ethanporcaro/eric-fulltext-meta huggingface dataset:
Parental Support for Literacy Development of Early Grade Children during COVID-19 School Closures in Northern Nigeria
Author: Akinrinmade, Bodunrin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Literacy Education,Elementary School Students,Reading Instruction,Parent Attitudes,Barriers,School Closing,Instructional Materials,Parent Child Relationship,Access to Education,Parents as Teachers,Educational Technology,Access to Computers,Parent Role,Knowledge Level,Student Needs

The COVID-19 pandemic that began in early 2020 has had consequences for children's education globally, as schools closed and parents found themselves playing the role of teacher, alongside their economic and other community roles. This study aims to explore the experiences of parents in northern Nigeria as they attempted to support their primary school children's reading development while schools were closed. We conducted in-depth qualitative interviews with 15 middle- and low-socioeconomic status parents in Kano State, Nigeria. Using thematic analysis, we identified challenges faced by parents as well as unexpected positive effects of the pandemic. Challenges included the lack of textbooks and other appropriate learning materials, time pressures, and lack of knowledge of strategies to teach reading. However, parents noted that the extra time they had spent together during lockdowns had led to improved relationships in the household, and that they had been able to spend more time discussing moral development and discipline with their children. In summary, this sample of parents believed that the pandemic would not have severe impacts on their own children, as they were making efforts to support learning at home. However, they had concerns for children in Nigeria more broadly, particularly those whose parents were not literate, as they would have little access to learning outside school. Recommendations for the Nigerian government and other stakeholders include making learning materials available for home use, increasing the use of educational radio and television programming, and developing simple literacy assessments for parents to monitor children's progress.
Online English Comics as Reading Materials for English Language Education Department Students
Author: Robbani, A. Syahid
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Foreign Countries,Reggio Emilia Approach,Early Childhood Education,Listening,Teacher Attitudes

Online English comic is one of reading material that can be used by students. Students should be triggered by interesting and understandable reading material to increase their reading motivation and English proficiency. The objective of this study is to discuss the benefits of online English comics as reading materials and to discover the applications and websites that are usually used by students to read online English comics. This study applied the descriptive qualitative study supported by interviews as a data-gathering technique. The results of this study showed the benefits of online English comics as reading materials. Those are adding language knowledge such as vocabulary and grammar, enhancing reading comprehension, building critical thinking, increasing creativity, and developing reading motivation. The second finding is about the applications and websites to read English comics that students prefer to read. There are some applications and websites that are usually used by students to read English comics. The applications are Webtoon and Ciayo Comic, and also the websites include Mangakakalot.com, Mangareaderapp.com, Mangazuki.info, and Mangapanda.com.
The Relationship between Personality Traits and Social Capital Perceptions of Pre-Service Teachers
Author: Aydogmus, Mevlüt
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Personality Traits,Social Capital,Preservice Teachers,Teacher Education Programs,Likert Scales,Student Attitudes,Structural Equation Models,Foreign Countries,Personality Measures

There are a number of psycho-social variables that predict the levels of social capital of pre-service teachers. Social capital, which is in connection with almost all of these psycho-social variables, is associated with personality traits in literary studies. This study aimed to investigate the social capital predictive levels of five-factor personality traits. This research is based on survey data and two Likert type scales were used. 470 pre-service teachers studying in different departments of Necmettin Erbakan University Faculty of Education participated in this research. The relationship between personality traits and social capital components was examined using correlation analysis. The effect of personality traits of the candidates on the perception of social capital was investigated by using structural equation model analysis. It was found that the neuroticism and conscientiousness personality traits of pre-service teachers were not effective on perceptions of social capital. In addition, it was also found that the extraversion, agreeableness and openness to experience personality traits of pre-service teachers have an impact on their perceptions of social capital.
An Exploratory Study of Recent Trends in ELT Master&apos;s Programs: Insights from Stakeholders
Author: Lopez-Pinzon, Margarita
Date: 2021-00-00
Type: Journal Articles
Subjects: Masters Programs,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Education Programs,Foreign Countries,Teaching Methods,Instructional Innovation,College Faculty,Teacher Attitudes,Action Research,Administrator Attitudes,Curriculum Design,Graduate Students,Faculty Development,Language Skills,Student Attitudes,Intervention,Trend Analysis

This article reports on a mixed-methods research study in five English Language Teaching Master's programs in Colombia. The purpose was to identify trends in research techniques, curricular and pedagogical interventions that MA candidates and alumni dealt with in their theses. This study identified prevalent research methods, techniques, and instruments. The data collection methods included documentary analysis, four focus groups with students, four informal talks with the faculty, four interviews with the coordinators of the programs, and surveys with graduate students, professors, thesis advisors and administrators of these programs. Results suggest preference for action research on issues of language skills, curriculum design, cognitive and affective factors. Pedagogical innovations dealt with ICT, ELT methods, and language learning strategies. Another result indicates that program participants considered the master's programs as the most enriching professional development opportunity they have had. This study makes a call to local and national governments to continue funding continued graduate education and to make it a policy independent of partisan agendas.
Awakening Sociocultural Realities in Pre-Service Teachers through a Pedagogy of Multiliteracies
Author: Castro-Garcés, Angela Yicely
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,Multiple Literacies,Sociocultural Patterns,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Education Programs,Learning Processes,Literacy,Information Technology,State Universities,Foreign Countries,Illustrations,Scaffolding (Teaching Technique),Learning Activities

Language learning that is grounded on learners' sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope &amp; Kalantzis, 2009) to embrace diverse modes of communication and to expand learners' possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning. In this way, participants embraced diversity and gained sociocultural understandings by engaging in a pedagogy of Multiliteracies.
Preparing Prospective and Sustainable EFL Professional Teacher Development by Applying Blended Lesson Study and Clinical Supervision
Author: Achmad, Syarifuddin
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,English (Second Language),Second Language Instruction,Language Teachers,Sustainability,Communities of Practice,Teacher Competencies,Quality Assurance,Blended Learning,Foreign Countries,Preservice Teacher Education,Mentors,Cooperating Teachers,Supervision,Preservice Teachers

This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes lesson study strategy-based clinical supervision and quality assurance. Lesson study is a kind of action research based on a cycle base. This study is also recognized as research and development. Based on conceptual and empirical study, it is found that three grand principles of adding quality lesson study implication. Those are cycle reflection in accelerating the teachers' competencies in English language teaching, clinical supervision nuance, a quality assurance principle by implementing the plan, do, check, and act strategy. This research successfully finds a model for preparing a prospective and sustainable professional teachers development based on lesson study, blended with the clinical supervision and a quality assurance implementation. The outputs consist of connection among professional English teachers; accelerating realization learning and teaching quality based on reflection implication; forming the open attitude and reflecting discussion and depth analysis; building a self-responsibility and awareness as professional teacher attitude; helping one each other in the professional teacher community for accelerating teaching quality by utilizing clinical supervision. Finally, the outcome is obtaining candidates of English professional teachers, prospectively and sustainably, with high-quality EFL teaching performance in national competitiveness.
Enhancing Permanence for Vocabulary Learning on 2nd Grade Students in Turkey through Music
Author: Tavsanli, Omer Faruk
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Vocabulary Development,Grade 2,Elementary School Students,Language Skills,Program Effectiveness,Music Activities,Memory,Language Acquisition

Music plays an important role in students' language development. Because the process of acquiring and developing language skills of the individual and learning to make music work have many similarities. In this quasi-experimental study, teaching the word in L1 with music with the normal intelligence and development level of 2nd-grade students on the learning of the meaning of the word and ensuring the permanence of the word has been examined. A quasi-experimental design with the experiment and control group was used in the study. In the study words, whose meanings are unlikely to be known by the students, in contexts, and success tests prepared to measure these words' meanings were used as data collection tools. The research was carried out with 43 second-grade students, and the data were analyzed with an ANOVA test. According to the study results, it is concluded that the teaching of vocabulary with music, both the meaning of the word and providing the persistence of learning, was found to be useful. Besides, when the permanence of the words whose meaning is learned is examined, it was revealed that teaching vocabulary with music also supports permanent learning.
Probabilistic Thinking Profile of Mathematics Teacher Candidates in Problem Solving Based on Self-Regulated Learning
Author: Shodiqin, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Probability,Thinking Skills,Mathematics Teachers,Preservice Teachers,Problem Solving,Learning Strategies

Many problems in real life are full of uncertainty. Probabilistic thinking is one way to solve this uncertainty problem. The personality abilities that are interesting to examine include how independent the students are in facing probabilistic solutions. For this reason, it is necessary to study the probabilistic thinking profile of prospective mathematics teachers in solving probabilistic problems in terms of learning the self-regulation. The research method used in this research is qualitative research. In this study, the researcher conducted an analysis of students' probabilistic thinking with the scope of the probability material related to the sample space, the probability of events, and the probability of the random variable space. The profile of the level of probabilistic thinking is influenced by cognitive factors in the form of probabilistic knowledge obtained by students and personality in the form of self-regulated learning. Student learning self-regulated influences the mental activity in decision making. By studying the profile of probabilistic thinking, students are better prepare to face uncertainty with various aspects that influence it.
Exploratory Study of Ecuadorian Teachers&apos; Understanding of Social Emotional Learning: An Examination of Primary School Teachers
Author: Burgin, Ximena
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Emotional Learning,Teacher Attitudes,Faculty Development,Elementary School Teachers,Knowledge Level,Workshops

Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers' perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers' foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers' perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.
Student Perceptions of Online Learning during the COVID-19 Pandemic in Indonesia: A Study of Phenomenology
Author: Purwadi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Student Attitudes,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Instructional Effectiveness,College Students,Barriers,Teaching Methods,Adjustment (to Environment),Access to Computers,Internet,Interpersonal Communication,Learner Engagement

The Coronavirus disease (COVID-19) pandemic impacted various lines in the international world, including Indonesia. Pandemic COVID-19 in Indonesia has also changed multiple performances in multiple sectors, one of which is education. The concept of learning from home changes lecturers' paradigm as educators in tertiary institutions applying online learning. This study aims to identify students' perceptions of the implementation of online learning during the COVID-19 pandemic. This study uses a qualitative research approach with the type of phenomenology. The subject of this study was 22 students in Indonesia who experienced the impact of the COVID-19 pandemic. This research instrument uses semi-structured interview guidelines. Students perceive online learning during the COVID-19 pandemic as (1) ineffective learning activities; (2) unpleasant learning activities; (3) limit self-actualization in education; (4) helping to become an independent person in learning; and (5) fun learning activities. Higher Education should create innovative and creative online learning strategies. Thus, students have a high enthusiasm for online learning.
Factors That De-Motivate EFL Students&apos; Participation at a School of Languages in the State of Veracruz, Mexico
Author: Sánchez-Hernández, Diana Iveth
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Second Language Learning,Student Participation,Foreign Countries,College Students,Student Attitudes,Cognitive Style

The goal of this small-scale qualitative study was to investigate the reasons and factors that may demotivate a group of university EFL students from participating in class, in the context of a school of language in the central part of the state of Veracruz in Mexico. While previous studies conducted, in this same setting, have focused on factors that affect classroom participation in general, this study involved interviews and observations to gain a comprehensive overview of the demotivating factors that impact these EFL students' participation levels in terms of oral production. The study focuses on the participation habits of the interviewed students, their perceptions of the factors that may inhibit them, that discourage them from participating fully in class, and that affect learning. The findings suggest that the participants' perceptions of what participation means, and their self-esteem and confidence affect their level of involvement. They also indicate that the teacher's role is an important variable in why students decide to remain silent.
Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context
Author: Carvajal-Ayala, Daisy Catalina
Date: 2021-00-00
Type: Journal Articles
Subjects: Lesson Plans,Cooperative Learning,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Case Studies,Ethnography,Teacher Attitudes,Language Teachers

In this article, we describe a case study research conducted to validate a set of lesson plans specifically designed for collaborative work with children. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children's reactions to collaborative work. Class observations and surveys to teachers on their perception of the lesson plans and collaborative learning were used to collect the data. Results show that children can indeed work in collaboration when given the adequate conditions. This kind of work among children helps them to negotiate meanings and find solutions for learning spaces. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.
Identification of Mathematics Prospective Teachers&apos; Conceptual Understanding in Determining Solutions of Linear Equation Systems
Author: Dewi, Irmawati Liliana Kusuma
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Mathematics Education,Mathematical Concepts,Concept Formation,Equations (Mathematics),Algebra,Problem Solving,Difficulty Level,Knowledge Level

This research is motivated by a linear equations system, which is the basis for studying necessary linear algebra materials, such as rank, range, linear independent/dependent, linear transformations, characteristic values and vectors. There are still prospective mathematics teachers who have difficulty solving linear equations system and understanding the form of row echelon and reduced row echelon forms. In this study, subjects were three prospective mathematics teachers from Swadaya Gunung Jati University Cirebon who were taking matrix algebra courses. This study aims to reveal the conceptual understanding of prospective mathematics teachers in determining the solution to systems of linear equations. The results show that there are still prospective mathematics teachers who only use memory about the properties and procedures in determining whether a matrix is said to be a row echelon form or a reduced row echelon form. Then, there is still weakness in building the algorithms' relationship due to the immature knowledge of the concepts. Researchers found that many prospective mathematics teachers were more comfortable solving problems that were performed procedurally. Further research is needed to determine how the mental construction process and mathematical conceptual knowledge of prospective mathematics teachers are through meaningful learning so that conceptual understanding is maximized.
Influencing Variables and Implications in the Teacher-Student Relationships
Author: Hu, Yung-Hsiang
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,College Faculty,College Students,Student Attitudes,Teacher Effectiveness,Innovation,Personal Autonomy,Self Management,Self Efficacy,Learning Motivation,Transfer of Training,Predictor Variables,Foreign Countries

The purpose of the study was to examine correlations between perceived teacher innovation (PTI) and self-regulated learning (SRL), where learning motivation, self-efficacy, and learning transfer help illustrate the interplay between and among influencing variables in the teacher-student relationship. This study gathered 213 valid questionnaires out of 355 participants in the Design Thinking for Data Scientists, which is one of the courses taught from a university in Taiwan. This study has analyzed the possible linkage in the Structural Equation Modeling (SEM) through the path coefficient. The ensuing data analysis study has shown that learning motivation, self-efficacy, and learning transfer not only served as the mediator effects in the PTI and SRL but also played small moderating effects. It appears that when learning motivation, self-efficacy, and learning transfer decrease, the interplay between PTI and SRL becomes stronger. It is necessary to increase the level of intrinsic motivation by the perception of greater innovation in teaching materials. By so doing, students would be more receptive and affective of course contents in the classroom and regulate themselves to achieve educational goals. The implications of teachers' perceptions of pedagogical innovation for learning motivation and learning experience are likewise discussed.