Teachers,Questionnaires,Teacher Effectiveness,Student Evaluation of Teacher Performance,Self Evaluation (Individuals),Semi Structured Interviews,Differences,Secondary School Students,Teacher Motivation

As part of a large-scale project, this study investigated the differences between satisfied and dissatisfied Iranian junior secondary school English teachers in terms of their job performance. To this end, 64 Iranian English teachers and 1774 of their students completed a validated questionnaire specifically developed to investigate EFL teachers' job performance. The results indicated that satisfied teachers significantly differed from their dissatisfied counterparts in terms of their job performance suggesting that the observed differences in their job performance might have mainly been caused by the degree to which they were satisfied with their profession. The results also showed a significant difference between students' evaluation of their teachers' job performance and the teachers' self-evaluation of their job performance. Furthermore, through a semi-structured interview, the most crucial factors contributing to poor job performance of dissatisfied Iranian secondary school EFL teachers were identified to be an insufficient subject and pedagogic knowledge, unequal attention to individual students, lack of professional commitment, interpersonal relationship problems, and demotivation.