ethanporcaro/eric-fulltext-meta huggingface dataset:
Undocumented Student Participation in Education Abroad: An Institutional Analysis
Author: Butler, Paige E.
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Participation,Study Abroad,Undocumented Immigrants,Interviews,Student Attitudes,State Universities,Undergraduate Students,Access to Education,Public Policy,Immigration,Educational Opportunities,Disadvantaged,Disproportionate Representation,Federal Legislation

This research explores institutional practices supporting undocumented student participation in U.S. education abroad at a California public research university. This institution successfully enrolled more than 40 undocumented students studying abroad between 2013 and 2016. Four university staff members, an immigration attorney, and eight undocumented students who successfully studied abroad were interviewed. During this time, the Deferred Action for Childhood Arrivals (DACA) program was in effect through federal Executive Order, providing some protections for certain eligible youth immigrants living without current legal status in the U.S. DACA-approved students were eligible to formally access education abroad through a federal U.S. program known as Advance Parole from late 2012 through fall 2017, when the order was rescinded. All student participants studied abroad and interviews were conducted prior to the Fall 2017 Presidential Rescission of DACA and cessation of Advance Parole study abroad opportunities for DACA students. Findings demonstrate that undocumented students navigate study abroad with specific considerations for federal, state, and institutional policies, which may contradict or misalign with institutional practices and methods traditionally utilized to support study abroad students, thus further marginalizing this underrepresented population of students. This research highlights promising practices supporting undocumented students in education abroad and the findings from these interviews inform international educators and allies how to better support underrepresented students on and off campus, and suggests considerations for other marginalized student populations interested in education abroad.
Swedish Crime Fiction and Study Abroad: Literature, Politics and the Foreigner
Author: Ellis, Joseph Michael
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Crime,Fiction,Literary Genres,Study Abroad,Literature Appreciation,Novels,Teaching Methods,Cultural Awareness,Politics,Social Cognition,College Students

This paper highlights the use of Swedish crime fiction in the classroom to teach politics, especially issues related to immigration and the role of being &quot;foreign&quot;. Furthermore, the paper explores how Swedish crime fiction can be incorporated into a study abroad course, examining one such study abroad--known as W'International--on our campus. I argue that Swedish crime fiction novels make for a perfect venue to explore an array of political problems and challenges, and a palatable way for students unfamiliar with Sweden or crime fiction to relate to real world issues.
Faculty Engagement in Cultural Mentoring as Instructors of Short-Term Study Abroad Courses
Author: Niehaus, Elizabeth
Date: 2018-04-00
Type: Journal Articles
Subjects: Mentors,Study Abroad,Predictor Variables,Race,Ethnicity,College Faculty,Self Concept,Teacher Student Relationship,Expectation,Academic Rank (Professional),Statistical Analysis,Factor Analysis,Undergraduate Students,Online Surveys

The purpose of this study was to explore what cultural mentoring looks like in practice in short-term study abroad courses, how frequently instructors engage in cultural mentoring, and what demographic and background variables might predict the extent to which faculty members engage in cultural mentoring. Using data from a survey of 473 faculty members from 72 U.S. colleges and universities who had recently taught short-term study abroad courses, we identified four types of cultural mentoring behaviours: Expectation Setting, Explaining the Host Culture, Exploring Self in Culture, and Facilitating Connections. We also identified key predictors of the frequency with which participants engaged in cultural mentoring, including rank, race/ethnicity, and discipline.
Readability, Referential Cohesion and Interaction in Texts of Websites, Textbooks and Workbooks for French Language Learning
Author: Mavasoglu, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: French,Web Sites,Textbooks,Workbooks,Educational Technology,Technology Uses in Education,Textbook Content,Readability,Comprehension,Content Analysis,Language Usage,Verbs,Interaction,Electronic Publishing,Hypermedia,Second Language Instruction,Sentences,Grammar

As Internet carries on its growing in an unceasing manner, more and more students are guided by their teachers to access language learning websites to support self-study. The present study examined some linguistic and interactional properties of French learning websites in terms of readability, referential cohesion and interaction. These properties were comparatively analysed with French language textbooks and workbooks. The results showed that the websites were close to workbooks in terms of the number of words and clauses used to teach/learn grammatical subjects. In order to examine readability and comprehensibility, the websites were analysed for lexical density, clause length and referential cohesion. The results revealed that they used less readable and comprehensible texts about lexical density and referential cohesion while they designed readable and comprehensible text regarding clause length. The websites were also analysed for involvement strategies and the use of imperative verbs to look for their interactional features. The results indicated that they showed strong interactional properties through involvement strategies but presented low density of imperatives. The findings of the present study also revealed that the texts of the websites were rather denatured electronic texts which seem to be a simple transmission of information in printed sources as such into digital environment.
Student Outcomes Associated with Short-Term and Semester Study Abroad Programs
Author: Coker, Jeffrey Scott
Date: 2018-04-00
Type: Journal Articles
Subjects: Study Abroad,College Seniors,Outcomes of Education,Learner Engagement,National Surveys,Student Surveys,Program Length,Program Effectiveness,Statistical Analysis

This five-year study of graduating seniors at Elon University (n = 1,858) compared student outcomes measured by the National Survey of Student Engagement across five study abroad groups: no study abroad, semester, short-term (three-week), two short-terms, and semester plus short-term. Both short-term and semester programs were positively associated with how students rate their overall educational experience and whether they would attend the same institution again. However, students who participated in semester programs reported better outcomes in numerous categories: contributing to class discussion, including diverse perspectives in discussions and assignments, synthesis of ideas, less rote memorization of course material, empathy, acquiring a broad general education, critical thinking, and working effectively with others. There was less compelling evidence of better outcomes from a second short-term program or one taken in addition to a semester program. Overall, short-term programs clearly have value, but semester programs are associated with significantly better outcomes overall.
Students&apos; Views on the Use of Tablet Computers in Education
Author: Semerci, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,High School Students,Handheld Devices,Telecommunications,Qualitative Research,Semi Structured Interviews,Student Attitudes,Teaching Methods,Teacher Student Relationship,Interaction,Foreign Countries

The aim of this study was to explore high school students' views on the use of tablet computers in education. To achieve this aim, a qualitative research method was employed whereby data was obtained from 16 high school students using one-to-one semi-structured interviews and then, subjected to content analysis. The findings showed that all the participating students expressed a positive attitude towards tablet computers prior to their use in education. However, students stated that, after a short period spent on using the tablet computers, they found that tablet computers affected student-teacher and student-student interaction. A significant number of the students stated that the educational content presented in the Educational Information Network (EBA) Portal was inadequate and inappropriate to their level. Also, in terms of the learning and teaching process, the students raised several concerns. To facilitate the effective use of tablet computers in education, students made several recommendations.
An Analysis of the Meaning of &quot;Natural&quot; Concerning Oral Corrective Feedback
Author: Kamiya, Nobuhiro
Date: 2018-05-00
Type: Journal Articles
Subjects: Oral Language,Feedback (Response),Incidental Learning,Learning Processes,Language Teachers,Second Language Instruction,Error Correction,Definitions,Interviews,Statistical Analysis

Second and foreign language teachers often say that they correct students' oral errors &quot;naturally&quot; in their classes. In fact, the operationalization of incidental oral corrective feedback also states that it arises &quot;naturally&quot; in a communicative task. This notion was confirmed in a study that I conducted with four ESL teachers in the U.S, three of whom mentioned natural use of oral corrective feedback concerning their teaching practices. However, through analyzing their interviews and stimulated recall data further, it was found that their definition of the term &quot;natural&quot; was not uniform, but threefold: oral corrective feedback was &quot;natural&quot; to them because (a) it is what people do in daily conversations, (b) it is done automatically and unconsciously, and (c) it is a part of the job as a teacher. This implies that, when investigating beliefs among language teachers, scholars need to further examine how each teacher defines the word in their use of oral corrective feedback because using the umbrella term of &quot;natural&quot; may conceal the fact that the meaning of the word may differ for each teacher.
Implementation of Research-Based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an Experimental Study
Author: Irby, Beverly J.
Date: 2018-05-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Teaching Methods,Teacher Competencies,Grade 6,Science Teachers,Language Usage,Observation,Faculty Development,Control Groups,Experimental Groups,Comparative Analysis,Middle School Students,Middle School Teachers,Science Instruction,Hands on Science,Cooperative Learning,Questioning Techniques,Scaffolding (Teaching Technique),Technology Integration,Educational Technology,Longitudinal Studies,Urban Schools,Randomized Controlled Trials

English language learners (ELLs) benefit when their teachers utilize a wide range of English as a Second Language (ESL) instructional strategies. However, content-area teachers often are unfamiliar with these ESL strategies as they have not received extensive professional development on meeting the needs of ELLs, especially within the context in their content area. In the current study, we explored the instructional differences between sixth-grade science teachers in their use of specific ESL strategies through the use of an observation protocol. Treatment teachers received ongoing, in-depth professional learning on working with ELLs and using ESL strategies. Our research question was: Is there a significant difference between treatment and control classrooms on teachers' implementation of ESL strategies? A total of 1,380 rounds of observation were completed in both treatment and control classrooms during science instruction, with an average of 54.5 minutes per teacher. Chi-square tests were conducted comparing treatment and control teachers' instruction. The results underscored the difference between treatment and control teachers in utilizing some of the specific ESL instructional strategies to enhance their students' science and literacy growth.
The Effect of Social Network-Supported Microlearning on Teachers&apos; Self-Efficacy and Teaching Skills
Author: Kelleci, Ozge
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Social Media,Teaching Methods,Educational Technology,Technology Uses in Education,Preservice Teachers,Mixed Methods Research,Interviews,Questionnaires,Measures (Individuals),Teaching Skills,Foreign Countries,Planning,Classroom Techniques,Time Management,Professional Identity

To train qualified teachers, it is important to use methods that employ theory and practice together in teacher training. For microteaching to be more effective, supporting it with online environments is essential. This study aims to find out the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. The SNSM process took place in two stages. Firstly, Pre-service teachers were asked to respond to Teacher Self-efficacy Scale prior to SNSM. Then, the open-ended interview questionnaire and opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data also support the results of quantitative data.
Learning Vocabulary through Extensive Reading: Word Frequency Levels and L2 Learners&apos; Vocabulary Knowledge Level
Author: Chang, Anna C-S
Date: 2018-05-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Second Language Learning,English (Second Language),Vocabulary Development,Reading Instruction,Reading Materials,Reading Comprehension,Retention (Psychology),Knowledge Level,Reading Tests,Pretests Posttests,Language Skill Attrition,Word Frequency,Statistical Analysis

This study investigates 62 EFL young adults' vocabulary learning rates immediately after reading ten graded readers, and their vocabulary decay rates after a three-month period. The participants were divided into two relative levels: higher (n = 31) and lower (n = 31). One hundred target words were semi-randomly selected from the reading texts and divided into three-word frequency levels (1,000, 2,000, and 3,000 plus off-list words). The levels had 31, 36, and 34 target words respectively. The target words were tested on three occasions: pre-, post- and delayed post-tests. The results show that the immediate learning rates for the higher-level group were 68%, 71% and 69% for the 1,000, 2,000 and the off-list words respectively, and were 20%, 19% and 21% for the lower-level group. The attrition rates in the three-word frequency levels were 7%, 11% and 22% in the higher-level group, and 31%, 34% and 36% in the lower level group. The results of the present study suggest that L2 learners learned any words that they encountered while reading without considering word frequency levels, and the higher learning rate of low frequency words could be attributed to the after-reading activities and the interesting stories in the graded readers.
The Effects of Extensive Reading on English Vocabulary Learning: A Meta-Analysis
Author: Liu, Jiren
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Meta Analysis,Reading Programs,Language Proficiency,Teaching Methods,Reading Instruction,Instructional Effectiveness,Program Length,Reading Materials,English Instruction,Literature Reviews,Statistical Analysis

Extensive reading has been continuously studied as a promising instructional method for improving students' language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta-analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether extensive reading instruction was effective in improving students' vocabulary acquisition, and if so, how the effectiveness varied in terms of the instruction length and teaching methods. Stata 14.0 was utilized to calculate the collected data. The results revealed that: (1) extensive reading has a significant effect on English vocabulary learning; (2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning; (3) Graded Readers, comprehension questions and vocabulary exercise play significant roles as reading materials and education methods in promoting the vocabulary learning of EFL learners.
The Essential Issues of the ESP Classroom from a Reflective View
Author: Shi, Wenjie
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,English for Special Purposes,Instructional Materials,Testing Programs,Interdisciplinary Approach,Teacher Collaboration,Class Activities,Course Evaluation,Student Evaluation,Teaching Methods,Evaluation Methods,Teacher Characteristics,Foreign Countries

The study looks at the three essential issues concerning the ESP classroom, the practitioners, teaching materials and testing tools, by reflecting on the publications of the ESP classroom three decades earlier and examining the current developments in China. First, in response to the demographic changes in the ESP practitioners and the inter-disciplinary feature of the ESP classroom, collaborative involvement of practitioners from language teachers, subject teachers of specific disciplines and professionals in the workplace was recommended. Second, with regards to teaching materials and methodology design in the ESP classroom, classroom activities based on learners' needs and ways of teaching suited to prospective functions were proposed, which can be achieved by joint efforts of practitioners through in-class teaching and in-field coaching. Third, the ESP related course evaluation and student assessment at different levels were discussed, arriving at the conclusion that, beside international ESP/EAP tests, localized and specified tests that are constructed on the basis of proper balance of language knowledge and subject knowledge need to be addressed and adopted in the ESP classroom.
African American Parents&apos; Perceptions of Diagnosis and Services for Children with Autism
Author: Pearson, Jamie N.
Date: 2018-03-00
Type: Journal Articles
Subjects: Parent Attitudes,Barriers,Autism,Pervasive Developmental Disorders,Qualitative Research,Semi Structured Interviews,Grounded Theory,Developmental Disabilities,Partnerships in Education,Mothers,Parent Child Relationship,African Americans,Clinical Diagnosis,African American Children,Questionnaires

The identification of children with autism spectrum disorder (ASD) during the first two years of life has become more promising; however, the probability of early ASD diagnoses does not always extend to African American children. This disparity has decreased the likelihood that African American children will benefit from early intervention services. This qualitative inquiry explored, via semi-structured interviews, the perceived factors that facilitate and impede early diagnoses and access to services among African American parents of young children with ASD. A constant comparative approach was employed and 15 themes related to diagnoses, services, and recommendations emerged (e.g., parent knowledge of ASD as a facilitator to diagnosis, &quot;aggressive advocacy&quot; as a barrier to accessing services, and parent education as a recommendation for addressing identified barriers). Parent advocacy and partnerships with professionals were overarching themes in this study. Implications for parent training related to knowledge of ASD, parent advocacy, and partnerships with professionals are discussed.
An Investigation into Senior High School Students&apos; Psychological Quality and Its Relationship with Their English Performance
Author: Jin, Wen
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Psychological Patterns,Personality Traits,Self Esteem,Self Control,Personal Autonomy,Learning Motivation,Thinking Skills,Innovation,Metacognition,High School Students,Educational Quality,Foreign Countries,Questionnaires,Student Attitudes,Statistical Analysis

The psychological quality is a stable, basic and derivative psychological character, and is a dynamic organization composed of four subs-systems of cognition, personality psychology, mental health and social adaptation. Foreign and domestic scholars have done plenty of researches on the relationship between the academic performance and several main sub-dimensions of psychological quality such as responsibility, methods, initiative and confidence. Based on the previous studies, the study aims to investigate the general situation of senior high school students' psychological quality; How does English performance correlate with psychological quality and its eleven dimensions; What is the difference between high-proficient English learners and the low-proficient English learners in terms of the psychological quality and its eleven dimensions? The results show that the middle high school students have a relatively positive psychological quality; there is a positive and strong correlation between psychological quality and English performance. As for its eleven dimensions, the results show that there is a positively and strongly correlation between English performance and initiative, self-confidence, responsibility, self-control, methods, independence and persistence. There is a correlation between English performance and monitoring, frustration endurance and independence, which is not as strong as the above dimensions. And there is no correlation between English performance and thinking ability and innovation; there exist significantly difference between high-proficient and low-proficient English students in psychological quality, initiative, self-confidence, responsibility, self-control, methods, persistence, monitoring and frustration endurance. However,no difference has been found between high-proficient and low-proficient English students in independence, thinking ability and innovation.