ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Reading Strategies of EFL Saudi Students
Author: Al Roomy, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Reading Comprehension,Reading Habits,College Students,Student Attitudes,Correlation,Reading Motivation

In many contexts around the world, English has become a major means of daily communication and a language for research and technology. Reading in English plays a key role in students' academic learning in many higher education contexts where English is the principal medium of instruction. This study measured reading strategies use as well as reading habits for everyday reading practices of EFL Saudi university students. For collecting data, Students completed a questionnaire and were interviewed by the two researchers. The quantitative and qualitative results yielded positive results that students were categorized as high users of reading strategies. Students employed different strategies to approach the complexity of reading texts. In addition, results indicated that there was a relationship between students' motivation toward reading, reading habits of reading practices and the way students implement different reading strategies.
The Experiences of African American Mothers Raising Sons in the Context of #BlackLivesMatter
Author: Joe, J. Richelle
Date: 2019-00-00
Type: Journal Articles
Subjects: African Americans,Mothers,Child Rearing,Sons,Racial Bias,Social Justice,Violence,Mental Health,Mass Media Effects,Stress Variables,Parent Child Relationship,Empathy,Coping,Emotional Response,Parenting Styles,Psychological Patterns,Trauma,Mental Health Workers,Counselors

In this phenomenological study, the authors explored the lived experiences of 19 African American mothers raising boys and young men to understand how media exposure to community and state violence connects to the physical and mental health of these mothers. Analysis of semi-structured individual interviews revealed six themes: psychological distress, physical manifestations of stress, parenting behaviors, empathic isolation, coping strategies, and strengths. The analysis of the data revealed that these themes were connected such that community and state violence were forces weighing on these mothers, resulting in emotional responses, changes to parenting approaches, physical responses, and empathic isolation, while the mothers' coping strategies and strengths served as forces to uplift. The authors present the lived experiences of the participants through a discussion of these themes and their implications for counseling African American mothers within the current social-political context.
Utilizing Trauma-Focused Cognitive Behavioral Therapy as a Framework for Addressing Cultural Trauma in African American Children and Adolescents: A Proposal
Author: Phipps, Ricardo
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Cognitive Restructuring,Behavior Modification,Therapy,Posttraumatic Stress Disorder,African Americans,Children,Adolescents,Outcomes of Treatment,Evidence Based Practice,Cultural Influences,Intervention,Empowerment,Psychoeducational Methods,Parenting Skills,Relaxation Training,Emotional Response,Racial Bias,Role Playing

This article proposes a model for an intervention designed to mitigate cultural trauma in African American children and adolescents using trauma-focused cognitive behavioral therapy (TF-CBT), an evidence-based practice for treating post-traumatic stress in children and adolescents. There is a paucity of approaches to treat cultural trauma in African American youth and the negative effects cultural trauma can have on academic performance and social interactions. This proposed intervention includes a mentoring program focused on the use of TF-CBT to help African American children and adolescents and their families in constructing positive self-images that support resilience and empowerment.
Foreign Language, Local Culture: How Familiar Contexts Impact Learning and Engagement
Author: Sheridan, Robert
Date: 2019-05-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Reading Comprehension,Nouns,Cultural Awareness,Familiarity,Newspapers,Language Variation,College Students,Retention (Psychology),Language Proficiency,Pretests Posttests,Language Tests,Scores,Learner Engagement,Student Interests,Foreign Countries

Analysis of the different methods of teaching English has become increasingly important as the subject of global Englishes receives greater attention. In Asia, more educators have been using textbooks that are culturally specific in their design; however, a limited number of studies have been conducted that demonstrate their practical efficacy. Building on a preliminary study into the effectiveness of culturally familiar materials in EFL education in Japan, a crossover study using both quantitative and qualitative methods was conducted to examine the influence of cultural familiarity on university students' reading comprehension, vocabulary retention, and interest in the texts. Seventy-eight lower-intermediate level EFL students from four intact classes were divided into two groups with equivalent vocabulary proficiency. Participants read four simplified newspaper articles that contained culturally familiar or unfamiliar proper nouns allocated using a crossover design. Pre- and post-lesson tests were used to gauge the effectiveness of culturally familiar proper nouns on reading comprehension, vocabulary retention, and interest of each article. The results revealed that students who read the culturally familiar version of the articles scored higher in reading comprehension and vocabulary retention, and generally reported greater interest and engagement. These findings provide important insights to EFL educators, learners and material designers.
Exploring Learning Styles Expressed in Teaching Philosophies among Agriculture University Teaching Faculty
Author: D'Angelo, Tyler
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Agricultural Colleges,Cognitive Style,Philosophy,College Instruction,Agricultural Education,Measures (Individuals)

Faculty at universities must prepare students to successfully enter the workforce. Preparing students requires effective teaching, but excellence in teaching is complex and can be difficult to achieve. To capitalize on excellent and effective teaching, a teaching philosophy is necessary to embody the teaching faculty members' personal philosophy of student learning in the classroom. The purpose of this study was to explore if a faculty members' preferred learning style is expressed in his or her teaching philosophy statement. Using a mixed methods research design, findings revealed a majority of university faculty members identified an assortment of learning styles based on their teaching philosophy statements. It is recommended that university teaching faculty members engage in professional development opportunities that enhance their teaching philosophy. Experienced university teaching faculty with a diverse teaching philosophy should mentor early-career teaching faculty in developing instruction that incorporates all four learning styles.
Reading L1 and L2 Writing: An Eye-Tracking Study of TESOL Rater Behavior
Author: Eckstein, Grant
Date: 2019-05-00
Type: Journal Articles
Subjects: Eye Movements,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Essays,Writing Evaluation,Evaluators,Scoring,Reading Processes,College Students,Grammar,Teacher Attitudes,Language Usage,Comparative Analysis,Language Teachers,Attention Control,Scoring Rubrics,Connected Discourse

Researchers have found numerous differences in the approaches raters take to the complex task of essay rating including differences when rating native (L1) and non-native (L2) English writing. Yet less is known about raters' reading practices while scoring those essays. This small-scale study uses eye-tracking technology and reflective protocols to examine the reading behavior of TESOL teachers who evaluated university-level L1 and L2 writing. Results from the eye-tracking component indicate that the teachers read the rhetorical, organizational, and grammatical features of an L1 text more deliberately while skimming through and then returning to rhetorical features of an L2 text and initially skipping over many L2 grammatical structures. In reflective interviews, the teachers also reported more consensus on their approach to evaluating grammar and organization than word choice and rhetoric. While these findings corroborate prior research comparing the rating of L1 and L2 writing, they promise to expand our understanding of rating processes by reflecting the teachers' reading practices and attentional focus while rating. Moreover, the study demonstrates the potential for using eyetracking research to unobtrusively investigate the reading behaviors involved in assessing L1 and L2 writing.
Community as Context and Content: A Land-Based Learning Primer for Agriculture, Food, and Natural Resources Education
Author: McKim, Aaron J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Environmental Education,Place Based Education,School Community Relationship,Teaching Methods,Outcomes of Education,Foods Instruction,Natural Resources

Mitigating socio-ecological problems like pollution, climate change, and environmental degradation is increasingly essential to sustaining life on Earth. The urgency required to address these challenges throughout Agriculture, Food, and Natural Resources (AFNR) Education while simultaneously enhancing the quality of educational experiences offered at the local level requires members of the AFNR Education community continuously identify, critique, implement, and evaluate potentially transformative pedagogical methods. This white paper serves as a primer for a new pedagogical approach to be considered throughout all levels of AFNR Education, land-based learning -- defined as a pedagogical approach in which students collaborate with community members to implement place-based interventions within AFNR to increase the sustainability of their community. As an introduction to land-based learning, this review (a) explores the foundations of land-based learning by introducing place-based and land-based education, (b) outlines a four-step approach (i.e., identification, understanding, intervention, and evaluation) to implementing land-based learning within AFNR Education, and (c) illuminates empirically-identified outcomes of land-based learning. As land-based learning is explored, its potential to pragmatically equip communities to empower future generations of learners with the knowledge, skills, and commitment to solve socio-ecological problems is highlighted.
Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model
Author: Otto, Ana
Date: 2018-00-00
Type: Journal Articles
Subjects: Course Content,Language of Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Interdisciplinary Approach,Language Proficiency,Formative Evaluation,Academic Language,Error Patterns,Student Evaluation

Assessment is one of the most contested topics in Content and Language Integrated Learning (CLIL) because of the duality between content and language, and the lack of official guidelines and research on this matter. Furthermore, as CLIL is an umbrella term portraying different realities, it is essential to consider the educational contexts in which this methodological approach is set. These various settings make each CLIL program unique concerning general aspects such as the educational level, the amount of exposure to the foreign language, the students' age and level in the foreign language, and the different subjects being taught through it. The aim of this article is to discuss existing research on CLIL assessment and to offer a preliminary functional model for practitioners to deal with language issues. By analyzing the literature in a systematic way, the concepts of discrete and integrated assessment are revisited, and a closer look at the importance of considering students' limited language proficiency and errors are also considered. It is hoped that the suggested functional model and the recommendations derived from it can serve as an aid to teachers in assessing language in a variety of CLIL subjects and contexts.
Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level
Author: Yang, Wenhsien
Date: 2018-00-00
Type: Journal Articles
Subjects: Course Content,English for Special Purposes,Interdisciplinary Approach,Instructional Materials,Second Language Learning,Second Language Instruction,Teaching Methods,Language of Instruction,Language Teachers,Teacher Student Relationship,Internship Programs,Work Experience,Educational Quality,Material Development,Majors (Students),College Freshmen,Student Attitudes,Expectation,Individual Differences,Gender Differences,Language Proficiency,Secondary Education,Foreign Countries

The Content and Language Integrated Learning (CLIL) approach has been broadly adopted and extensively researched at different educational levels across European contexts. It is also becoming popular in Asian settings due to its dual focus on developing both language skills and content knowledge. It aims to empower learners with high mobility and employability in the globalized job market. However, successful implementation of CLIL in these countries has been difficult for various reasons, including lack of suitable CLIL-based curricular materials. This study reports how an English for Specific Purposes (ESP) teacher, who is also a CLIL practitioner, worked collaboratively with an English learner who has professional, industrial internship experience, to produce contextualized CLIL learning materials for tertiary education. It also examines to what extent the self-designed CLIL materials satisfy standards of good quality. In total, 47 English-major first-year students joined the study in a national polytechnic university in Taiwan. The results reveal that CLIL learners have a fairly high expectation of quality materials, and our design received 5%-25% lower agreement than the criteria. Moreover, learners' gender, language proficiency and previous secondary school major were factors that affected how they perceive the criteria of quality and our own CLIL materials. This demonstrates complexities of designing CLIL-based curricular materials addressing learners' individual differences (especially in terms of needs and expectations) in a polytechnic university with pedagogic implications.
Implementation of Content and Language Integrated Learning and Its Effects on Student Motivation
Author: Mede, Enisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Course Content,Language of Instruction,Interdisciplinary Approach,Private Colleges,Teacher Attitudes,Student Attitudes,College Students,College Faculty,Diaries,Learning Motivation,Faculty Workload,Speech Communication,Foreign Countries

The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey. The study also attempts to find out how the students and their instructor perceive teaching and learning English through this particular approach. The participants consisted of 19 intermediate level students and their instructor. To meet these objectives, the quantitative data were collected through pre- and post-motivation questionnaires whereas the qualitative data came from reflective journals kept by the two CLIL had a positive influence on the students' motivation while learning English. In addition, the reflective journals suggested that both students and their instructor perceived CLIL as an engaging and functional instructional tool while teaching and learning English. CLIL also helped students to become more responsible for their own learning process. Finally, the two groups of participants shared the difficulties they experienced with this approach, such as timing, workload and speaking. Based on these findings, the study offers recommendations and implications about using CLIL in English classrooms.
From &apos;McEnglish&apos; to the &apos;Holy Grail&apos;: Transitions between Eikaiwa and University Teaching
Author: Hooper, Daniel
Date: 2019-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Teacher Attitudes,Professional Identity,Language Teachers,College Faculty,Sociocultural Patterns,Pedagogical Content Knowledge,Teaching Skills,Professional Autonomy,Employment Level,Private Schools,Comparative Analysis,Foreign Countries,Universities,Social Status,Institutional Characteristics

Within Japanese ELT, private conversation (&quot;eikaiwa&quot;) schools are commonly viewed as the bottom rung of the professional ladder. In contrast to &quot;eikaiwa's&quot; marginalized position, language teaching in university is regarded as the pinnacle of the field's professional hierarchy (Nagatomo, 2016). The aim of this paper is to examine first-hand perspectives of teachers who have transitioned between these two 'spheres of experience' (Zittoun, 2006) and analyze perspectives on each context's pedagogical constraints and affordances. Drawing on Zittoun's sociocultural framework related to life transitions, an investigation of the lived experiences of eleven teachers was conducted. This explorative study focused on changes in skills and knowledge, identity, and personal meanings that stemmed from moving from &quot;eikaiwa&quot; to university teaching as well as cognitive and social resources that mediated the transition. Teachers revealed that &quot;eikaiwa&quot; teaching provided them with experiences that contributed to their pedagogical skillset and evolving teacher beliefs. Conversely, university teaching afforded enhanced professional identity due to factors such as increased teacher autonomy and authority in the classroom. This study supports a nuanced view of different teaching contexts that recognizes diverse affordances and constraints rather than subscribing to a linear, hierarchical view of certain ELT settings.
Competition as an Instructional Approach in School-Based, Agricultural Education (SBAE): A Historical Review
Author: Jones, Mason C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Competition,Teaching Methods,Educational History,Vocational Education,Educational Legislation,Federal Legislation,Educational Change,Educational Philosophy

The purpose of this study was to examine and describe the historical role of competition as an instructional approach in School-Based, Agricultural Education (SBAE). Pragmatism was found to be the philosophical underpinning of competition in SBAE, and the influences of William James and John Dewey were described. The growth of new National FFA contests was presaged by seminal legislative acts such as the Smith-Hughes Act of 1917, the Vocational Education Act of 1963, and by educational reforms in the 1980s. We also identified and discussed the challenges associated with using competition as an instructional approach. Based on the profession's longstanding concerns about competition at the expense of instruction, i.e., prizing winning over learning, it was recommended that SBAE's stakeholders continue to examine the educational merits of its competitive activities to revise, alleviate, or add such as may be needed.
Second Language Teachers&apos; Conceptions of Teaching Literary Texts
Author: Cheung, Anisa
Date: 2019-05-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teaching Methods,Schemata (Cognition),Language Arts,Secondary School Curriculum,Teacher Attitudes,English Literature,Teacher Characteristics,Learning Experience,Knowledge Base for Teaching,Foreign Countries,Pedagogical Content Knowledge,Secondary School Teachers

The present article lies at the intersection of research on teacher cognitions and the rising importance of literary texts in second language learning. It is a qualitative analysis of teacher reports on integrating Language Arts (LA) in the context of New Senior Secondary (NSS) English Language Curriculum in Hong Kong. In particular, this study explores three English teachers' conceptions of teaching literary texts. Juxtaposing teachers' views of LA integration and their personal experience of English language learning offers teacher educators a useful lens through which to view the personal practical nature of teacher cognition. It also unveils the factors influencing their conceptions of the place of literary texts in the English Language Curriculum. The results portray teachers as individuals with unique personal characteristics and backgrounds. It is hoped that the study will offer insights into the development of teachers' personal practical knowledge (PPK) by highlighting their personal learning experience. The study suggests a reconsideration of the relationship between teacher knowledge and belief from various perspectives.
Agricultural Student Perceptions of Career Success Factors: Ranking Attributes of Collegiate Experiences
Author: Feldpausch, Julie A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Success,College Curriculum,Extracurricular Activities,Undergraduate Students,Student Attitudes,Agricultural Occupations,Student Experience,Agricultural Colleges,Occupational Aspiration,Student Characteristics

There is an ever-imminent need for career-ready graduates from collegiate agriculture programs. Generational shifts in attitudes and background experiences of agricultural students challenge educators to maintain curricular programming which establishes a successful career trajectory for students. Students studying animal science and/or agricultural economics were surveyed to understand their perception of how collegiate curricular, co-curricular, and extracurricular experiences (coursework, club participation, relevant work, international experience, advising/mentoring, college life, and professional networking) contribute to their anticipated career success. A best-worst scaling experiment was used to force respondents to make tradeoffs between the collegiate experience attributes in a manner designed to be free of scale biases. Responses were related back to additional demographical and experience/perception characteristics of respondents through various approaches. Based on their responses, students solely in a pre-veterinary Animal Science curriculum represented a particularly interesting category of students regarding their beliefs and reported experiences. Students indicated relevant work experience was overwhelmingly the most critical of the 7 factors they were asked to evaluate. Further research should investigate possible disconnects between student perceptions and reality in higher education.